医学院校《健康教育学》课程教学模式构建与实施

Hou Xiaojing; Li Weining; Feng Jun

doi:10.3760/cma.j.cn116021-20231222-01954

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医学院校《健康教育学》课程教学模式构建与实施

Teaching Reform | 更新时间：2025-04-27

- 医学院校《健康教育学》课程教学模式构建与实施
- Chinese Journal of Medical Education Research Vol. 24, Issue 4, Pages: 506-511(2025)
- 作者机构：
  
  上海杉达学院国际医学技术学院，上海 201209
- 作者简介：
  
  Hou Xiaojing, Email: hxj1166@163.com
- 基金信息：
  
  Educational Science Research Project of Shanghai(C2022252);"Min Shi" Project Supported by Shanghai Municipal Education Commission, Shanghai Non-government Education Development Foundation, and Shanghai Education Development Foundation;The Key Undergraduate Teaching Reform Project Supported by Sanda University
- DOI：10.3760/cma.j.cn116021-20231222-01954
  CLC： R193;R-05
- Received：22 December 2023，
  
  Published：20 April 2025
- 稿件说明：
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侯晓静, 李卫宁, 冯骏. 医学院校《健康教育学》课程教学模式构建与实施[J]. 中华医学教育探索杂志, 2025, 24(4): 506-511.

Hou Xiaojing, Li Weining, Feng Jun. [J]. Chinese journal of medical education research, 2025, 24(4): 506-511.
侯晓静, 李卫宁, 冯骏. 医学院校《健康教育学》课程教学模式构建与实施[J]. 中华医学教育探索杂志, 2025, 24(4): 506-511. DOI： 10.3760/cma.j.cn116021-20231222-01954.

Hou Xiaojing, Li Weining, Feng Jun. [J]. Chinese journal of medical education research, 2025, 24(4): 506-511. DOI： 10.3760/cma.j.cn116021-20231222-01954.

摘要

目的

构建和实施健康教育学课程教学模式并对教学效果进行评价，以期为医学院校相关专业开展健康教育学教学提供借鉴。

方法

基于文献计量学分析、本校人才培养要求和师生需求调研，以建构主义理论为指导，从理论依据、教学目标、活动框架与程序、师生交往方式、资源与条件、教学评价方式6个方面构建了健康教育学课程教学模式。在护理本科生第4学期实施教学，从学习成绩和学习收获总结文本分析对该模式的应用效果进行了评价。

结果

学生在健康教育项目设计与计划书编制、健康教育常用材料设计与关键技术2个方面表现最佳；从学生学习收获总结中提炼了5个领域的12个主题：学习结果（态度与价值观；专业知识；专业能力）、学习过程（兴趣与挑战性；教学实施）、情感与体验（个人感受；生生关系；师生关系）、考核评价（合理性；满意感）、课程建议（学时安排；个人机会）。

结论

建构主义理论指导下的健康教育学课程教学模式为学生学习提供了脚手架，知识的价值感和挑战性、有温度的课堂和师生关系促进了高质量的学习；小组学习与个体学习的互补衔接是今后值得继续探究的问题。

Abstract

Objective

To construct and implement the teaching model of "health education" course

evaluate the teaching effectiveness

and provide a reference for teaching "health education" to students in related majors at medical universities.

Methods

Based on the bibliometric analysis

the training requirements of professional talents

and a survey of faculty and student needs

this article reported a teaching model for "health education" course guided by constructivism theory. The model included six aspects: theoretical basis

teaching objectives

activity framework/procedures

teacher-student communication

teaching resources

and teaching evaluation. The teaching model was used in the fourth semester of nursing undergraduates

and the effectiveness was evaluated from two aspects of learning performance and learning summary text analysis.

Results

Students performed best in health education project design/proposal preparation and typical health education material design. The content analysis of the students' learning summary identified 12 themes in 5 areas: learning outcomes (attitudes and values

professional knowledge

professional ability)

learning process (interest and challenge

teaching implementation)

emotional experience (personal feelings

student-student relationship

teacher-student relationship)

evaluation experience (rationality

satisfaction)

suggestions for teaching (class hour arrangement

personal opportunities).

Conclusions

The teaching mode of "health education" course guided by constructivism theory provides a learning scaffold. The value sense and challenge of knowledge

a warm classroom atmosphere

and student-teacher relationships promoted learning effectiveness. The complementary integration of group learning and individual learning is worthy of further exploration in the future.

关键词

Keywords

references

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