科研思维培养贯穿式融入组织学教学的探索与思考  

Exploration on the training of scientific research thinking in histology teaching

作　　者：唐源远[1] 胡利霞 杜娟[1] 曹兴玥 靳艳 王现伟 TANG Yuanyuan;HU Lixia;DU Juan;CAO Xingyue;JIN Yan;WANG Xianwei(Department of Anatomy,Histology and Embryology,School of Basic Medical Sciences,Xinxiang Medical University,Xinxiang 453003,China)

机构地区：[1]新乡医学院基础医学院人体解剖与组织胚胎学系,新乡453003 [2]河南省医用组织再生重点实验室

出　　处：《基础医学教育》2023年第4期284-287,共4页Basic Medical Education

基　　金：新乡医学院教育教学改革研究基金资助项目(2021-XYJG-86,2021-XYJG-88)。

摘　　要：科研创新是医学发展的基础和推动力,培养具有创新思维和自主学习能力的临床医生及科研复合型人才是医学教育的终极目标之一。作为显微形态学重要组成之一的组织学,由于其学科特点的局限,需要建立与临床、科研更为直观的联系。文章通过分析组织学教学中科研思维培养现状,结合多年教学实践过程中的探索,发掘组织学教学各个环节中科研思维渗透的切入点,着力于“科教互进”,系统性总结科研思维培养与组织学教学全过程有机融合的经验与措施,为进一步促进显微形态学的科教融合提供思路。Scientific research innovation is the foundation and driving force of medical development,and the cultivation of clinicians and research talents with innovative thinking and autonomous learning ability is one of the ultimate goals of medical education.Histology is one of the main components of micromorphology,and the teaching of this course needs to establish connection with clinical practice and scientific research due to its disciplinary characteristics.The authors analyzed the current situation of scientific research thinking cultivation in histology teaching,and explored the breakthrough points of the scientific thinking training in each link of teaching based on years of teaching practice.Focusing on"mutual promotion of scientifie research and teaching",the authors also systematically summarize the measures taken in the efective integration of scientific research thinking cultivation and histology teaching,providing reference for further teaching reform in micromorphology.

关 键 词：组织学 教学改革 科研思维 本科教育 

分 类 号：R321[医药卫生—人体解剖和组织胚胎学]