"新医科"是教育部提出的概念,充分体现了党和国家对医学教育发展的新要求.医学人才培养历来具有较强的时代性,新医科人才培养应符合新时代需求;"新时代"内涵的多维性,决定了新时代医学人才培养需求的多维性.在明确"新时代"多维需求的基础上,从社会、科技和医学3个维度构建"新医科"人才培养策略,其中,社会维度:以"立德树人"为根本、以"健康中国"为目标、以"民族复兴"为引领;科技维度:加强科技创新能力培养、注重学科交叉融合育人、探索智能时代培养范式;医学维度:更新传统医学思维观念、强化系统整合思维能力、培育卓越的岗位胜任力.

文章基于新时代高等院校所处的新阶段,通过哲学化解析专业概念,沿着教育史学的脉络回溯专业概念产生与发展的过程,概括出两种专业概念生长路径,并结合新时代高等院校专业调整与改革的相关政策,提出三点新思考,为高等院校专业持续发展提供参考.

为适应第三代医学教育改革要求,构建基础医学院学习指导体系,本文基于Hutchinson&Wa-ters学习需求分析理论,通过问卷测量等方式,对大学一至四年级本科学员进行学习需求调查,分析出不同年级学习需求差异化特征,为学习指导工作提供参考.

从克服传统应试教育模式影响 、参与日趋激烈的国际竞争 、应对复杂形势下的艰巨任务需要方面,论述了新时代开展医学教育史教学的重要性.在系统分析当前开展医学教育史教学存在认识片面 、研究薄弱及体系建设不足等问题的基础上,结合国内外现状提出新时代开展医学教育史教学的对策和建议,即提高认识水平,明确重要意义;加强相关研究,提供有力支撑;开展教学实践,不断提高教学质量和效益等.

科技是教育领域变革的主要推动力.本研究以奇点临近视角展现了当代科技创新的新特征,在聚焦智慧科学的基础上分析了未来科技发展的新方向、可能形成的新格局,并以QGNR重叠技术革命为引领,从教育理念、人才培养模式、教学方法等层面系统阐述了未来大学教育的颠覆性变革.

当前世界各个国家和地区为应对世界新军事革命挑战、建设世界一流军队卫勤力量、培养世界一流军事医学人才,更好地抢占全球军事医学教育领域竞争的“制高点”,既高度重视军事医学教育的“横向交流”——相互交流经验、借鉴做法、获得启发,又非常重视军事医学教育的“纵向学习”——从历史中汲取经验和教训[1].军事医学教育史是一门研究军事医学教育产生、发展和演化过程及规律的新兴交叉分化学科[2].作为一门工具课,开展军事医学教育史教学,能够帮助军事医学人员从整体上认知军事医学教育发展历程,从古今中外军事医学教育成功与失败、经验与教训中把握规律、获得启示、提升素养[3].调查研究军事医学教育史教学的价值、目标和方法,能够为世界各个国家和地区构建军事医学教育史教学体系,开展军事医学教育史教学实践提供引领和支撑.

The purpose of this study is to investigate the basic situation of self-regulated learning among clinical medical undergraduates in the stage of professional courses and construct a structural model suitable for them to carry out self-regulated learning . Zimmerman's self-regulated learning concept framework was determined as the theoretical basis of this study. A questionnaire survey was performed to identify five main dimensions affecting self-regulated learning including expression of learning intention, self-efficacy, adjustment of learning behavior, management of curriculum strategies, and adaption of learning environment, and then, Amos 24.0 software was used to construct the structural model and draw the conclusion that self-regulated learning in this group centers on the regulation of learning behavior, with learning intention and self-efficacy as sub-centers.

组建成立军队高等教育院校新体系是新一轮军队调整改革的重要举措,军事院校转型建设与发展的质量直接影响军事教育训练工作的整体效能.本研究重点探讨军事院校建设中从严治校与专家治校的关系问题,为在转型阶段重点推进好军事院校内部治理工作,提高教育管理水平提供参考依据.

Integrated medical education, namely medical education under the concept of integration, is an important trend in the development of global medical education, and also an important task in the re-form of medical universities and colleges in China. The integrated medical education abroad originated from Europe and America, and developed relatively well. It started late in China and was limited to integration of some subjects. At present, the reform of integrated medical education in domestic colleges and universities is still facing the problems and challenges such as lag of teaching ideas, limited content of reform, insufficient teachers' ability, difficulty to change learning habits, deviations of learning purposes, lack of integrated learning, lack of system, poor mechanism, weak guarantee and so on. In the future, we should make efforts to teach, learn and manage, give full play to the leading role of "teaching", improve the main position of"learning", and constantly improve the guarantee function of "management".

Under the background of constructing the Army 's three -in -one new military personnel cultiva -tion system, a health service education and training system closely connected with the demands of medical and mili -tary vocational development should be established .Starting with the vocational development goals , education and training mechanism, occupational development process and teaching contents and methods , a military vocational education and training system that combines college education , military training, and military vocational education should be developed and perfected , so as to cultivate health professionals in a staged and integrated way and to pro -vide strong support for the Army's medical personnel capacity building .

在理论研究的基础上,开展大学创新教育实践研究,获得可供借鉴的实践经验,即“以能力为中心”设计人才培养目标,依据目标关联度设置课程体系,着眼创新人才培养推进教学方法改革,基于能力培养创新实践训练体系,建立发展性综合考核评价体系,发展“教研一体、科教融合”的师资成长体系,健全综合多元的质量管理体系等.

以师以下部队医疗卫生机构卫勤专业技术干部为研究对象,自行设计问卷,调查分析了卫勤专业技术干部任职教育培养目标需求,从适应未来岗位任职需要的角度,提出了军队医学任职教育培养目标改革的建议,以期为我军卫勤任职教育体制改革提供依据和参考.

Objective A study to provide an objective basis for educators to select and apply teaching methods.Methods Aiming at those questions on the traditional evaluation of teaching method in domestic universities,such as ignoring the subjectivity of teachers and students and their diversification and personalized needs,the blind pursuit of novelty,and heavy form light efficiency,according to the characteristics and rules of the cultivation of innovative talents,introducing the theory of "Expectancy theory" and "Stakeholder theory",combining theory and practice,the teaching method evaluation model were researched and established based on the expectation of teachers and students,and the practice of teaching the course of medical education history for eight-year program education was carried out in a medical university.Results The teaching method evaluation model based on the expectation of teachers and students can provide a scientific basis for the rational selection of teaching methods.Conclusions The teaching method evaluation model established in this study is scientific,feasible and valuable.

实践成效是检验教育研究价值和成败的重要标准.通过12年大学创新教育研究及实践,取得了系列重要理论和实践成果:深化了创新教育教学理念,建立了创新教育教学体系,提升了办学能力水平,提高了人才培养质量.

教育理论创新是教育改革实践的先导.在对现代大学教育理论发展及职能拓展作纵向历史分析、对国内外高等教育改革发展现状作横向剖析,对大学教育本质进行重新认识和界定的基础上,从概念解析、理论架构、目标定位及主要特征等方面,进行了大学创新教育理论的研究构建.

Through the comparison on organizational management,training objectives,training model,teaching curriculum and teaching staff of American and Chinese occupational education on military medical doctors,this paper suggests to draw lessons from foreign armies,to carry out reform on the training system of military occupational education,training model and teaching curriculum,and to reinforce the construction of teaching staff,so as to provide reference for the reform on the management system of Chinese military medical education and talent training.

当前迫切需要优化改革我军军事医学人才培养模式，系统构建勤务与技术融合一体化、平战结合一体化、三军联合一体化、院校与部队协作一体化、学历教育与任职教育衔接一体化、军民联合一体化等“综合性一体化”的军事医学人才培养模式。本校所构建的“综合性一体化”的军事医学人才模式，是贯彻强军目标重大战略思想，满足信息化条件下一体化联勤保障，适应军事、医学、教育等科学发展，促进军事医学教育发展的需要，能够为我军军事医学教育改革提供参考。

目的：构建师救护所伤病员分类后送实战化训练评价指标体系，为监督管理训练过程、考核评价训练成效、诊断分析训练问题提供支撑。方法运用文献调查法、问卷调查法、专家咨询法等方法构建评价指标体系，并实践验证。结果该指标体系能够客观评价训练成效的优劣，深入诊断训练中存在的问题和薄弱环节。结论本研究构建的评价指标体系具有一定的科学性、可行性和价值性，能够为师救护所伤病员分类后送实战化训练过程监管、成效考评、问题诊断以及训练改革优化提供依据。

As the rapid development and great achievements,modern medicine are facing with some difficulties and problems.After constantly reflection,people find that one root of modern medicine facing with a series of diffi-culties is people’long-term one-sided understanding of medicine.One of the fundamental way out of modern medi-cal troubles,is to eliminate the public the one-sided understanding of medical and health,and the key way out is to reshape multidimensional vision ability and quality of medical personnel.It is the objective demand of out of the di-lemma of modern medicine,promoting the medicine pattern transformation,and meeting of the growing need for people's health,and is the inevitable requirement of the future medical personnel training.

Objective To discuss some expectation on reform of classroom teaching method for eight-year program medical education, in order to provide a basis for the evaluation and reform of classroom teaching method. Methods Investigation that mainly included "expectation on reform of classroom teaching method", "classroom teaching method of most expected application", and "ex-pected value of classroom teaching method" was investigated and analyzed with self-made question-naire, to total 78 medical students (22 of Grade 2008, 20 of Grade 2009, 20 of Grade 2010, 16 of Grade 2011) of eight-year program who had completed the stage before medical education in the uni-versity, and related 32 teachers. Software of SPSS 20.0 was used to make statistical analysis. Results In the survey, 55.8% students and 78.1% teachers hoped to reform the current classroom teaching methods (χ2=4.782,P=0.029). 61%students and 90.6% teachers expected "comprehensive application of diverse method"(χ2=15.464,P=0.017), including instruction combined with writing on blackboard, teaching by multimedia, PBL, inversion-type class, independent learning, a lot of questions for exami-nation, and so on. The value expectation (>60%) of classroom teaching method was multivariate, in-cluding to stimulate students' interest in learning, to cultivate ability of finding and solving problems, conducive to understanding of knowledge and memory, conducive to comprehension and memory of knowledge, conducive to cultivation of learning method, able to improve ability of creativity and criti-cal thinking, conducive to strengthening interaction and communication of teachers and students, to improve the subject consciousness of student in classroom, helpful to cultivate the spirit of teamwork, to improve the efficiency of teaching, and able to make full use of information technology. Conclusions For the diversified value demand and the highly expectation on reform of current classroom teaching method, more attention should be paid to evaluation and guidance on reform of classroom teaching method for eight-year program medical education.