TPACK理论框架在中医药院校诊断学课程教学中的实践应用探究OA
Practical application of the TPACK theoretical framework in teaching Diagnostic courses in traditional Chinese medicine institutions
整合技术的教学内容知识(technological pedagogical content knowledge,TPACK)模型是将学科内容知识、教学方法知识,以及技术知识进行有机整合,以帮助教师开展高质量的教学活动.诊断学涉及的知识极为分散,且较为复杂,难以掌握,教学过程中学生常常会产生畏难情绪,导致学习效果不佳.本文阐述TPACK模型的内涵,同时介绍其在中医药院校诊断学课程中的应用.该教学方法能够提高学生的学习兴趣和参与度,有针对性地提升学生的专业技能,提高中医药院校医学教育工作者的TPACK素养,并推动医学教育的融合与发展.
The technological pedagogical content knowledge(TPACK)model integrates disciplinary content knowledge,pedagogical knowledge,and technological knowledge to help teachers conduct high-quality teaching activities.Diagnostics involves highly fragmented and complex knowledge that is difficult for students to master,often leading to learning anxiety and poor learning outcomes.This paper elaborates on the connotation of the technological pedagogical content knowledge(TPACK)model and its application in the Diagnostics courses at traditional Chinese medicine institutions.This teaching method can enhance students'learning interest and participation,improve their professional skills in a targeted manner,deepen the TPACK competence of medical educators in traditional Chinese medicine institutions,and promote the integration and development of medical education.
程时杰;梁冬艳;徐英英;夏文进;鲁科达
浙江中医药大学第三临床医学院 杭州 310005浙江中医药大学第三临床医学院 杭州 310005浙江中医药大学第三临床医学院 杭州 310005浙江中医药大学第三临床医学院 杭州 310005浙江中医药大学第三临床医学院 杭州 310005
社会科学
整合技术的教学内容知识中医药院校诊断学医学教育
technological pedagogical content knowledge(TPACK)traditional Chinese medicine institutionsDiagnosticsmedical education
《中医教育》 2026 (5)
45-48,4
浙江中医药大学校级教育教学改革项目(No.ZB24004)浙江中医药大学校级教育教学改革项目子项目(No.ZB24004-03)
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