知识图谱赋能教学的逻辑框架与医学教育的探索实践
he logical framework of knowledge graph empowering teaching and the exploration and practice of medical education
目的/意义教育数字化已经成为开辟教育发展新赛道和塑造教育发展新优势的重要突破口，在数字时代下的教师具有数字公民和培养未来数字人才的双重身份，因此，教师数字素养培养已成为国际社会广泛关注的议题。方法/过程本文通过文献归纳法研究当前知识图谱赋能教学主要以知识点为核心、以资源集成与共享为核心、以支持实践教学模式改革为核心的静态知识图谱和动态知识图谱两大类四个类型，提出医学院校以数据为支撑、以知识图谱为导向、以智能推荐为中心构建知识图谱型智能教学应用系统。结果/结论基于布鲁姆教学认知模型结合学生学习情况及底层的算法，培养医学生获取、掌握知识的能力，以精准检测、内容推送、路径规划形成动态闭环。赋能临床教师的精准教学，赋能医学生的个性化学习，赋能临床教师教学能力提升的现实意义。
AbstractPurpose/Significance:Digitizationofeducationhasbecomeanimportantbreakthroughinopeningupnewtracksforeducationaldevelopmentandshapingnewadvantagesineducationaldevelopment.Inthedigitalage,teachershaveadualidentityasdigitalcitizensandcultivatingfuturedigitaltalents.Therefore,thecultivationofteachersdigitalliteracyhasbecomeawidelyconcernedissueintheinternationalcommunity.Method/Process:Thisarticleusesliteratureinductiontostudythecurrentknowledgegraphempowermentteaching,whichmainlyfocusesonknowledgepointsasthecore,resourceintegrationandsharingasthecore,andsupportingthereformofpracticalteachingmodeasthecore,includingstaticknowledgegraphanddynamicknowledgegraph.Itproposesthatmedicalcollegesanduniversitiesshouldbuildaknowledgegraphbasedintelligentteachingapplicationsystemsupportedbydata,guidedbyknowledgegraph,andcenteredonintelligentrecommendation.Results/Conclusions:ThesystemisbasedontheBloomteachingcognitivemodel,combinedwithstudentslearningsituationandunderlyingalgorithms,tocultivatetheabilityofmedicalstudentstoacquireandmasterknowledge,formingadynamicclosedloopthroughprecisedetection,contentpush,andpathplanning.Thepracticalsignificanceofempoweringclinicalteacherswithpreciseteaching,empoweringmedicalstudentswithpersonalizedlearning,andenhancingclinicalteachersteachingabilities.
王莉、奚丽君
教育信息传播、知识传播科学、科学研究
知识图谱医学教育精准教学个性化学习教学能力培训
Knowledge graphMedical educationPrecision teachingpersonalized learningeaching ability training
王莉,奚丽君.知识图谱赋能教学的逻辑框架与医学教育的探索实践[EB/OL].(2024-07-21)[2025-08-02].https://www.biomedrxiv.org.cn/article/doi/bmr.202409.00024.点此复制
评论