【摘要】 针对传统药理学实验教学中存在验证性实验占主导、课程思政与专业培养相割裂、学生主动探索不足等问题，本文构建并实践一种将课程思政与专业思维培养有机融合的“双线递进融合PBL”教学模式。该模式包含两条相互渗透的教学主线：专业思维培养线（明线）和课程思政教育线（暗线）。“递进”体现在将六个实验项目按照“奠基-深化-升华”三个阶段进行梯度式重构。PBL教学法与双线深度融合，通过在各实验项目中设置包含潜在缺陷或开放性问题（如实验二、三），引导学生以小组合作形式自主发现问题、设计方案、讨论修订并实施验证，实现从基础认知到综合创新的能力进阶。教学实践表明，该模式有效提升了教学效果。94.3%的学生表示学习兴趣和投入度提高；91.1%的学生认为小组分析与讨论环节有效锻炼了其思考、分析与解决问题的能力。在综合设计性实验（如实验四）中，87.5%(21/24)的小组能正确完成实验方案设计。该模式通过“双线”并行渗透与“递进”式实验链接，将价值塑造、知识传授与能力培养融为一体，有效解决了传统教学中思政教育与专业培养“两张皮”的问题，为药理学实验教学提供了可借鉴的新范式。更多还原

【Abstract】 To address the issues existing in traditional pharmacology experiment teaching, such as the dominance of verification experiments, the separation of ideological and political education from professional training, and students’ lack of active exploration, a teaching model that organically integrates course-based ideological and political education with the cultivation of professional thinking was constructed and practiced. A "dual-track progressive integration PBL" teaching model was developed. The "dual-track" refers to two parallel and mutually penetrating teaching mainlines: the professional thinking cultivation track(the explicit track) and the course-based ideological and political education track(the implicit track). The "progressive" aspect is reflected in the gradient reconstruction of six experimental projects into three stages: "foundation", "deepening", and "elevation". The PBL teaching method is deeply integrated with the dual-track(such as experiment two and three), guiding students to independently discover problems, design solutions, discuss revisions, and implement verifications in groups through setting potential flaws or open-ended questions in each experimental project, thereby achieving an advancement from basic cognition to comprehensive innovation. The teaching practice demonstrated that this model effectively enhanced the teaching effect.94.3% of the students indicated an increase in their learning interest and engagement; 91.1% of the students believed that the group analysis and discussion sessions effectively exercised their abilities to think, analyze, and solve problems. In the comprehensive design experiments(such as experiment four), 87.5%(21/24) of the groups were able to correctly complete the experimental design. This model, through the parallel penetration of the "dual-track" and the "progressive" reconstruction of experiments, integrates value shaping, knowledge imparting,and ability cultivation, effectively resolving the issue of ideological and political education and professional training being "two separate entities" in traditional teaching. It provides a new and referenceable model for pharmacology experiment teaching.更多还原