OBE理念下医学神经生物学课程教学改革的探索与实践

Exploration and Practice of Teaching Reform in the Medical Neurobiology Course under the OBE Concept

摘要: 神经科学是当今生命科学最具活力的前沿领域之一。医学神经生物学作为衔接基础与临床、贯通多学科的核心课程，在“中国脑计划”与新医科建设背景下，承担着培养创新型医学人才的重要任务。然而，受知识本位的内容组织、以讲授为主的课堂形态与以终结性笔试为主的考核方式影响，课程在创新人才培养目标与教学实施之间存在一定的“对齐缺口”。本文以成果导向教育(OBE)的反向设计逻辑为指导，引入建构性对齐理论作为诊断与改进的分析框架，在借鉴国际一流神经科学培养项目经验、总结国内同行改革成效的基础上，从锚定学习产出重构课程内容、推进主动学习与人工智能赋能、构建进阶式科研训练链、深化课程思政、完善多元增值评价五个方面提出改革路径，并构建了“目标–内容–方法–评价”相互对齐的一体化改革框架；进一步以“进阶式科研训练链”与人工智能赋能的多元增值评价为例，具体说明了一个完整实施周期的运作方式，包括活动设计、学生任务、教师角色、技术工具的应用与评价标准，并就教师理念转变、跨学科协作、技术成本效益与学生负担平衡等实施挑战提出应对策略，以期为医学神经生物学课程教学改革与高质量课程建设提供参考。

Abstract: Neuroscience is one of the most dynamic frontier fields in the life sciences today. As a core course bridging basic and clinical medicine and integrating multiple disciplines, medical neurobiology undertakes the important task of cultivating innovative medical talents under the background of the China Brain Project and the New Medical Education initiative. Affected by knowledge-centred content organization, lecture-dominated classrooms and assessment that relies mainly on summative written examinations, the course shows a certain “alignment gap” between the goal of cultivating innovative talents and actual teaching practice. Guided by the reverse-design logic of outcome-based education (OBE) and using constructive alignment as an analytical framework for diagnosis and improvement, and drawing on the experience of world-class neuroscience programmes as well as the achievements of domestic peers, this paper proposes a reform path covering outcome-anchored content restructuring, active learning empowered by artificial intelligence, a progressive research-training chain, curriculum-based ideological and political education, and diversified value-added assessment, and constructs an integrated “objective-content-method-assessment” alignment framework. Taking the progressive research-training chain and the AI-empowered diversified value-added assessment as examples, the paper then illustrates in detail how one complete implementation cycle operates, including activity design, student tasks, teacher roles, the application of technological tools and assessment criteria, and it proposes coping strategies for such practical challenges as the transformation of teachers’ pedagogical beliefs, interdisciplinary collaboration, the cost-effectiveness of technology and the balance of student workload. It aims to provide a reference for the teaching reform and high-quality course construction of medical neurobiology.