目的：旨在寻求适应互联网+时代的全新教学模式，在现有移动智能软件基础上推广应用具有普适性的“科学论证式教学”（ScientificArgumentation，SA教学），实现兼具终身性、社会性、灵活性和实用性特点的医学高等教育。方法：选取南京医科大学护理专业学生为研究对象（共250人，按行政班级分为实验SA-1组97人、实验SA-2组69人、对照LBL组84人），选择“营养学”为实验课程展开探索研究。结果：理论测试成绩，SA-2组明显高于SA-1组和LBL组（80.14±5.47 vs. 69.07±7.51，P < 0.001；80.14±5.47 vs. 67.87±6.70，P < 0.001），可见SA教学方法对理论知识掌握度的促进。期末总评成绩，SA-1组和SA-2组均显著优于LBL组（74.89±5.99 vs. 67.87±6.69，P < 0.001；82.15±4.74 vs. 67.87±6.69，P < 0.001），并且SA-2组在SA-1组基础上又有所提升（82.15±4.74 vs. 74.89±5.99，P < 0.001）。可见SA教学方法成功构建形成性评价体系，亦可促进教学双方的质量持续改进。结论：“科学论证式教学”（ScientificArgumentation，SA教学）的合理应用可在保障教学质量和效率的同时，提升理论知识掌握度和实践操作能力、激发学习兴趣并培养沟通协作能力，具有良好的应用价值和推广前景。

Objective：To innovate and evaluate the application of the “Scientific Argumentation”（SA）in the medical education. Methods：A total of 250 students from Nursing Department of Nanjing Medical University.were divided into SA-1，SA-2 and LBL group based on their class organization. “Nutrition”was chosen as the experimental course. Both the SA-1 group and SA-2 group received SA mode teaching during the whole semester，while the LBL group was taught with traditional method. Results：SA-2 group showed best scores in both theory examination and general comment，followed by SA-1 group and LBL group among three groups（80.14±5.47 vs. 69.07±7.51 vs. 67.87±6.70，P < 0.001；82.15±4.74 vs.74.89±5.99 vs. 67.87±6.69，P < 0.001）. Students enjoyed higher quality of teaching in SA-2 group than SA-1，as the lecturers were more familiar with SA teaching method after 1 semester. Conclusions：SA mode has been proven to earn better quality and overall experience. The application and promotion of this teaching mode chould bring medical education more flexibility，practicability and extensiveness.