中药资源与开发专业药用植物学实践教学改革探索
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摘要
药用植物学是中药资源与开发专业实践性很强的核心专业基础课程。课程要求学生掌握野外鉴别药用植物的能力,准确识别和鉴定药用植物种类,是评价专业培养质量的重要指标之一。药用植物学的实验教学和野外实习在药用植物学教学体系中占有非常重要的地位,对实践教学改革进行探索,建立以能力培养为目标的药用植物学实践教学体系,提高学生植物认知能力、野外实践能力、分析解决问题的能力,加强学生的团队意识,促进药用植物学实践教学的良性循环发展。
Pharmaceutical botany is a core basic course with strong practicality in traditional Chinese medicine resources and development.The course requires students to master the ability of the field to identify medicinal plants,to identify and identify the medicinal plant species accurately,and is one of the important indicators to evaluate the quality of professional training. Pharmaceutical botany experiment teaching and field exercitation in pharmaceutical botany teaching system plays an important role,to make a study of practice teaching reform based on ability training as the goal of pharmaceutical botany practice teaching system,to improve students' cognitive ability,practice ability wild plants,analysis,problem solving skills,strengthen students' team consciousness,promote the virtuous cycle development of the practice teaching of pharmaceutical botany.
Pharmaceutical botany is a core basic course with strong practicality in traditional Chinese medicine resources and development.The course requires students to master the ability of the field to identify medicinal plants,to identify and identify the medicinal plant species accurately,and is one of the important indicators to evaluate the quality of professional training. Pharmaceutical botany experiment teaching and field exercitation in pharmaceutical botany teaching system plays an important role,to make a study of practice teaching reform based on ability training as the goal of pharmaceutical botany practice teaching system,to improve students' cognitive ability,practice ability wild plants,analysis,problem solving skills,strengthen students' team consciousness,promote the virtuous cycle development of the practice teaching of pharmaceutical botany.
引文
[1]张新慧,冯军,王建寰.中药学专业药用植物学实践教学改革探索[J].卫生职业教育,2015,33(7):93-95.
[2]程铭恩,彭华胜,彭代银,等.探索药用植物学实践教学改革提升中药学专业“识药”能力[J].中医教育ECM,2017,36(2):67-70.
[3]林莺,陈彩云,王樱霖,等.中药学本科专业药用植物学实践教学改革探索[J].中国中医药现代化远程教育,2017,15(19):31-33.
[4]程铭恩,彭华胜,彭代银,等.结合生态“识药”提升药用植物学野外见习教学效果[J].安徽中医药大学学报,2017,36(3):91-93.
[5]吴琼,吴卫,马新业.《药用植物学》实践教学改革的探索[J].Guide of China Medicine,2014,12(12):360-361.
[6]何梦玲,王晖.创新教学方法提高《药用植物学》课堂授课效果[J].成都中医药大学学报(教育科学版),2016,18(1):15-16.
[7]孙亚昕,谷巍,巢建国,等.药用植物学实验教学探索与实践[J].江苏科技信息,2016,(6):42-44.
[2]程铭恩,彭华胜,彭代银,等.探索药用植物学实践教学改革提升中药学专业“识药”能力[J].中医教育ECM,2017,36(2):67-70.
[3]林莺,陈彩云,王樱霖,等.中药学本科专业药用植物学实践教学改革探索[J].中国中医药现代化远程教育,2017,15(19):31-33.
[4]程铭恩,彭华胜,彭代银,等.结合生态“识药”提升药用植物学野外见习教学效果[J].安徽中医药大学学报,2017,36(3):91-93.
[5]吴琼,吴卫,马新业.《药用植物学》实践教学改革的探索[J].Guide of China Medicine,2014,12(12):360-361.
[6]何梦玲,王晖.创新教学方法提高《药用植物学》课堂授课效果[J].成都中医药大学学报(教育科学版),2016,18(1):15-16.
[7]孙亚昕,谷巍,巢建国,等.药用植物学实验教学探索与实践[J].江苏科技信息,2016,(6):42-44.