《气候与健康》通识课程模块化教学改革研究

Modular Teaching Reform of the General Education Course “Climate and Health”

摘要: 气候与健康的耦合关系适合作为通识教育的跨学科教学内容。本文以《气候与健康》通识课程为研究对象，系统分析选课学生的专业分布特征及其对教学过程的影响。结果表明，60名选课学生，涵盖14个专业，体育教育占比最高(35%)，理工科合计超50%，文史艺术类仅占6.7%；不同专业群体在知识经验、认知偏好和课堂参与度上差异显著，既有互补优势，也为教学开展带来了挑战。针对此，课程构建了分层模块化内容、差异化教学策略、可迁移多元评价和思政元素融入教学四项课程改革路径。后续需通过多轮数据比较验证改革成效。

Abstract: The coupled relationship between climate and health represents a suitable interdisciplinary topic for general education curricula. This study examines a general education course titled “Climate and Health”, systematically analyzing the disciplinary distribution of enrolled students and its implications for teaching practice. Results show that the 60 students came from 14 majors, with Physical Education constituting the largest share (35%), science and engineering disciplines collectively accounting for over 50%, and humanities/arts students comprising only 6.7%. Significant differences were observed across disciplinary groups in prior knowledge, cognitive preferences, and classroom participation, offering complementary strengths while also posing pedagogical challenges. In response, the course developed four reform pathways: tiered modular content, discipline-adapted teaching strategies, transferable diversified assessment methods, and integrated value-oriented education. Future work should validate the effectiveness of these reforms through comparative analysis across multiple course iterations.