“三位一体”优化药用植物学教学体系  

“Trinity” to optimize teaching system of pharmaceutical botany

作　　者：孙稚颖[1] 

机构地区：[1]山东中医药大学药学院,山东济南250355

出　　处：《中国医药导报》2016年第25期154-156,共3页China Medical Herald

基　　金：山东省高等学校科技计划项目(J12LM05);山东省中医药科技发展计划项目(2015-042);山东中医药大学名校工程药学院重点专业建设"药苑培才"教学改革与建设专项研究课题(yxy201431)

摘　　要：药用植物学课程体系由三部分构成:药用植物学理论教学、药用植物学实验和药用植物学野外实训。笔者在分析药用植物学教学体系现状的基础上,提出优化的具体措施,即合理设置各部分教学内容,优化调整,扬长避短,各有侧重;改变传统教学模式,力求达到三位一体,有机结合,相互补充;灵活采用不同教学方法和手段,激发学生学习兴趣。基于药用植物学本身的特点,优化组合三部分教学形式,有效做到三位一体,可以大大节省教学资源和教学时间,提高教学质量,达到事半功倍的效果,同时对于学生综合能力和创新型人才培养具有重要作用。The course system of pharmaceutical botany includes three parts： theory teaching, experimental teaching and field teaching practice. Based on the status of teaching system of pharmaceutical botany, some optimum measures were put forward, as followed： setting up teaching content properly to optimization adjustment：, maximizing favorable factors and minimizing unfavorable ones; changing traditional teaching model to trinity, combining organically and mu- tual complementation; adopting flexibly different teaching methods and arousing students interest. According to the characteristic of pharmaceutical botany, optimal combination of the three parts of teaching form to trinity effectively, can save greatly teaching resource and time, improve teaching quality and get more and better results, at the same time, it is important for college students to cultivate comprehensive ability and innovative capabilities.

关 键 词：药用植物学 三位一体 教学体系 教学方法 

分 类 号：R642.0[医药卫生—外科学] R282.71[医药卫生—临床医学]