生理学课程思政教学设计探究

袁良杰 李俊 姜明春 孙宪昌 孙铮

摘  要：课程思政建设是实现立德树人的重要途径。生理学是医学相关专业本、专科生必修的一门医学基础课程，主要研究机体生命活动各种现象及其功能活动规律，生理学中蕴含丰富的思政元素，将生理学知识与相关的思政元素有机融合，真正做到与专业课程学习相互促进，与思政课程学习同向同行，不断推进课程思政的内涵建设。该文以淋巴液的生成和回流章节为例，从学情分析、教学目标、教学方法、学情反思等方面进行课程思政教学设计，将课程思政有机融入本节课中，提高思政的育人效果，可供其他同行教师借鉴，对医学院校深入落实立德树人的根本任务具有现实推广意义。

关键词：课程思政;生理学;教学设计;教学目标;教学方法

中图分类号：G642      文献标志码：A          文章编号：2096-000X（2024）17-0118-04

Abstract： The construction of the curriculum ideological and politics is an important way to achieve moral education and cultivate people. Physiology is a science that studies various phenomena of body life activities and the laws of their functional activities. It is a compulsory course for undergraduates and junior college students of medical related majors. Physiology contains rich ideological and political elements， organically integrates the knowledge of Physiology with the content of ideological and political education， and truly promotes the learning of professional courses and walks with the learning of ideological and political education， which promote the connotation construction of "ideological and political curriculum". Taking the chapter Generation and return of lymph as an example， this paper designs the ideological and political teaching of the curriculum from three aspects： teaching analysis， teaching process and learning reflection. The paper organically integrates the ideological and political education of the curriculum into this lesson， improves the educational effect of ideological and political education， which can be used for reference by other teachers in the same industry， and has practical significance for medical colleges and universities to further implement the fundamental task of "building morality and cultivating people".

Keywords： curriculum ideology and politics; Physiology; teaching design; teaching objectives; teaching method

教育部颁布《高等学校课程思政建设指导纲要》指出全面推进课程思政建设，就是要寓价值观引导于知识传授和能力培养之中，帮助学生塑造正确的“三观”[1]。自文件颁布以来，各高校在各种课程的教学设计中掀起了课程思政的建设热潮，但是也暴露出了许多问题。比如在课程思政教学内容方面，存在对其认识分辨不清，思政边界区分不准，甚至随意泛化的现象;在课程思政的教学方法方面，存在将思政元素任意拼接、粘贴或者“硬植入”到专业课程中的弊端，导致课程思政起不到润物细无声的作用[2]。据徐晓军等[3]研究表明，约有85%的学生认为，他们所在的课程思政课堂中，存在思政教学素材不充足和挖掘不充分，思政融入不准确及老师重课程内容，轻思政元素等方面的问题。……