|
|
| 主体性激活视角下医工融合课程教学重构与实践 |
| Teaching reconstruction and practice of medical-engineering integrated courses from the perspective of student agency activation |
| 投稿时间：2026-02-20 修订日期：2026-06-24 |
| DOI： |
| 关键词: 主体性激活 医工融合 课程教学重构 |
| Key Words:student agency activation medical-engineering integration curriculum teaching reconstruction |
| 基金项目:海南省高等学校教育教学改革研究项目“教育数字化背景下学生主体性影响因素及发展路径构建研究——以医学信息课程群为例”(Hnjg2025-98)；海南省高等学校教育教学改革研究项目重点项目“‘赛教融合’驱动下的大学生创新能力培养研究”(Hnjg2024ZD-37)。,省高校教学建设项目 |
|
| 摘要点击次数: 41 |
| 全文下载次数: 0 |
| 摘要:基于主体性激活视角，针对医工融合课程“高操作、低迁移”困境，探究医学信息工程专业学生学习特征。以“数字信号处理”课程为对象，采用混合研究法整合41名学生多源数据分析。结果：学生数字素养失衡，可视化任务得分显著高于理论任务（p<0.001）；传统在线行为难预测学业成效，个性化资源点击与理论成绩显著相关。“诊断-支架-激活”框架可破解认知错配与迁移困境，为医工融合课程改革提供路径。 |
| Abstract:From the perspective of student agency activation, this study addresses the "high operability but low transferability" dilemma in medical-engineering integrated courses and investigates the learning characteristics of medical information engineering undergraduates. Taking the "Digital Signal Processing" course as a case, a mixed-methods approach was employed to analyze multi-source data from 41 students. Results indicate that students'' digital literacy is structurally imbalanced, with visualization task scores significantly outperforming theoretical task scores (p<0.001). Traditional online learning behaviors cannot effectively predict academic performance, whereas clicks on personalized resources show a significant positive correlation with theoretical scores. The proposed "Diagnose-Scaffold-Activate" framework effectively resolves cognitive mismatch and knowledge transfer challenges, providing a feasible path for medical-engineering integrated curriculum reform. |
| 查看/发表评论 下载PDF阅读器 |
