摘要
本文以知识内化的内在机制为切入点,探讨认知冲突策略在药理学教材设计中的应用路径与对策。基于“平衡-失衡-再平衡”的认知发展理论,认知冲突通过创设与学习者既有认知相矛盾的问题情境,激发其内在探究动机,从而驱动深度思考与知识重构。以人卫社第10版《药理学》“抗高血压药”章节为例,系统识别并设计了包括药理作用矛盾点、临床应用冲突点、机制未解争议点及跨学科矛盾点在内的关键认知冲突节点,并以“利尿药短期与长期降压机制矛盾”为具体案例,提出矛盾聚焦—临床困境—未解问题的教材内容重构路径,引导学生从机制辨析走向临床决策与科研思维训练。进而将该策略延伸至《分子药理学》与《高等临床药理学》等进阶教材,论证其在GPCR偏向性激活、华法林个体化用药等复杂内容中的适用性,体现策略在不同认知层级教材中的分层设计与系统衔接。认知冲突策略有助于打破机械记忆惯性,促进知识向能力的深度内化,并为药理学系列教材的跨层级、系统化建设提供理论参考与实践范例。
This article takes the internal mechanism of knowledge internalization as a starting point to explore the application pathways and strategies of cognitive conflict in the design of pharmacology textbooks.Based on the cognitive development theory of“equilibrium–disequilibrium–re-equilibrium,”cognitive conflict stimulates learners’intrinsic motivation for inquiry by creating problem scenarios that contradict their existing knowledge,thereby driving deep thinking and knowledge reconstruction.Using the“Antihypertensive Drugs”chapter from the 10th edition of Pharmacology as an example,this study systematically identifies and designs key cognitive conflict nodes,including contradictions in pharmacological actions,clinical application dilemmas,unresolved mechanistic controversies,and interdisciplinary discrepancies.Taking“the contradiction between short-term and long-term antihypertensive mechanisms of diuretics”as a specific case,the article proposes a restructuring path for textbook content centered on“conflict focus–clinical dilemma–unresolved issues,”guiding students from mechanistic analysis to clinical decision-making and scientific research thinking.Furthermore,the strategy is extended to advanced textbooks such as Molecular Pharmacology and Advanced Clinical Pharmacology,demonstrating its applicability to complex topics such as G protein-coupled receptor(GPCR)biased activation and warfarin personalized therapy.This reflects the hierarchical design and systematic integration of the strategy across textbooks targeting different cognitive levels.Cognitive conflict strategies help break the inertia of rote memorization,promote the deep internalization of knowledge into competence,and provide theoretical references and practical models for the cross-level and systematic development of pharmacology textbook series.
作者
张媛媛
朱海燕
李成容
Zhang Yuan-yuan;Zhu Hai-yan;Li Cheng-rong(West China School of Pharmacy,Sichuan University,Chengdu 610041,China;National Research Center for Educational Materials,Sichuan University,Chengdu 610041,China;School of Pharmacy,Fudan University,Shanghai 201203,China)
基金
国家教材建设重点研究基地项目成果,2025年度四川大学医学教材建设研究项目(编号:SCUYJ0150)。
关键词
认知冲突
知识内化
教材
药理学
Cognitive conflict
Knowledge internalization
Textbook
Pharmacology
