YinRenShiJiao exploration of traditional Chinese

medicine teaching mode. Foreign students

China's traditional Chinese medicine reported

In traditional Chinese medicine colleges and universities, foreign students, because the logical reasoning and the way of thinking and the people there exist obvious differences, plus language problem, that they all think of primitive simplicity, abstract terms and concepts of traditional Chinese medicine is difficult to understand, hard to understand Chinese medicine theory esoteric, even not imagine. That said, our students before teaching methods can not meet the teaching foreign students, have to explore a set of suitable for their way of thinking of the traditional Chinese medicine teaching mode.

YinRenShiJiao targeted

This regular professional training students from the world each different countries and regions, professional knowledge is uneven, Chinese level before, this course to bring a lot of the difficulty of the professor. The author thinks that should be in the professional class, first before professor through dialogue, records and other forms about each student's Chinese level to the traditional Chinese medicine, and of knowledge, accomplish know fairly well; Teachers should according to the whole class whole level of high and low, targeted on teaching, teaching grasp how easy it is to ensure that the speed and two-thirds of the students learning effect. For Chinese level is higher, there are certain professional knowledge of the students appear "do not have enough to eat" phenomenon, in the classroom can take many questions to think more way to answer the question. On the one hand to deepen their understanding of traditional Chinese medicine knowledge and, at the same time, inspire other students train of thought. For Chinese level is low, professional knowledge of the poor students, in encounters and not easy to understand the place, should pay more attention to their response, when necessary to repeat or strengthen the blackboard writing. The teaching method received a good effect.

Point to an area confusing

Make "teaching and learning" is achieved unified, is each teaching workers should consider above all problems. At present college students use of diagnostics of TCM and domestic teaching material is unified, so explain up and has the certain difficulty. According to their students started the teaching method, as though to speak, style of dry mouth, exhausted, but a lesson, students are generally reflected down didn't quite understand you, difficult to form the concept, memory is very difficult. Up

In view of this situation, the author bravely in teaching reform, change numerous keep it simple, from easy to difficult, elaborate organization teaching material, to highlight the characteristics of TCM diagnostics to clinical practical give priority to, change in the past tile methods of myconsidered each chapter related organically, to form associations; Using logic reasoning method and artful card type, remember to point to an area, confusing. Such as the zang-fu organs, about the syndrome differentiation with eight principles of qi, blood, body fluid syndrome differentiation and connected, viscera in lung qi deficiency syndrome differentiation of kidney deficiency, a heart qi deficiency spleen-deficiency, diseases among them, virtual the common characteristic of gas is XuZheng: less lazy to talk, god gas weary force, dizzy, spontaneous sweating, move the disease is increasing, pale white, coating on the pulse deficient to. Plus the dirty impairment occurred in the symptom is the dirty qi deficiency syndrome of.

A deficiency of card, the students brought immediately can associate or logical reasoning to the dirty qi deficiency syndrome. In the elaborate organization in the process of teaching materials, the author put the eight principles of qi, blood, body fluid syndrome differentiation and the Yin and Yang, false, real, gas, blood as the key link, viscera syndrome differentiation in the dirty and the setting of the yard, and form as dialectical point to an area, the structure and way, confusing most students, this teaching method is very good reflect understanding, easy to accept, easy memory; See, use, remember, and very practical.

Metaphor is enhance understanding

Metaphor, is also inspire the student teaching thinking of a kind of indispensable method. A number of foreign students Chinese level is not high, of primitive simplicity is abstract and principles of the deep traditional Chinese medicine theory, that they were the more difficult. To this, the author in teaching, proper application parables, that they felt both understandable and inspired lenovo, open the way of thinking, deepen the understanding. For example "fan4 jin4 ZhongJu" is famous in China, but use it allusions, metaphor is that, like gas slow or sad, can make the head and lax, the spirit of her, abnormal syndrome; , is accurate and understandable, vivid and lively. This analogy, can make some abstract and boring theory, and received, simple lines liberally plagiarize across effect.

In addition, is also give lenovo, inducing a way of thinking. In traditional Chinese medicine diagnosis teaching foreign students, put some performance similar disease, syndrome symptoms and etiology put together, make the students compared with seeking, different, in SuoWei exploration to seek common, seize the characteristics, both learned to the differential diagnosis, and help to memory.

Learning is must be in doubt questions to stimulate the thinking

Questions to stimulate the thinking but to a heuristic method of teaching. It not only applicable to their students, also applies to foreign students TCM diagnosis of class teaching. The song dynasty zhu xi's pointed out: "reading, need to teach the undoubtedly a suspect, but no doubt, have YiZhe here is to grow." party Today, we from the point of view of the teaching on look, teachers are good at question, set the problem to the classroom, doubt, can certainly arouse the student thinking in the waves. As psychology, suspected that, the most easy to cause directional-explore reflection, had this kind of reflection, the thought also is made. If we first pulse spoke to students raised a question: "why want to pieces from disease?" pulse Some problems can also be to leave the student after class are discussed. This inspired students seeking knowledge desire and lit their thoughts, cultivate the students' good at thinking and innovation spirit.

Grasp the law system penetration

From the basic theory of TCM diagnostics in clinical course of the bridge. Content, not system, not scattered coherent, and most arranged in one year at the university of the second term to teach, most students in Chinese medicine still stay in the preliminary recognition and understanding of the stage. In view of this situation, we put the diagnostics and basic course and shanghan lun related organically, make system penetration. Such as gas disease differentiation, speak simple first review the basic theory of TCM the physiological function of the gas, the physiological function of reasoning to all kinds of gas disorder of disease and syndrome, causes and pathology, and then is every part of the clinical manifestations, gas disease last simple principle or put forward formulas.

Case teaching of application

In case teaching, mainly take two methods: descriptive analysis method and cases cased teaching method. Case teaching is a descriptive without turning, active specifically describe a case all or part of the situation, make students understand the etiology and pathogenesis of this case, change process, examination results, Chinese medicine diagnosis and classification, and the principle, the method, the party, medicine, deepen the understanding of the studies the theory. Analysis cased teaching not only has the characteristics of descriptive cases outside, still include discussion of the teaching material and for analysis. For example are presented in class a typical case, then guides the student to utilize the has studied the relevant theory, such as the eight principles differentiation, viscera qi-blood differentiation, differentiation, causes such as dialectical analysis, and to trying to make a diagnosis (diagnosis should include any, syndrome type, disease, and a virtual or true of, etc), finally summarized by teachers. Analytical cased teaching method, can make the students to study the theory and the practice close together, not only beneficial to consolidating the knowledge, and cultivate the students' creativity and the ability to analyze and solve problems.

-YangYiLing SongYueHan Beijing university of Chinese medicine