方剂学多元化教学模式的应用探讨  

Application of Diversified Teaching Mode in the Pharmacology Teaching

作　　者：袁立霞[1] 陈士良[2] 

机构地区：[1]南方医科大学中医药学院,广州5010515 [2]南方医科大学教务处,广州5010515

出　　处：《中国中医药现代远程教育》2015年第15期90-91,共2页Chinese Medicine Modern Distance Education of China

基　　金：南方医科大学特色教育教学改革项目(No:2013-23)

摘　　要：《方剂学》是理论与临床的桥梁学科,在方剂学的教学中应该针对不同章节内容采用不同教学方法,整合方剂学知识信息,灵活运用多元化教学方法以达到最佳教学效果。笔者在进行方剂学教学时不断地探索、改进和完善,综合应用多元化方法,如基于讲授的学习法(Lec—ture—Based Learning,LBL)、基于案例的学习法(Case—based leaming,CBL)、基于问题的学习法(Problem—based learning,PBL)、基于团队的学习法(Team—based Learning,TBL)、基于探究的学习法(R esearch—Based Learning,R BL)。这5种教学法分别侧重教学的某一方面,在方剂学教学的不同章节中灵活运用可以达到最佳教学效果。Pharmacology is a bridge subject between theory and clinical practice. In Pharmacology teaching, we should adopt different teaching methods for different chapters＇ content, integration of TCM recipe knowledge information, and flexibly use diversified teaching methods in order to achieve the best teaching effect. The author in the Pharmacology teaching constantly explored, improved and perfected, integrated application of diversified methods, such as teaching Based Learning method （Lec - true - based Learning, LBL） , Based on the Case study method, Case -based learning, CBL） , Based on the problems of Learning method （Problem - based Learning, PBL） , team-based Learning method （Team -based Learning, TBL） , Based on the inquiry Learning method （Research - based Learning, RBL） . One of the five kinds of teaching method, respectively, focusing on the teaching on the one hand, in different sections of the Pharmacology teaching flexibly apply can achieve the best teaching effect.

关 键 词：方剂学 多元化教学模式 教学改革 

分 类 号：R-4[医药卫生] G642.4[文化科学—高等教育学]