医学人文慕课中“教”与“学”的分歧———一项质性研究

为深入分析目前医学人文慕课中存在的问题，本研究从“教”与“学”两个不同视角，采用参与式观察、访谈、专题小组讨论等质性研究方法开展调研。①跟踪调研华南某医科大学两门医学人文慕课的建设全过程，与教学团队、制作团队、医学人文专家开展访谈、专题小组讨论，了解建设过程中的问题、挑战及相关对策和思考。②调研学生对现有国家级精品在线开放课程中医学人文慕课的学习感受、收获和意见。调研结果揭示出医学人文慕课中存在诸多问题，“教”与“学”双方对医学人文慕课的态度存在明显分歧，体现了医学人文慕课在微观层面的挑战：有效监控下的自主学习难以实现；重要教学成果难以达成；教师的超大工作量等。最后，从“教”与“学”的分歧中，反思医学人文教育理念、教学模式和师资养成方面存在的深层痼疾，并预测了医学人文慕课的线上-线下协调互补、大众与个性化课程多元并存的宏观发展趋势。

A qualitative study on differences between "teaching" and "learning" in medical humanities MOOCs

To deeply analyze the existing problems in the medical humanities MOOCs, this study adopts qualitative research methods such as participatory observation, interview and special panel discussion from two different perspectives of teaching and learning. On one side, the study follows the course building process of two medical humanities MOOCs in a medical university in South China, and conducts interviews and panel discussions with teaching teams, MOOC producers, and medical education experts in order to understand the problems, challenges and related countermeasures and thoughts in the construction process. On the other side, students'' learning feelings, gains and opinions on medical humanities MOOCs in the existing national excellent online open courses have been investigated. Findings revealed that there obvious differences between the attitudes of teaching and learning, which reflects the challenges of the medical humanities MOOCs at the micro level, including difficulties in realizing autonomous learning under effective monitoring and achieving important teaching achievements, excessive workload of teachers, etc.. Furthermore, the differences between teaching and learning have shed a light on medical humanistic education concept, teaching mode and teacher cultivation. Finally, the macro development trend of online and offline coordination and complementarity of medical humanities MOOCs, and the coexistence of mass and personalized curriculum is predicted.