中医诊断学教与学的再认识  

Reconsideration on teaching and learning of Chinese diagnostics

作　　者：田松[1] 

机构地区：[1]山西中医学院教务处,太原030619

出　　处：《中医教育》2014年第6期37-39,共3页Education of Chinese Medicine

基　　金：山西省普通本科高等教育教学改革研究项目(No.2009-242)

摘　　要：从中医诊断学教学现状入手,对中医诊断学的教与学进行再认识,即中医诊断学的教需要转变观念,变被动的教为主动引导,并创建了前中后三阶交互式引导法;在学生的学习上,应跳出症状和证候的海洋,重在框架和体系的建立;中医诊断学的教不是以完成教学大纲为任务,而是以引导学生学的效果为目的;学生学的内容和方法应以教师教的内容和方法为依托和依据。通过建立引导式的框架理论教学法,顺利实现中医诊断学教与学的统一性。This paper starts with the present situation of teaching Chinese diagnostics to conduct reconsideration onteaching and learning of this course. On one hand, it holds that the teaching concept should be changed from the oldpassive teaching to the new active guidance and that a three- phase interactive instruction method should beestablished. On the other hand, it urges to set up key frame and system for students to jump out of the sea ofsymptoms and syndromes. Teaching here does not simply take accomplishing teaching program as the task, but setstudents＇ learning effect as the aim, while learning here emphasizes that learning contents and methods should relyon those of teaching. Guided frame theory teaching method can help achieve uniformity of teaching and learning ofChinese diagnostics.

关 键 词：中医诊断学 教与学关系 教学改革 

分 类 号：G642.0[文化科学—高等教育学]