《中医药法》背景下的中医药人才培养途径探讨
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摘要
2017年7月1日《中医药法》在我国正式施行,这对中医药人才发展提出了更高的要求。本文首先对《中华人民共和国中医药法》中规定的中医药发展方针进行详细解读,并对我国中医药人才培养模式现状进行探索,发现目前传统中医培养模式暨师承教育多以实践教学为根本,更贴近中医药人才的培养目标,但存在着知识结构与认知思维的局限、培养对象规模过小、质量参差不齐的问题。而现代中医药人才培养模式暨院校教育具有普遍性强、分科细、开放性强等优势,但同时也存在着理论教学与实践教学分离、忽略中医药传统文化传承、培养周期与培养质量不成正比、基层中医药传承后继无人的现实困境,为解决两种中医人才培养模式存在的问题,提出师承教育融合院校教育的创新中医药人才培养途径,并从生源、培养对象、培养环境、课程体系设计、师资队伍五个角度进行深入剖析。
At July 1, 2017, the Chinese Medicine Law was formally implemented in China, which put forward higher requirements for the development of Chinese medicine talents. Firstly, this thesis makes a detailed interpretation of the development policy of traditional Chinese medicine stipulated in the Law of the People′s Republic of China on Traditional Chinese Medicine, and explores the current situation of the training mode of traditional Chinese medicine talents in China. In addition, the thesis found that the current training mode of traditional Chinese medicine and the teacherto-teacher education are mostly based on practical teaching, which is closer to the training goal of traditional Chinese medicine talents, however, has some problems, such as the limitation of knowledge structure and cognitive thinking, the small scale of training objects and the uneven quality of training objects. Furthermore, the modern training mode of Chinese medicine talents and college education have the advantages of universality, fine division and openness, but at the same time, it also has the practical predicament of separating theoretical teaching from practical teaching, neglecting traditional Chinese medicine culture inheritance, disproportionate cultivation cycle and quality of training, and no successors of Chinese medicine at the grass-roots level. To solve the problems existing in the two training modes of tradition Chinese medicine talents, this thesis puts forward innovative ways of training tradition Chinese medicine talents in the integration of teacher-to-teacher education and college education, and makes a thorough analysis from five perspectives of students, training objects, trainin environment, curriculum system design and teaching staff.
At July 1, 2017, the Chinese Medicine Law was formally implemented in China, which put forward higher requirements for the development of Chinese medicine talents. Firstly, this thesis makes a detailed interpretation of the development policy of traditional Chinese medicine stipulated in the Law of the People′s Republic of China on Traditional Chinese Medicine, and explores the current situation of the training mode of traditional Chinese medicine talents in China. In addition, the thesis found that the current training mode of traditional Chinese medicine and the teacherto-teacher education are mostly based on practical teaching, which is closer to the training goal of traditional Chinese medicine talents, however, has some problems, such as the limitation of knowledge structure and cognitive thinking, the small scale of training objects and the uneven quality of training objects. Furthermore, the modern training mode of Chinese medicine talents and college education have the advantages of universality, fine division and openness, but at the same time, it also has the practical predicament of separating theoretical teaching from practical teaching, neglecting traditional Chinese medicine culture inheritance, disproportionate cultivation cycle and quality of training, and no successors of Chinese medicine at the grass-roots level. To solve the problems existing in the two training modes of tradition Chinese medicine talents, this thesis puts forward innovative ways of training tradition Chinese medicine talents in the integration of teacher-to-teacher education and college education, and makes a thorough analysis from five perspectives of students, training objects, trainin environment, curriculum system design and teaching staff.
引文
[1]陈冰.《中医药法》颁行背景下的中医药教育若干问题浅析[J].医学与法学,2017,9(5):53-56.
[2]范铁兵,朱晓博,顾东黎.中医医院人才培养的探索与实践---以中国中医科学院为例[J].中医药管理杂志,2018,26(20):35-37.
[3]岳远雷,赵敏,司婷.中医药文化传播现状研究---兼评《中医药法》相关条款[J].学校党建与思想教育,2017(20):94-96.
[4]王志辉,刘青萍.特色高端复合型中医药信息化人才培养模式探究[J].中国中医药信息杂志,2017,24(8):9-13.
[5]俞超芹.中西医并重,维护和增进民众健康---对《中国的中医药》白皮书的思考[J].第二军医大学学报,2017,38(5):529-535.
[6]李和伟,王启帆,付宇,等.《中医药法》视角下有关中医师承教育的思考[J].中医杂志,2017,58(21):1882-1884,1890.
[7]李娟,廖翠平,张彬良,等.《中医药法》背景下中医药师承教育的思考[J].卫生职业教育,2017,35(12):17-18.
[8]刘晓刚,樊敏,保晓美.论目前如何才能更好地传承和发展中医药文化[J].现代养生,2016(22):169.
[9]司建平.中医药健康服务人才培养问题研究---以高等中医药院校为例[J].中国卫生事业管理,2015,32(6):460-462.
[10]张敏州.传承联动创新,培养中医药特色复合型人才[J].中国中西医结合杂志,2017,37(2):135-136.
[11]苏剑一.期待《中医药法》补齐人才短板[J].中国卫生人才,2017(6):10-11.
[12]李鑫辉,何宜荣,苏丽清,等.中医经典传承能力型人才培养模式的探索与构建[J].中国中医药现代远程教育,2016,14(9):11-12.
[13]樊云,胡利兵.浅析师承教育对中医药院校青年教师成长的重要作用[J].湖北中医杂志,2016,38(4):81-82.
[14]胡本先.基层中医药发展亟须完善人才梯队[N].中国中医药报,2015-8-20(03).
[15]张夏炎,顾伟,陈喆,等.中医师承与院校教育结合的新模式探索[J].时珍国医国药,2018,29(1):188-189.
[16]侯卫伟.全面系统深入学习理解《中医药法》依法扶持促进中医药事业发展[J].南京中医药大学学报:社会科学版,2017,18(1):6-13.
[17]罗强,宋敏,郭钰龙,等.师承教育模式在中医学领域中的应用[J].西部中医药,2015,28(2):47-49.
[18]辛静.医教协同背景下高等中医药院校教学质量保障体系建设的实践与探索[J].时代教育,2018(1):34-35.
[19]李新路.近代以来中医药师承教育的嬗变与发展研究[D]南京:南京中医药大学,2017.
[20]瞿筱逸,沈雪勇,王静.高等中医药院校教育国际化的问题与对策---以上海中医药大学与德国美因茨大学交流项目为例[J].中医药文化,2018,13(4):74-80.
[21]韩永光,牛乐,彭新.《中医药法》的实施对中医药人才培养模式的影响[J].教育现代化,2018,5(32):12-13.
[22]刘江亭,李慧芬,李振阳,等.简析中医药人才培养中教学模式发展现状及趋势[J].中国高等医学教育,2013,27(11):47-48.
[23]翟双庆,焦楠,王维广.师承+院校教育打造人才成长新路径[J].中国卫生人才,2018(8):22-25.
[2]范铁兵,朱晓博,顾东黎.中医医院人才培养的探索与实践---以中国中医科学院为例[J].中医药管理杂志,2018,26(20):35-37.
[3]岳远雷,赵敏,司婷.中医药文化传播现状研究---兼评《中医药法》相关条款[J].学校党建与思想教育,2017(20):94-96.
[4]王志辉,刘青萍.特色高端复合型中医药信息化人才培养模式探究[J].中国中医药信息杂志,2017,24(8):9-13.
[5]俞超芹.中西医并重,维护和增进民众健康---对《中国的中医药》白皮书的思考[J].第二军医大学学报,2017,38(5):529-535.
[6]李和伟,王启帆,付宇,等.《中医药法》视角下有关中医师承教育的思考[J].中医杂志,2017,58(21):1882-1884,1890.
[7]李娟,廖翠平,张彬良,等.《中医药法》背景下中医药师承教育的思考[J].卫生职业教育,2017,35(12):17-18.
[8]刘晓刚,樊敏,保晓美.论目前如何才能更好地传承和发展中医药文化[J].现代养生,2016(22):169.
[9]司建平.中医药健康服务人才培养问题研究---以高等中医药院校为例[J].中国卫生事业管理,2015,32(6):460-462.
[10]张敏州.传承联动创新,培养中医药特色复合型人才[J].中国中西医结合杂志,2017,37(2):135-136.
[11]苏剑一.期待《中医药法》补齐人才短板[J].中国卫生人才,2017(6):10-11.
[12]李鑫辉,何宜荣,苏丽清,等.中医经典传承能力型人才培养模式的探索与构建[J].中国中医药现代远程教育,2016,14(9):11-12.
[13]樊云,胡利兵.浅析师承教育对中医药院校青年教师成长的重要作用[J].湖北中医杂志,2016,38(4):81-82.
[14]胡本先.基层中医药发展亟须完善人才梯队[N].中国中医药报,2015-8-20(03).
[15]张夏炎,顾伟,陈喆,等.中医师承与院校教育结合的新模式探索[J].时珍国医国药,2018,29(1):188-189.
[16]侯卫伟.全面系统深入学习理解《中医药法》依法扶持促进中医药事业发展[J].南京中医药大学学报:社会科学版,2017,18(1):6-13.
[17]罗强,宋敏,郭钰龙,等.师承教育模式在中医学领域中的应用[J].西部中医药,2015,28(2):47-49.
[18]辛静.医教协同背景下高等中医药院校教学质量保障体系建设的实践与探索[J].时代教育,2018(1):34-35.
[19]李新路.近代以来中医药师承教育的嬗变与发展研究[D]南京:南京中医药大学,2017.
[20]瞿筱逸,沈雪勇,王静.高等中医药院校教育国际化的问题与对策---以上海中医药大学与德国美因茨大学交流项目为例[J].中医药文化,2018,13(4):74-80.
[21]韩永光,牛乐,彭新.《中医药法》的实施对中医药人才培养模式的影响[J].教育现代化,2018,5(32):12-13.
[22]刘江亭,李慧芬,李振阳,等.简析中医药人才培养中教学模式发展现状及趋势[J].中国高等医学教育,2013,27(11):47-48.
[23]翟双庆,焦楠,王维广.师承+院校教育打造人才成长新路径[J].中国卫生人才,2018(8):22-25.
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