留学生中医妇科学课堂教学的点滴体会
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摘要
随着中医药逐渐被世界认可,来华学习中医的留学生与日俱增,但由于留学生在语言能力、文化背景、学习经历、个人素质等方面的差异和中医药学本身的特点及中国教育体制的因素,导致留学生在学习中医妇科学过程中普遍存在对中医理论的理解不够深入、难以学以致用的问题。为了提高中医留学生的教学质量,笔者在日常中医妇科学课堂教学过程中运用隐性分层教学法、形象教学法、混合式教学法等多种教学方法及手段,取得较好效果。
As traditional Chinese medicine is gradually recognized by the world people, the students who come to China to learn TCM are increasing. But there are some differences in language ability, cultural background, learning experience, personal qualities, the characteristics of TCM and Chinese education system. These factors lead to the lack of deep understanding of TCM theories when learning gynecology of TCM. It is difficult to apply it. In order to improve the teaching quality of foreign students, the author uses a variety of teaching methods and means, such as hidden stratified teaching method, image teaching method and mixed teaching method in the classroom teaching about gynecology of TCM.
As traditional Chinese medicine is gradually recognized by the world people, the students who come to China to learn TCM are increasing. But there are some differences in language ability, cultural background, learning experience, personal qualities, the characteristics of TCM and Chinese education system. These factors lead to the lack of deep understanding of TCM theories when learning gynecology of TCM. It is difficult to apply it. In order to improve the teaching quality of foreign students, the author uses a variety of teaching methods and means, such as hidden stratified teaching method, image teaching method and mixed teaching method in the classroom teaching about gynecology of TCM.
引文
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[2]张青.隐性分层教学在大学英语课堂上的应用[J].外语教学与研究,2012(56):77-78.
[3]温孝梅.尊重学生个体差异实施隐性分层教学[J].黑河教育,2016(11):32-33.
[4]崔霞,张雯,于文静.谈隐形分层教学在中医儿科学留学生教学中的应用[J].中医教育,2017,36(6):68-70.
[5]乐毅敏,齐南.“形象教学法”在中医留学生教学中的应用[J].江西中医学院学报,2000,3(12):117-118.
[6]Padmanabha TS,Manu G,Madhav K Savkar,et al.Student’s perception towards learningmedical sciences:problem based learning versus lecture based learning methods[J]. International Journal of Basic&Clinical Pharmacology,2016,5(2):411-415.
[7]Limin Wei,Jianfeng Ma,Yihuai Pan,et al. Effects of CBL mode to residency training doctor of pediatric dentistry for making diagnosis and treatment plan[J]. Journal of Chemical and Pharmaceutical Research,2014,6(5):393-397.
[8]Danielle M. Millera,Karen Khalilb,Olivia Iskarosa,et al. Professional and pre-professional pharmacy students'perceptions of team based learning(TBL)at a private research-intensive university[J]. Currents in Pharmacy Teaching and Learning,2017,9(4):666-670.
[9]邹丽敏.案例教学的教育价值及教学流程探讨[J].无锡教育学院学报,2004,24(2):39.
[10]Michaelsen L,Richards B. Drawing conclusions from the team-learning literature in health-sciences education:a commentary[J]. Teach Learn Med,2005,17(1):85-88.
[11]Thompson BM,Schneider VF,Haidet P,et al. Factors influencing implementation of team-based learning in health sciences education[J]. Acad Med,2007,82(10 Suppl):S53-S56.