目的 在我国血吸虫病防控进入新阶段而寄生虫学核心教学内容总体稳定的背景下，基于建构主义（constructivism）和情境学习（situated learning）等理论，探索在现有“人-动物-环境”教学框架基础上系统融入全健康理念的具体路径，论证其在认知建构与能力培养层面的依据，并形成可操作的教学设计范式。方法 依托现行人体寄生虫学课程，在不调整血吸虫病核心知识点与学时安排的前提下，以建构主义、情境学习及建构性对齐（constructive alignment）为指导，通过文献分析与教学现状梳理，围绕生活史、致病机制与公共卫生防控三个模块重组“人-动物-环境”相关内容，构建支持主动建构与情境化学习的知识结构与课堂活动链，并设计情境导入、案例分析、小组情景模拟与多元评价等环节。以各学年实验班与对照班在病原生物学期末试卷中“血吸虫病考题”得分/寄生虫学考题总分的百分比为评价指标；组间比较前进行方差齐性检验，组间均值比较采用Welch两独立样本t检验（双侧）。结果 构建以血吸虫生活史为主线、符合认知负荷分配的“污染源-水环境-螺栖生境-人/动物暴露-疾病负担”多层次表征图谱，在保留教材核心知识点的基础上，将人群、动物宿主与环境因素系统嵌入，为图式整合提供支撑；据此形成“人群-动物宿主-生态环境”三界融合的全健康授课框架，并在致病机制模块引入“生态致病机制”分析视角，作为联结病理生理与生态流行病学知识的教学工具。连续4个学年评价指标结果显示：2021年实验班为73.80%，与对照班的70.32%差异无统计学意义（t = 0.800，P > 0.05）；2022—2024年实验班分别为82.04%、79.46%、73.06%，均高于对照班的75.78%、70.15%、65.16%（t = 2.059、2.604、2.645，均P < 0.05），实验班优势维持6~9个百分点。结论 在不改变血吸虫病基本教学内容的前提下，基于建构主义与情境学习对现有“人-动物-环境”框架进行结构化梳理与情境化强化，可将全健康理念转化为组织教学内容与学习活动的实施框架，而非简单叠加视角。与常规授课相比，该模式授课效果有明显优势，为提升系统性理解与综合防控思维提供了可行教学方案。

Objective As the national schistosomiasis control program enters a new phase in China and the core content of parasitology curricula remains overall stable, this study aimed to explore the specific pathway for systematically integrating the One Health concept into the current human-animal-environment teaching framework, investigate the evidence for cognitive construction and competency development and develop an operable instructional design model. Methods Based on the current medical parasitology courses and non-adjustment of essential schistosomiasis knowledge points and allocated class hours, the knowledge structure and classroom activity chain supporting active construction and situated learning were constructed through reshaping human-animal-environment-related contents across three modules (life cycle, pathogenesis, and public health control) based on literature analysis and summarizing current status of medical parasitology teaching, under the guidance of constructivist meaning-making, situated learning, and constructive alignment, and a teaching procedure was developed that included scenario-based introduction, case analysis, group scenario simulation and diversified assessment. The outcome measure was the percentage of the score for schistosomiasis items in the total score for parasitology items in the end-of-term pathogenic biology examination between the experimental and control classes during each session. Homogeneity of variance was tested before between-group comparisons, and difference of means between groups was compared with two-sided Welch’s two-sample t tests. Results A “source of infection-aquatic environment-snail habitats-human/animal exposure-disease burden” multi-level representational framework was constructed, which was centered on the life cycle of Schistosoma and coincided with the distribution of cognitive load. Based on retainment of core knowledge points of the textbook, this framework explicitly embedded human populations, animal hosts, and environmental factors to provide an external scaffold for diagram integration, so as to generate an integrated human populations-animal hosts-ecological environment three-domain instructional structure. In addition, an “eco-pathogenesis” analytic perspective was introduced into the pathogenesis module as a teaching tool to link pathophysiology and eco-epidemiology. Over four consecutive sessions, results from objective assessments showed no significant difference in the proportion of the score for schistosomiasis items in the total score for schistosomiasis items in the end-of-term pathogenic biology examination between the experimental and control classes in 2021 (73.80% vs. 70.32%; t = 0.800, P > 0.05), and higher percentages in experimental classes than in control classes from 2022 to 2024 [2022: 82.04% vs. 75.78%, t = 2.059, P < 0.05; 2023: 79.46% vs. 70.15%, t = 2.604, P < 0.05; 2024: 73.06% vs. 65.16%, t = 2.645, P < 0.05], with 6% to 9% superiority over the control class. Conclusion Without altering the basic teaching contents of schistosomiasis, structural refinement and contextual reinforcement of the current human-animal-environment framework based on constructivism and situated learning may provide a feasible route to translating One Health into an operable framework for organizing teaching contents and learning activities, rather than a simple overlap perspective. Compared with conventional teaching methods, this model delivers markedly superior teaching outcomes and offers a viable instructional approach to strengthening systematic comprehension and integrated control thinking.