【摘要】 导学互动的加式教育教学法（bridge-in,objective,preassessment,participatory learning,postassessment,summary,BOPPPS）模式是近年来出现的一种创新性的微课教学模式，其教学过程包含6个要素，即导言、学习目标、前测、参与式学习、后测和总结。将BOPPPS模型应用到病理学的微课教学设计中，能够有效组织教学过程，进一步突显出“以学生为中心”的教育理念，充分调动学生的主观能动性，增强教学效果。文章选择《病理学》中“葡萄胎”为例，以本科临床实习生为研究对象，分为传统教学对照组和BOPPPS试验组，阐明如何在微课中应用BOPPPS模型，并通过问卷调查分析教学效果，发现试验组的学生对教学模式普遍感到满意。BOPPPS微课教学模式能有效激发学习主动性、培养临床分析能力和思维能力，学生的自主学习能力也得到极大提高，并增进了师生互动，从而有效提高了教学质量。本研究为BOPPPS教学模式在病理学微课教学中的应用奠定了理论和实践基础。更多还原

【Abstract】 BOPPPS teaching model is an innovative type of micro-course teaching that has emerged in recent years. BOPPPS model divides the teaching process into six steps, namely, bridge-in, learning objective, pretest, participatory learning, posttest, and summary. Applying the BOPPPS model to the micro-course teaching design of pathology can further highlight the “student-centered teaching” concept, fully mobilize students’ subjective initiative and enhance teaching effectiveness. Taking the "hydatidiform mole" in "Pathology" as an example, selecting undergraduate clinical interns as the research subjects and dividing them into a traditional teaching control group and a BOPPPS experimental group, questionnaire surveys found that the students in the experimental group were generally satisfied with the teaching mode. The BOPPPS micro-course teaching model can stimulate learning initiative of students, cultivate their analytical and clinical thinking abilities, improve their self-learning ability, enhance teacher-student interaction, and effectively improve teaching quality. This study lays a theoretical and practical foundation for the application of the BOPPPS teaching model in pathology micro-course teaching.更多还原