目的 探索基于具身认知理论在外科护理教学中的应用效果，帮助学生建立知识-身体-岗位关联，实现理论知识向临床护理能力的迁移。方法 构建身体参与、情境互动、知识内化三维联动具身教学策略，以便利抽样法选取某校高职护理专业二年级2个班级学生（ n =70）为观察组，将策略应用于外科护理教学中，共22学时。同法选取平行2个班级学生（ n =80）为对照组，采用传统常规教学方式。比较两组学生的学业成绩和学习态度，前者以课堂成果展示成绩和考试成绩评价；后者以学习积极主动性问卷和学习投入量表评价。结果 观察组学生课堂成果展示成绩及考试成绩均高于对照组，差异均有统计学意义(均 P ＜0.05)；除学习积极主动性的学习驱动力、扎实学习维度评分外，学习积极主动性总分及其余维度评分、学习投入总分及其各维度评分均高于对照组，差异均有统计学意义（均 P ＜0.05）。结论 基于具身认知理论的教学策略可有效提升学生学业成绩、学习积极主动性及学习投入度，未来可引入VR技术优化情境真实性，并结合具身+理论双轨优化教学。

Objective To explore the effect of applying embodied-cognition-based teaching strategies in surgical nursing education,aiming to help students establish a knowledge-body-practice linkage and transfer theoretical knowledge into clinical nursing competence.Methods A three-dimensional embodied teaching strategy integrating bodily engagement,contextual interaction,and knowledge internalization was constructed.By convenience sampling method,70 second-year vocational nursing students from 2 classes were assigned to the observational group, receiving this strategy in 22 hours of surgical nursing teaching;another 80 students from 2 parallel classes formed the control group with conventional teaching strategy.Academic achievement (in class presentation and written test) and learning attitude (Learning Initiative Questionnaire and Learning Engagement Scale) were compared.Results Students’ scores for in-class presentation and written test inobservational group were significantly higher than those of the control group(all P ＜0.05).Its total learning initiative score and most dimensions (excluding learning motivation and solid learning), as well as total and all dimension scores of learning engagement, were significantly higher than the control group (all P ＜0.05). Conclusions Embodied-cognition-based teaching strategies can effectively enhance academic performance,learning initiative,and engagement.Future work may introduce VR to optimize situational authenticity and combine embodied plus theoretical dual-track approaches to refine instruction.

R47

浙江省教育厅一般科研项目（Y202353556）