中医学课程以中医思维为导向的知识综合运用能力评价方案  

Evaluation Program of Comprehensive Ability of Knowledge Based on TCM Thinking in Traditional Chinese Medicine Curriculum

作　　者：王华楠[1] 毛兵[1] 马建昕[1] 

机构地区：[1]四川大学华西医院中西医结合科,成都610041

出　　处：《中国中医药现代远程教育》2017年第12期28-30,共3页Chinese Medicine Modern Distance Education of China

摘　　要：中医学基础思维方法、基本哲学文化背景的缺失以及中、西医思维方法的巨大差异与碰撞成为西医院校中医学教学的一大难关。教师讲授——学生听课、记忆、考试的简单教学、考核模式使学生在课程结束之后很快把所学知识置之脑后,缺乏主动学习和思考的契机,学习的理论知识更难转化成为实践运用。四川大学华西临床医学院中医学教研室运用"探究式建构学习"教学方法辅助学生构建正确的中医学理论知识,探究完善学习中医学所需的相关哲学、文化、思维方法及相关现代研究等基础知识,以过程性评价方式"中医思维为导向的知识综合运用能力评价"贯穿学习评价始终。加强学生对中医学基础理论的理解,提高了临床实践中运用中医学诊治疾病的能力,激发创新能力。Lack of basic thinking of traditional Chinese medicine, basic philosophical and cultural backgrounds and the great differences and collisions of Chinese and Western methods of thinking have become a major difficulty in teaching traditional Chinese medicine in Western medicine colleges. Teachers＂teaehing-students listening, memory, examination of simple teaching, assessment model lead students soon forget the knowledge what have learned after the course. Lack of opportunity to take the initiative to learn and think, theoretical knowledge is more difficult to transform into practical use. The teaching method of exploratory construction learning is used to help students to construct the correct knowledge of traditional Chinese medicine theory and explore the basic knowledge of Chinese medicine related philosophy, culture, thinking method and related modern research. And the process of evaluation Chinese thinking-oriented knowledge of the comprehensive use of competence evaluation went throughout the teaching process. Strengthening students＇ understanding of the basic theory of Chinese medicine improved the clinical practice ability of using Chinese medicine diagnosis and treating disease, and stimulated innovation ability.

关 键 词：探究性 建构学习 中医学 课堂教学 过程性评价 中医思维 

分 类 号：G642[文化科学—高等教育学] R-4[文化科学—教育学]