基于古今医案导读构建中医临证思维模式  

Constructing Clinical Syndrome Thinking Mode of Traditional Chinese Medicine Based on Ancient and Modern Medical Case Guidance

作　　者：杜彩凤 赵勇 陈燕清 曹娟 梁文静 DU Caifeng;ZHAO Yong;CHEN Yanqing;CAO Juan;LIANG Wenjing(School of Basic Medicine,Shanxi University of Chinese Medicine,Shanxi Province,Jinzhong 030619,China;School of Nursing,Shanxi University of Chinese Medicine,Shanxi Province,Jinzhong 030619,China)

机构地区：[1]山西中医药大学基础医学院,山西晋中030619 [2]山西中医药大学护理学院,山西晋中030619

出　　处：《中国中医药现代远程教育》2024年第24期29-32,共4页Chinese Medicine Modern Distance Education of China

基　　金：山西省高等学校教学改革创新项目[No.J20220745];国家中医药管理局第五批全国中医临床优秀人才研修项目[No.国中医药人教函〔2022〕239号]。

摘　　要：辨证是中医诊断学课程知识体系的核心,也是中医临证思维的关键。以“主症”为中心构建中医辨证思维模式,具有简洁、灵活的特点,也更符合临床实际。在中医诊断学课程教学过程中,通过系统梳理课程知识点,筛选学生关注度高、临床各科常见疾病的核心症状,分层选编历代医家代表性医案,构建以阅读-汇报-研讨为主线的教学模式,借助问题引导、启发式的古今医案导读,以点带面,既能促进学生“以主症为中心”的中医临证思维的养成,也能实现以学生为主体的自主学习模式的转变,在推动中医学专业基础课程的教学改革中起到一定的引领与示范作用。Syndrome differentiation is the core of the course knowledge system of diagnostics of traditional Chinese medicine,and also the key to the clinical thinking of TCM.The construction of TCM syndrome differentiation thinking mode centered on main symptoms is more in line with clinical practice and characterized by simplicity and flexibility.In the teaching process of diagnostics of traditional Chinese medicine,the teaching mode with reading-reporting-discussion as the main line would be constructed by systematically sort⁃ing out the knowledge points of the course,screening the core symptoms of students with high attention,selecting and compiling the representative medical cases of doctors in the past dynasties.It can not only promote the cultivation of the construction of TCM syn⁃drome differentiation thinking mode centered on main symptoms through problem guidance of ancient and modern medical records,but also realize the transformation of self-regulated learning mode.It would play a leading and exemplary role in promoting the teach⁃ing reform of basic courses of TCM.

关 键 词：中医诊断学 主症思维 古今医案 指导性阅读研讨 教学改革 

分 类 号：G642[文化科学—高等教育学] R-4[文化科学—教育学]