知识图谱赋能的外科学课程思政教学模式构建探索

Exploration of the Construction of an Ideological and Political Education Model for Surgery Courses Empowered by Knowledge Graphs

摘要: 医学类专业课程思政建设是落实立德树人根本任务的重要途径。然而，外科学课程思政实践中长期面临思政元素与专业知识融合缺乏系统性、育人效果难以量化评估、教师跨学科融合能力参差不齐等突出问题。本文以知识图谱技术为支撑，构建了“专业知识–思政元素–医德培育”三维融合的外科学课程思政教学模式。以某医学院2025年秋季学期学习外科学课程的2020级临床医学专业200名本科生为研究对象，随机分为实验组(100人)和对照组(100人)，实验组采用基于知识图谱的三维融合教学模式，对照组采用传统教学模式。经过一学期的教学实践，实验组学生的理论考试成绩(86.35 ± 4.72)分高于对照组(81.42 ± 5.13)分，差异具有统计学意义(t = 7.071, P < 0.01, Cohen’s d = 1.00)；思政知识认同度(4.42 ± 0.51)分高于对照组(3.85 ± 0.62)分(t = 7.083, P < 0.01, Cohen’s d = 1.00)；医德培育效果(4.38 ± 0.55)分高于对照组(3.92 ± 0.58)分(t = 5.812, P < 0.01, Cohen’s d = 0.82)。机制分析表明：知识图谱通过将宏观育人目标细化为可度量、可评估的教学指标，并以可视化方式呈现专业知识与思政元素之间的内在关联，降低了学生的认知负荷，促进了价值内化。本研究表明，知识图谱赋能的外科学课程思政三维融合教学模式具有良好的教学效果，为医学类专业课程思政建设提供了可复制的技术路径和实践范本。

Abstract: The integration of ideological and political education into medical curricula has become a critical pathway for fulfilling the fundamental mission of cultivating virtue and nurturing talent. However, surgical education has long been confronted with three persistent challenges: the lack of systematic integration between ideological elements and professional knowledge, the difficulty in quantifying educational outcomes, and the uneven interdisciplinary competencies among faculty. This study proposes a three-dimensional integration model for surgical education—encompassing “professional knowledge, ideological elements, and medical ethics cultivation”—supported by knowledge graph technology. A total of 200 fifth-year undergraduate medical students enrolled in the Surgery course during the fall semester of 2025 were randomly assigned to an experimental group (n = 100) and a control group (n = 100). The experimental group received instruction via the knowledge graph-based three-dimensional integration model, while the control group followed the traditional teaching approach. After one semester, the experimental group demonstrated significantly higher scores in theoretical examinations (86.35 ± 4.72 vs. 81.42 ± 5.13, t = 7.071, P < 0.01, Cohen’s d = 1.00), ideological knowledge acceptance (4.42 ± 0.51 vs. 3.85 ± 0.62, t = 7.083, P < 0.01, Cohen’s d = 1.00), and medical ethics cultivation (4.38 ± 0.55 vs. 3.92 ± 0.58, t = 5.812, P < 0.01, Cohen’s d = 0.82) compared to the control group. Mechanism analysis revealed that knowledge graphs facilitate value internalization and reduce cognitive load by translating macro-level educational objectives into measurable, assessable teaching indicators and visually mapping the intrinsic connections between professional knowledge and ideological elements. These findings demonstrate that the knowledge graph-empowered three-dimensional integration model yields favorable educational outcomes and provides a replicable technological pathway and practical paradigm for ideological and political education in medical curricula.