摘要
人工智能技术的迅速发展推动医学教育加速向智能化、数字化、网络化转型。人体解剖学作为医学生的起始核心课程,其知识呈现方式正经历由标本、挂图、多媒体向虚拟现实、三维可视化、数字虚拟人等深度融合形态的系统性变革。本文以黔南民族医学高等专科学校人体解剖学课程为背景,在梳理虚拟解剖实验室、三维可视化模型、数字切片/数字虚拟人及智慧教学环境等人工智能相关技术在课程中的主要应用形态基础上,引入布鲁姆认知目标分类、建构主义学习理论与认知负荷理论作为分析框架,探讨知识呈现方式变革对医学生学习认知结构的理论影响,重点分析认知目标由“记忆—理解”向“应用—分析—评价—创造”的层级跃迁、知识由碎片化向网络化整合的结构演变、认知负荷由无序叠加向优化调节的过程,以及在学习分析与个性化推荐支持下认知结构由“一刀切”走向精准支持的趋势。进一步在此基础上构建适配人工智能环境的人体解剖学认知结构优化教学框架,提出“课前—课中—课后”三段式融合教学流程、基于认知负荷理论的多媒体呈现原则、数据驱动的多元评价与智能反馈机制,以及“技术—策略—认知结构”三层一体化的理论模型,为高职高专医学类院校推进解剖学课程教学改革提供理论支撑与实践路径参考。
The rapid development of artificial intelligence(AI)technologies is accelerating the transformation of medical education toward intelligent,digital and networked modes.As a foundational core course for medical students,Human Anatomy is undergoing a systematic reform in its modes of knowledge presentation,evolving from specimens-wall charts-multimedia to deeply integrated forms such as virtual reality,three-dimensional visualization and digital virtual humans.Taking the Human Anatomy course at Qiannan Medical College for Nationalities as the context,this paper first reviews the main application forms of AI-related technologies in the course,including virtual anatomy laboratories,3D visualization models,digital slides/digital virtual humans and smart teaching environments.On this basis,Bloom’s taxonomy of educational objectives,constructivist learning theory and cognitive load theory are introduced as the analytical framework to explore the theoretical impact of changes in knowledge presentation on medical students’cognitive structures in learning.The analysis focuses on:the hierarchical shift of cognitive objectives from“remembering-understanding”to“applying-analyzing-evaluating-creating”;the structural evolution of knowledge from fragmentation to networked integration;the regulation of cognitive load from disordered accumulation to optimized adjustment;and the trend whereby,supported by learning analytics and personalized recommendation,cognitive structures move from“one-size-fits-all”toward precise,individualized support.Furthermore,on this basis,we construct a teaching framework for optimizing the cognitive structure of Human Anatomy adapted to the AI environment,proposing a three-stage blended teaching process of“pre-class-in-class-post-class,”multimedia presentation principles grounded in cognitive load theory,data-driven multi-dimensional assessment and intelligent feedback mechanisms,and an integrated three-layer theoretical model of“technology-strategy-cognitive structure.”This study aims to provide theoretical support and practical pathways for advancing anatomy curriculum reform in higher vocational medical institutions.
作者
储建函
吴小峰
陈大镳
夏亚兰
陈林
CHU Jianhan;WU Xiaofeng;CHEN Dabiao;XIA Yalan;CHEN Lin(Qiannan Medical College for Nationalities,Duyun 558013,China;Key Laboratory of Natural Products and Component Bioactivity,Duyun 558013,China)
出处
《科教文汇》
2026年第7期104-108,共5页
Journal of Science and Education
基金
黔南州“揭榜挂帅”教科研项目(2024A022,2024A023)
黔南州哲学社会科学理论创新课题(Qnsk-2025-115、Qnsk-2025-118)。
关键词
人工智能
人体解剖学
虚拟解剖
三维可视化
认知结构
artificial intelligence
Human Anatomy
virtual anatomy
three-dimensional visualization
cognitive structure
