关于医学院校营养与食品卫生学专业青年教师课堂教研融合发展路径的思考

Reflections on the Development Path of Classroom Teaching and Research Integration for Young Teachers in the Nutrition and Food Hygiene Program at Medical Colleges

摘要: 为了解决医学院校营养与食品卫生学专业青年教师教学与科研相脱离的现实问题，探索课堂场景下教研融合的可行途径，本文以《营养与食品卫生学》课程为载体，利用虚拟仿真技术的优势，分析青年教师教研融合的主要障碍，从教学场景、资源转化、能力提升、保障机制四个方面建立课堂教研融合的实践体系，并以食物中毒调查处理为例展示教研融合的教学设计，对该路径的预期价值、落地难点、适用边界和优化方向进行学理思考。虚拟仿真技术可以降低科研成果教学转化的技术门槛，给科研思维和前沿成果系统地进入课堂提供技术支持，有利于形成教学凝练科研问题、科研反哺教学内容的良性循环。构建场景、内容、能力、评价四位一体的教研融合体系，可以给青年教师教学能力和科研水平的同步提高提供思路，也可以给营养专业课程建设和青年师资培养提供理论参考和实践框架。

Abstract: In order to solve the practical problem that the teaching and research of young teachers majoring in nutrition and food hygiene in medical colleges are separated from each other, and to explore the feasible way of teaching and research integration in the classroom scene, this paper takes the course of Nutrition and Food Hygiene as the carrier, uses the advantages of virtual simulation technology, analyzes the main obstacles of teaching and research integration of young teachers, establishes the practice system of teaching and research integration in the classroom from four aspects of teaching scene, resource transformation, ability improvement, and security mechanism, and takes the investigation and treatment of food poisoning as an example to show the teaching design of teaching and research integration, and makes a theoretical reflection on the expected value, landing difficulties, applicable boundaries, and optimization direction of this path. Virtual simulation technology can reduce the technical threshold of teaching transformation of scientific research achievements, provide technical support for scientific research thinking and cutting-edge achievements to enter the classroom systematically, and help form a virtuous cycle of teaching condensing scientific research problems and scientific research feeding back teaching content. The construction of a teaching research integration system integrating scene, content, ability and evaluation can provide ideas for the synchronous improvement of young teachers’ teaching ability and scientific research level, as well as theoretical reference and practical framework for the construction of nutrition courses and the cultivation of young teachers.