“科教融汇” + “课程思政”双融双促的 生理学教学探索

Dual Integration and Mutual Promotion of “Science-Education Fusion” + “Ideological-Political Education” in Physiology Teaching

摘要: 生理学作为医学生首门机能学核心课程，其教学质量直接影响医学生科研思维与职业价值观塑造。传统教学模式难以满足新医科建设对拔尖创新人才的培养需求。本研究针对生理学教学中科研与教学脱节、思政融入浅表化等困境，提出“科教融汇”与“课程思政”双融双促理念，构建“课前线上任务驱动–课中深度学习–课后实践创新”三阶教学模式，通过教学内容模块化重构、融合案例库建设、“电针足三里调控胃运动”等创新实验实施及多元化评价体系优化，形成覆盖11章节的融合教学体系与八大思政主题，为“新医科”背景下中西医结合人才培养提供可借鉴方案。

Abstract: As the first core functional course for medical students, the teaching quality of physiology directly influences the cultivation of medical students’ scientific research thinking and professional values. Traditional teaching models struggle to meet the demands of cultivating top-notch innovative talents under the “New Medical Science” initiative. This study addresses the dilemmas in physiology teaching, such as the disconnection between scientific research and instruction and the superficial integration of ideological and political education, by proposing the concept of “dual integration and mutual promotion” of “science-education fusion” and “ideological-political education”. A three-stage teaching model—“pre-class online task-driven learning, in-class deep learning, and post-class practical innovation”—was constructed. Through modular reconstruction of teaching content, development of an integrated case library, implementation of innovative experiments such as “Effect of Electroacupuncture at Zusanli on Gastric Motility”, and optimization of a diversified evaluation system, an integrated teaching system covering 11 chapters and eight ideological and political themes was formed, providing a referential scheme for cultivating talents in integrated traditional Chinese and Western medicine under the “New Medical Science” background.