中医隐性知识结构维度模型的验证性研究
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摘要
隐性知识大量存在于中医医者知识体系中。深入探讨中医医者隐性知识的结构维度,有利于中医的传承及个体隐性知识的转移。通过文献分析和专家访谈,发现中医隐性知识可以分为学习策略维度、临床技能维度、人际互动维度、情绪情感维度、价值取向维度和中医药文化维度。结合各维度之间的相互关系,构建了中医隐性知识的结构模型。为了提升该维度结构模型的科学性,对国家级名老中医、国医大师、中医院管理者进行了深度访谈和问卷调查,进行了验证性研究。
Tacit knowledge exists in the knowledge system of Traditional Chinese Medicine(TCM)practitioners.To explore the structural dimensions of tacit knowledge of TCM practitioners,it is conducive to the inheritance of TCM and the transfer of individual tacit knowledge.Through literature analysis and expert interviews,we believe that individual tacit knowledge of TCM can be divided into learning strategy dimension,clinical skills dimension,interpersonal interaction dimension,emotional dimension,value dimension and TMC culture dimension.Combining the relations among various dimensions,a structural model of TCM individual tacit knowledge was constructed.To promote the scientificity of the model,the study conducted in-depth interviews or questionnaire survey of national famous old doctors of TCM,TCM masters,and Chinese medicine hospital managers.Extensive validation studies have been carried out.
Tacit knowledge exists in the knowledge system of Traditional Chinese Medicine(TCM)practitioners.To explore the structural dimensions of tacit knowledge of TCM practitioners,it is conducive to the inheritance of TCM and the transfer of individual tacit knowledge.Through literature analysis and expert interviews,we believe that individual tacit knowledge of TCM can be divided into learning strategy dimension,clinical skills dimension,interpersonal interaction dimension,emotional dimension,value dimension and TMC culture dimension.Combining the relations among various dimensions,a structural model of TCM individual tacit knowledge was constructed.To promote the scientificity of the model,the study conducted in-depth interviews or questionnaire survey of national famous old doctors of TCM,TCM masters,and Chinese medicine hospital managers.Extensive validation studies have been carried out.
引文
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[2]曾智,申俊龙.基于中医隐性知识特征的临床实践性教学思考[J].价值工程,2014(20):267-268.
[3]张艳萍.中医学的知识本体解析及启示[J].医学与哲学:人文社会医学版,2010,31(2):60-62.
[4]刘电芝,黄希庭.学习策略研究概述[J].教育研究,2002(2):78-82.
[5]黄海波.中医与中国传统文化[M].北京:人民卫生出版社,2009:36.
[6]孙思邈.备急千金要方[M].天津:天津古籍出版社,2009:5.
[7]何锡蓉.当代中国价值观取向与核心价值体系建设[J].学术探索,2008(5):14-19.
[8]郑晓红,王雷,李开颜,等.中医文化核心价值观初探[J].中医杂志,2014,55(15):1265-1270.
[9]康晓丹,柯琳.民族文化传承的隐性维度研究[J].贵州民族研究,2015,36(3):65-68.
[10]刘捷.中医药文化:人文价值与时代要求[J].福建论坛:人文社会科学版,2015(3):154-161.
[11]张宗明,孔卓瑶.从哲学探寻中医的时代价值从文化直陈中医的普及传播[J].医学与哲学,2014,35(11A):96-97.