基于TPACK模型的医学教育学科融合教学模式分析  

Analysis of Interdisciplinary Teaching Models in Medical Education Based on the TPACK Model

作　　者：王小全[1] 季旻珺 喻荣彬 黄睿彦[3] WANG Xiao-quan;JI Min-jun;YU Rong-bin(Department of Personnel,Nanjing Medical University,Nanjing 211166,China)

机构地区：[1]南京医科大学人事处,江苏南京211166 [2]南京医科大学教务处,江苏南京211166 [3]南京医科大学教师发展中心,江苏南京211166

出　　处：《医学与哲学》2023年第23期11-15,共5页Medicine and Philosophy

基　　金：2020年江苏省教育科学“十三五”规划课题重点资助项目(B-a/2020/01/16)。

摘　　要：立足学科融合理念,通过整合技术的学科教学知识(technological pedagogical content knowledge,TPACK)模型的理解与应用探讨医学教育学科融合的模式与路径。研究方法为理论分析和演绎推理,在充分分析的基础上进行医学教育学科融合模式的建构与解析。研究内容着重对医学教育的学科归属进行学理分析;分析TPACK模型的框架与内涵结构;建构和分析基于TPACK模型的医学教育新模式。研究结论得出,在TPACK模型的引导下,医学、教育学和信息技术能够找到科学融合的逻辑起点,能够有效促进医学教育工作者转变教育理念、优化教学实践、更新教学方法,成为医学教育学科融合的践行者。Grounded in the concept of interdisciplinary integration,this study explores models and pathways for the interdisciplinary integration of medical education through the understanding and application of the technological pedagogical content knowledge(TPACK)model.The research methodology involves theoretical analysis and deductive reasoning to construct and analyze models for interdisciplinary integration in medical education based on the TPACK framework.The study emphasizes theoretical analysis of the disciplinary affiliation of medical education,analysis of the framework and content structure of the TPACK model,and the construction and analysis of new models for medical education based on the TPACK model.The research conclusion is that under the guidance of the TPACK model,medicine,education,and information technology can find a logical starting point for scientific integration.This integration can effectively promote a transformation in educational philosophy,optimize teaching practices,and update teaching methods,making medical education practitioners advocate for the interdisciplinary integration of medical education.

关 键 词：高等教育学 医学教育 信息技术 学科融合 

分 类 号：R-05[医药卫生]