医学领域课程思政元素及实践路径的文献分析

doi:10.3761/j.issn.1672-9234.2022.03.006

摘要/Abstract

摘要：

目的总结分析医学领域课程思政元素及实践路径,为我国课程思政教学改革提供参考。方法检索中国知网、万方、维普和中国生物医学文献数据库中课程思政相关文献,提取并归纳总结纳入文献中的课程思政元素及实践路径。结果共纳入课程思政元素文献442篇,课程思政实践路径文献249篇。其中,课程思政元素主要包括职业素养、家国情怀和科研精神3类,主要采用案例教学、混合式教学、讨论式教学和讲授法等实践路径。结论护理领域课程思政元素缺乏多样性、针对性和专业性,还需进一步挖掘,并建立典型的思政素材库,探索多元化的融入路径以实现更好的育人成效。

关键词: 教育,医学, 护理学, 综述, 课程思政, 思政元素, 实践路径

Abstract:

Objective To summarize and analyze the ideological and political elements and practice paths of courses in the medical field,so as to provide a reference for the reform of ideological and political teaching in China. Methods The literatures related to curriculum ideology and politics in CNKI,Wanfang,VIP and CBM databases were retrieved,and the curriculum ideological and political elements and practice paths included in the literature were extracted and summarized. Results A total of 442 articles related to ideological and political elements and 249 articles related to curriculum ideological and political practice paths were included. Among them,the ideological and political elements of the course mainly include three categories:professional quality,family and national feelings,and scientific research spirit,and mainly adopt practical paths such as case-based teaching,blended teaching,discussion-based teaching and lecture methods. Conclusion The ideological and political elements of nursing courses lack diversity,pertinence and professionalism,and further exploration is needed to establish a typical ideological and political material library,and to explore diversified integration paths to achieve better education results.

Key words: Education,Medical, Nursing, Review, Ideological and political education, Ideological and political elements, Practice path

李缘媛,洪钰龙,宁怡婷,邢丽娜,周正,田金徽. 医学领域课程思政元素及实践路径的文献分析[J]. 中华护理教育, 2022, 19(3): 225-229.

LI Yuan-yuan,HONG Yu-long,NING Yi-ting,XING Li-na,ZHOU Zheng,TIAN Jin-hui. Literature analysis of ideological and political elements and practice path in medical curriculum[J]. Chinese Journal of Nursing Education, 2022, 19(3): 225-229.

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