【摘要】 目的：探索促进深度学习的实践路径。方法：将浙江大学医学院2019学年大二年级本科生按班级随机分为试验组与对照组。对照组(n=30)采用传统教学法开展病原生物学实验教学；试验组(n=31)在对照组教学基础上增加实验反思撰写任务。结果：试验组学生的随堂理论测试成绩优于对照组，提问人数也多于对照组，差异具有统计学意义。问卷调查结果显示，试验组学生对撰写实验反思持正向态度，且反思水平不断提升，学习态度也发生了明显转变，更多学生能够正视自身的学习问题并主动改进。结论：撰写实验反思有助于提升学生的深度学习能力。更多还原

【Abstract】 Objective: To explore practical approaches to promoting students’ deep learning through the use of experimental reflection.Methods: Second-year undergraduates in the 2019 academic year at Zhejiang University School of Medicine were randomly divided into an experimental group(n=31) and a control group(n=30).The control group adopted the traditional teaching for pathogenic biology laboratory sessions, whereas the experimental group received the same laboratory teaching supplemented with a required experimental reflection reports after each experimental session.Results: The in-class theoretical test scores of students in the experimental group were significantly higher than those in the control group, and the number of students who raised questions was also greater, with statistically significant differences.Questionnaire survey results indicated that students in the experimental group held a positive attitude toward writing experimental reflection reports, showed progressive improvement in reflection quality, and demonstrated notable changes in learning attitudes—more students were able to recognize their own learning deficiencies and take proactive steps to improve.Conclusion: Writing experimental reflection reports contributes to enhancing students’ deep learning ability.更多还原