“三维–四阶”融合教学模式驱动高阶思维培养在临床基础检验与血液学检验教学中的应用研究

许涛; 郝艳梅; 张英杰; 马芳; 禹莉; 徐慧; 曹蕴; 韩晓东; 彭怡然; 张强

doi:10.13898/j.cnki.issn.2097-5252.2026.07.006

“三维–四阶”融合教学模式驱动高阶思维培养在临床基础检验与血液学检验教学中的应用研究

Study on the application value of the higher-order thinking cultivation driven by "three-dimension, four-stage" integrated teaching model in the teaching of "clinical basic laboratory and hematology laboratory"

摘要

摘要:
目的： 探索在新医科与人工智能（AI）技术赋能背景下，构建并实施以知识–能力–素质为三维目标、以锚定–探究–反思–迁移为四阶流程的“三维–四阶”融合教学模式，在临床基础检验与血液学检验课程中驱动学生高阶思维能力培养的应用效果。
方法： 选取蚌埠医科大学医学检验技术专业2022级的90名学生与2021级的75名学生分别为观察组与对照组，观察组采用“三维–四阶”融合教学模式，对照组采用传统教学模式。通过成绩分析和自编问卷的方式，比较2组学生在知识掌握、能力提升及满意度方面的差异。
结果： 观察组学生的推理判断、案例分析、机制应用题成绩均明显高于对照组（P ＜ 0.01）；观察组学生在知识获取的深度、系统思维、批判性思维能力、解决问题能力、科研创新意识、与AI协作能力、团队协作能力、职业素养内化等方面的自评均高于对照组（P ＜ 0.05～P ＜ 0.01）；观察组满意度明显高于对照组（P ＜ 0.01）。
结论： “三维–四阶”融合教学模式能够有效串联课程目标、教学过程与思维发展，能将知识传授、能力建构与素质培育有机统一于递进式的教学活动中，有助于激发学生的学习主动性及高阶思维能力培养。

Abstract:
Objective To explore the application effects of the "three-dimension, four-stage" integrated teaching model with knowledge-ability-quality as the three-dimensional goal and anchoring-inquiry-reflection-transfer as the four-stage process under the background of new medicine and AI technology empowerment in driving the cultivation of students' higher-order thinking ability in the course of "clinical basic laboratory and hematology laboratory".
Methods A total of 90 students from the 2022 grade and 75 students from the 2021 grade of the medical laboratory technology major at Bengbu Medical University were selected as the observation group and control group, respectively. The observation group adopted the "three-dimension, four-stage" integrated teaching mode, while the control group adopted the traditional teaching mode. The differences between the two groups of students in terms of knowledge acquisition, ability improvement and satisfaction were compared through performance analysis and self-compiled questionnaires.
Results The scores of reasoning and judgment, case analysis and mechanism application problems in the observation group were significantly higher than those in the control group (P ＜ 0.01). The self-evaluations of the observation group in terms of the depth of knowledge acquisition, systematic thinking, critical thinking ability, problem-solving ability, awareness of scientific research and innovation, collaboration ability with AI, teamwork ability and internalization of professional qualities were higher than those of the control group (P ＜ 0.05 to P ＜ 0.01). The satisfaction rate of the observation group was significantly higher than that of the control group (P ＜ 0.01).
Conclusions The "three-dimension, four-stage" integrated teaching model can effectively connect the curriculum objectives, teaching process and thinking development. It can organically integrate knowledge imparting, ability construction and quality cultivation into progressive teaching activities, which is conducive to stimulating students' learning initiative and cultivating their higher-order thinking abilities.

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