基于多元路径融合模式下人体生理学课程思政教学的实践研究

Practice research on ideological and political teaching of human physiology course based on multi-path integration mode

目的:基于多元路径融合模式构建人体生理学课程思政教学方案,探讨其在课程思政教学中的应用价值。方法:坚持“1+4”课程思政设计原则,从家国情怀、职业素养、个人修养等方面挖掘思政元素和建设思政资源,通过隐性和显性的多元路径实施课程思政教学。选取学院医学影像技术专业的68名三年制在校学生,根据教学模式不同将其分为对照组(35名)和观察组(33名),对照组采用课堂宣教模式进行思政教学,观察组采用多元路径融合模式进行思政教学,对比两组思政教学的建设效果、实施效果和教学效果。结果:观察组课程思政教学内容、实施路径、典型案例及多媒体资源的匹配度分别为(85.23±6.18)%、(87.08±6.77)%、(89.58±5.48)%和(83.42±8.57)%,均高于对照组,两组比较差异有统计学意义(t=3.323,t=4.980,t=4.092,t=2.834;P<0.05);观察组学生在课程思政教学活动中的参与时间占比、参与人数占比、完成活动占比和物化成果占比分别为(58.02±7.14)%、(81.59±6.38)%、(91.58±4.71)%和(42.15±7.82)%,均高于对照组,两组比较差异有统计学意义(t=8.612,t=5.997,t=3.734,t=5.750;P<0.05);观察组学生在家国情怀、职业素养和个人修养3方面评分分别为(79.56±5.29)分、(92.83±3.16)分和(89.17±5.20)分,均高于对照组,两组比较差异有统计学意义(t=6.177,t=5.128,t=3.472;P<0.05)。结论:多元路径融合模式的人体生理学课程思政教学方案,能够从教学内容、教学方法、教学资源及教学评价等方面丰富课程思政建设成果,提高专业人才培养标准和行业发展需求的匹配度。

Objective:To construct the ideological and political teaching scheme of human physiology course based on the multi-path integration mode,and to explore its application value in ideological and political teaching of the course.Methods:Adhere to the"1+4"principle of ideological and political design,the ideological and political elements were excavated and the ideological and political resources were constructed from the aspects of patriotism,professionalism,and personal cultivation,and the ideological and political teaching of courses was implemented through implicit and explicit multi-paths.68 three-year students majoring in medical imaging technology of the college were selected and divided into the control group(35 students)and the observation group(33 students)according to different teaching modes.The control group adopted the classroom education mode for ideological and political teaching,the observation group adopted the multi-path integration mode.The construction effect,implementation effect and teaching effect of the ideological and political teaching of the two groups were compared.Results:The matching degree of ideological and political teaching content,implementation path,typical cases and multimedia resources in the observation group were(85.23±6.18)%,(87.08±6.77)%,(89.58±5.48)%and(83.42±8.57)%,respectively,which were higher than those in the control group,and the difference was statistically significant(t=3.323,t=4.980,t=4.092,t=2.834;P<0.05).The proportion of students'participation time,the proportion of the number of participants,the proportion of completed activities and the proportion of physical and chemical achievements in ideological and political teaching activities in the observation group were(58.02±7.14)%,(81.59±6.38)%,(91.58±4.71)%and(42.15±7.82)%,respectively,which were higher than those in the control group,and the difference between groups was statistically significant(t=8.612,t=5.997,t=3.734,t=5.750;P<0.05).The evaluation value of students in the three aspects of patriotism,professional accomplishment and personal accomplishment in the observation group were(79.56±5.29)points,(92.83±3.16)points and(89.17±5.20)points,respectively,which were higher than those in the control group,and the difference between the groups was statistically significant(t=6.177,t=5.128,t=3.472;P<0.05).Conclusion:The ideological and political teaching scheme of human physiology course with multi-path integration mode can enrich the achievements of ideological and political construction in the course in terms of teaching content,teaching methods,teaching resources and teaching evaluation,and improve the matching degree of professional personnel training standards and profession development demand.