目的 探索基于情境认知理论的濒死期照护教学设计与实践效果。 方法 以情境认知理论为基础，以silver hour（白银时间）为概念框架，将抛锚式教学模式与死亡教育课程特点相结合进行濒死期照护情境模拟教学方案设计。选取42名选修死亡教育公共选修课的医学生为教学对象，通过课前自主学习、课堂教学及课后反思环节开展教学实践，并进行教学效果评价。 结果 4个学生小组的情境模拟课堂学习评分为（80.25±5.78）分；学生课后反思主题包括对医学生责任与使命的认知更深刻，对情境模拟教学法的认可，实践共同体的“共赢”效应。 结论 基于情境认知理论的濒死期照护教学为医学生提供了相对安全的沉浸式学习体验，有助于形成以学生为中心的课堂教学新形态，为我国医学院校死亡教育课程开展和推广提供参考。

Objective To design and explore the practice effect of teaching in dying and death care based on situated cognition and learning. Methods Based on the theory of situational cognition，silver hour was taken as the conceptual framework，combining the anchor based teaching mode with the characteristics of death education courses. The situational cognition teaching for medical students’ near death care courses was designed. In application，42 medical students who took the elective course named end-of-life care education were recruited through cluster sampling method. The teaching activity included pre-class self-learning，classroom teaching，and after-class reflection，and the teaching effect was evaluated. Results The simulated performance of four groups of students was good，with an average score of 80.25±5.78. The three themes of post class reflection and refinement by students were summarized，including a deeper understanding of the responsibilities and missions of medical students，recognition of situational simulation teaching methods，and the "win-win" effect of practical communities. Conclusion The teaching design of dying and death care based on situated cognition and learning provides medical students with a relatively safe and immersive learning environment，forming a new student-centered classroom teaching form. Additionally，this practice provides reference for the development and promotion of end-of-life care education courses in medical colleges in China.