“五微任务·循环式教学法”在研究生病理学技术课程中的应用

Application of the “Five Micro-Tasks Cyclical Teaching Method” in the Postgraduate Course of Pathological Technology

摘要: 研究生教育已进入高质量发展阶段，科研能力与创新思维的培养成为核心目标。病理学技术作为医学研究的关键方法学，其传统教学模式存在重技能轻思维、理论与实践脱节、教学效率低等问题。本研究针对研究生病理学技术课程，以建构主义学习理论为指导，基于“以学生为中心”的理念，设计了“五微任务·循环式教学法”。该模式通过“讲微课、微视频、微任务、微演示、微讨论”五个环节的有机融合，并对难点内容实施循环递进教学，旨在激发学生主动学习兴趣，培养科研思维与实践创新能力。本文通过理论阐释、方案设计与实践反思，探讨了该教学模式的应用价值，以期为研究生实验类课程教学改革提供参考。

Abstract: Graduate education has entered a stage of high-quality development, with the cultivation of research capabilities and innovative thinking becoming the core goals. Pathology technology, as a key methodology in medical research, has a traditional teaching model that emphasizes skills but neglects thinking, has a disconnect between theory and practice, and has low teaching efficiency. This study, targeting the graduate pathology technology course, is guided by the constructivist learning theory and based on the “student-centered” concept, has designed the “Five Micro-Tasks Cyclical Teaching Method”. This model integrates the five components of “lecturing micro-lessons, micro-videos, micro-tasks, micro-presentations, and micro-discussions” organically, and implements cyclical progressive teaching for difficult content, aiming to stimulate students’ active learning interest and cultivate their research thinking and practical innovation capabilities. Through theoretical explanation, scheme design, and practical reflection, this paper explores the application value of this teaching model, with the hope of providing a reference for the teaching reform of experimental courses for graduate students.