| 钟相根,李宇航.《金匮要略》本科教学三步曲——溯源、贯通、致用[J].浙江中医药大学学报,2021,45(5):550-554. |
| 《金匮要略》本科教学三步曲——溯源、贯通、致用 |
| Three Steps in Undergraduate Teaching of “Synopsis of Golden Chamber”—Exploring the Source， Understanding Thoroughly and Learning for Practice |
| DOI：10.16466/j.issn1005-5509.2021.05.022 |
| 中文关键词: 金匮要略 本科教学 教学探索 三步曲 溯源 贯通 致用 |
| 英文关键词: Synopsis of Golden Chamber undergraduate teaching teaching exploration three steps explore the source understand thoroughly learn for practice |
| 基金项目:北京中医药大学教育科学研究项目(XJZX2019、XJZX18007)；北京中医药大学名师工作坊(JZXF-2018-51)；北京中医药大学国家级教学名师培育计划(JZXF-2019-36)；国家重点研发计划(Z99YFC1709200、2019YFC1709201) |
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| 中文摘要: |
| [目的]提升《金匮要略》本科教学质量，训练及提升学生临床诊疗思维及能力。[方法]在深入分析传统教学模式的基础上，开展《金匮要略》本科教学三步曲的教学探索，进而探讨各步的要点及具体操作要素。[结果]《金匮要略》本科教学三步曲，即溯源、贯通、致用。细读深研、溯本求源，是《金匮要略》本科教学之第一步，即首要前提，要求教师讲授时回归原文原意，注重原文之间的联系；融会贯通、理论升华，是第二步，也是核心内容，这一步应重点讲授“病→脉→证→治”逐级分类循证推理之临床诊疗模式，而背诵是实现贯通的有效途径；着眼临床、学以致用，是第三步，也是最终目标，应做到“病”“证”之古今接轨。本教学模式下，学生出勤率达99%，课堂互动率95%以上，课堂原文背诵正确率93%以上，期末试卷综合分析题、案例分析题正确率达到95%以上。[结论]《金匮要略》本科教学三步曲——溯源、贯通、致用，训练提升了学生对仲景理论的综合分析运用能力，以及逐级分类诊疗决策循证推理能力，拉近了理论学习与临床应用的距离，也为《金匮要略》教学方法的探索注入新的内容。 |
| 英文摘要: |
| [Objective]To improve the undergraduate teaching quality of “Synopsis of Golden Chamber” and train and improve the students' thinking and ability of clinical diagnosis and treatment.[Methods] On the basis of in-depth analysis of the traditional teaching mode， the teaching exploration of the three-step undergraduate teaching of “Synopsis of Golden Chamber” was carried out， then the main points and specific operation elements of each step were discussed.[Results] The three steps are exploring the source，understanding thoroughly and learning for practice.The first step in undergraduate teaching of “Synopsis of Golden Chamber” is to study the articles carefully and trace their original intention，which is the first premise. This step requires the teacher to return to the original meaning of the original text and pay attention to the connection between the original texts.It is the second step and the core content to have a thorough understanding and theoretical sublimation. In this step， teacher should focus on teaching the evidence-based reasoning of the hierarchical classification diagnosis and treatment mode of “disease→pulse→syndrome→treatment”.Reciting is an effective way to achieve this step. The third step， the ultimate goal， is to focus on clinical practice which means learning for practice. In this step， it is necessary to integrate “disease” and “syndrome” in ancient and modern ways， and guide students to apply “disease→pulse→syndrome→treatment” diagnosis and treatment decision-making thinking and experience to clinical practice. Under this teaching mode， the student attendance rate reaches 99%， the interaction rate is above 95%， the recitation rate of the original text is above 93%， and the comprehensive analysis question and case analysis question accuracy of the final examination paper is above 95%.[Conclusion]This paper puts forward three steps of undergraduate teaching of “Synopsis of Golden Chamber”—exploring the source，understanding thoroughly and learning for practice，which trains and enhances students' comprehensive analysis and application ability of Zhongjing's theory and experience， and evidence-based reasoning ability for grade-by-level diagnosis and treatment decision-making， narrowing the distance between theory and clinical application， and injects new contents into the exploration of teaching methods of “Synopsis of Golden Chamber”. |
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