| 引用本文：孙宝志 闻德亮.试探哈佛医学院30年课程整合演变的心理学理论基础与启示[J].中华医学教育探索杂志,2018,17(2):109- |
| 试探哈佛医学院30年课程整合演变的心理学理论基础与启示 |
| A probe into the psychological theory and enlightenment of the evolution of curriculum integration in three decades of Harvard Medical College |
| DOI： |
| 中文关键词: 哈佛医学院课程 整合 心理学 |
| 英文关键词:Harvard Medical School course Integration Psychology |
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| 中文摘要: |
| 本文作者1999年作为访问学者到哈佛医学院学习“新途径”课程改革，之后的十几年中，一直关注和追踪哈佛医学院的课程整合轨迹。在此探讨哈佛医学院课程整合的心理学理论基础，其涉及到认知心理学建构主义学习理论和人本主义学习理论；这对我国医学课程整合的理论研究与改革实践具有重要借鉴意义。 |
| 英文摘要: |
| In 1999, the author, as a visiting scholar, studied the curriculum reform of ‘New Path’ in Harvard Medical School. In the past ten years, the author has concerned with and followed the track of the curriculum integration of Harvard Medical College. This paper discusses the psychology theory foundation of the integration of Harvard Medical College, and involves the theory of cognitive psychology and the theory of humanism learning, which is an important reference for the integration of our medical curriculum. |
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