目的 探讨可移动虚拟现实设备在人体解剖学理论课教学中的整合价值，从认知负荷理论及情境学习的视角，评估其对人体解剖学知识深度构建，空间认知能力培养及教学范式转型的潜在影响。 方法 选取北京大学2019级和2022级临床医学专业5年制本科生为研究对象，其中2019级学生为对照组，2022级学生为实验组，在理论课和实习课中引入可移动虚拟解剖学设备等教学辅助方法。比较两组学生的期末考试成绩，并在课程结束后对实验组学生进行问卷调查，统计分析调查结果。结果 实验组学生的期末考试成绩平均分为82.47±10.19，对照组学生的期末考试成绩平均分为74.82±16.56，实验组期末考试成绩明显高于对照组，差异具有统计学意义。问卷调查结果显示，与传统课堂教学相比，94.62%的人更喜欢虚拟现实（VR）等辅助教学新模式；96.77%的人认为VR辅助教学方式能够取得传统的教学效果或更好；95.7%的人认为提高了学生对人体解剖学的学习兴趣；98.92%的人认为提高了学生对解剖学知识的掌握。 结论 可移动虚拟现实设备在解剖学理论课堂中的应用，提供了沉浸式、可交互的三维可视化教学情境，有效降低了学生对抽象复杂解剖结构的认知负荷，促进了空间理解与知识内化，显著提升了教学效果和自主学习能力，从而改变了传统解剖学的教学模式，为医学教育的发展和培养新时代的医学人才奠定坚实基础。 

Objective To explore the integration value of mobile virtual reality devices in the classroom teaching of human anatomy, and to evaluate their potential impact on the in-depth construction of human anatomy knowledge, the cultivation of spatial cognitive ability, and the transformation of teaching paradigms from the perspectives of cognitive load theory and situated learning.   Methods The undergraduate students majoring in clinical medicine in Peking University were selected as the research objects. Among them, students in grade 2019 were the control group, and students in grade 2022 were the experimental group, introducing movable virtual anatomy equipment and other teaching auxiliary method  in theory and practice courses. The final exam scores of the two groups of students were compared, and a questionnaire survey was conducted for the experimental group after the course, and the survey result  were statistically analyzed.   Results The final examination result  showed that the average score of the experimental group was 82.47±10.19, and the average score of the control group was 74.82±16.56, which was significantly higher in the experimental group than in the control group, with statistical significance (P<0.05). The questionnaire survey result  showed that compared with traditional classroom teaching, 94.62% of students preferred the new auxiliary teaching mode such as VR, 96.77% of students believed that VR assisted teaching could achieve the traditional teaching effect or better, 95.7% of them think that it improved students’ interest in learning human anatomy, and 98.92% thought that it improved students’ knowledge of anatomy.    Conclusion  The application of mobile virtual reality devices in anatomy classroom teaching provides immersive and interactive 3D visualization teaching scenarios, effectively reducing students’ cognitive load on abstract and complex anatomical structures, promoting spatial understanding and knowledge internalization, significantly improving teaching effectiveness and self-learning ability, thus changing the traditional anatomy teaching mode and laying a solid foundation for the development of future medical education and the cultivation of medical talents.