病理学兼具形态描述与机制阐释的双重认知属性，传统教学偏重形态学单向输入，未能有效衔接“看见病变”与“理解机制”之间的认知鸿沟。本文基于阈值概念理论、认知负荷理论与双重编码理论，提出“形态—机制”双轨认知模型。该模型认为病理学学习需并行发展形态识别轨道（直觉性认知）和机制推理轨道（分析性认知），两轨道通过“形态—机制映射”实现双向联结。模型识别出“损伤可逆性界限”“肿瘤自主性”“循环因果链”三类通关概念，并指出映射本身即最核心的通关概念。据此提出三项教学策略：以通关概念重构课程逻辑、分层设计可视化策略、引入诊断校准训练。该模型为病理学教学改革提供了新的理论框架。

病理学教学；双轨认知模型；阈值概念；形态学素养；认知负荷

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