知识图谱导航·支架式教学赋能：医学生物化学课程教学创新与实践

Knowledge Graph Navigation and Scaffolding Instruction Empowerment: Teaching Innovation and Practice in Medical Biochemistry

摘要: 在教育数字化转型与新医科建设的双重驱动下，医学生物化学课程面临着知识体系融通难、高阶思维建立难、素养深层内化难等教学痛点。本文以《生物化学》课程为实践载体，提出“知识图谱导航、支架式教学赋能”的教学创新路径。通过构建全能立体化知识图谱，将课程知识体系进行结构化、可视化呈现，解决知识碎片化与体系融通问题；基于知识图谱搭建分层教学支架，实施“通理–析疾–融创”三阶递进教学，促进学生从知识习得到能力迁移再到价值内化的螺旋上升。实践表明，该模式有效提升了学生的知识关联能力、临床思维水平和职业素养内化程度，为医学基础课程的数字化改革提供了可复制的实践范式。

Abstract: Under the dual impetus of educational digital transformation and the development of new medical education, the Medical Biochemistry course faces three persistent pedagogical challenges: fragmentation of knowledge integration, difficulty in cultivating higher-order thinking, and inadequate internalization of professional values. Taking the Biochemistry course at North China University of Science and Technology as a practical case, this paper proposes an innovative teaching approach characterized by “knowledge graph navigation and scaffolding instruction empowerment”. A comprehensive three-dimensional knowledge graph is constructed to structure and visualize the course knowledge system, thereby addressing the issues of knowledge fragmentation and systemic integration. On this basis, stratified instructional scaffolds are designed following the “Foundation Building - Disease Exploration - Innovative Transformation” three-stage progressive teaching model, guiding students through a spiral ascent from knowledge acquisition to competency transfer and ultimately to value internalization. Practical results demonstrate that this model effectively enhances students’ ability to establish knowledge associations, strengthens their clinical reasoning capacity, and promotes the deep internalization of professional ethics. This reform offers a replicable paradigm for the digital transformation of foundational medical courses.