以学生综合素质为导向的《中药鉴定学》教学探索  

Exploring the teaching of authentication of Chinese medicines guided by comprehensive quality of students

作　　者：张雪佳[1] 潘兰 王东东[1] 王莹[2] 徐海燕[1] Xuejia Zhang;Lan Pan;Dongdong Wang;Ying Wang;Haiyan Xu

机构地区：[1]新疆医科大学中医学院,新疆乌鲁木齐830017 [2]新疆医科大学附属中医医院,新疆乌鲁木齐830002

出　　处：《新疆维吾尔医学专科学校学报》2024年第3期71-76,共6页

基　　金：新疆医科大学教育研究与教学改革项目(项目编号:YG2021089)。

摘　　要：《中药鉴定学》是中药学专业的核心课程,在人才培养中起到举足轻重的作用。针对课程特点及现有教学模式中存在的问题,结合人才培养目标,提出以学生综合素质为导向的《中药鉴定学》的教学改革的思路和方法。课程采用SPOC平台上线下混合式教学模式,重视实践教学环节,通过开设性状鉴别实训室、中药标本馆、饮片等级考试中心、班级“中药角”等实践环节,促进学生从感性认识到深入思考的递进式学习。整合教学资源,优化课堂教学结构,形成模块化教学内容体系,完善多元考核方式,挖掘思政元素,将学生培养成为具有高素质的中医药现代化人才,以承担保障中药质量安全、维护人民群众身体健康的重要社会责任。Authentication of Chinese Medicines is a core course in the specialty of traditional Chinese medicine,which plays a pivotal role in the training of talents.To be aimed at the characteristics of the course and the problems existing in current teaching mode,combining with the goal of talent development,we put forward the ideas and methods of teaching reform of Authentication of Chinese Medicines guided by comprehensive quality of students.The course adopts the hybrid teaching mode on and off the SPOC platform,which emphasize the practical teaching process.By the establishment of practical training room for herbs identification,Chinese medicine herbarium,grade examination center of Chinese herbal pieces,Chinese medicine corner in class and other practical links.To promote the progressive learning for students from perceptual understanding to in-depth thinking.To integrate teaching resources and optimize classroom teaching structure,the modular teaching content system will be formed.To improve diverse assessment methods and explore ideological and political elements,the students will be trained as high-quality modern talents in traditional Chinese medicine.So that they can undertake the important social responsibility,such as ensuring the quality and safety of traditional Chinese medicine,and maintaining the physical health of the people.

关 键 词：中药鉴定学 教学改革 综合素质 实践探索 

分 类 号：G642[文化科学—高等教育学]