Diagnosis of Traditional Chinese Medicine Teaching Experiment Teaching Model.docVIP

 PAGE \* MERGEFORMAT 13 Diagnosis of Traditional Chinese Medicine Teaching Experiment Teaching Model 【Abstract】 Chinese medicine laboratory diagnosis teaching mode of teaching in medical colleges and universities an important part of education reform. According to characteristics of the course of Laboratory Diagnosis, Chinese medicine subjects characteristics of the teaching presented by the teachers and students, the students and the students have mutual information between input and output and feedback such as “three-tier” model, instead of traditional teacher input , students process information of this “two” teaching mode. Under the existing teaching environment, how to reflect the leading role of teachers and improve student learning initiative has been studied and discussed. Keywords: Chinese medicine “3” teaching mode “2” teaching model laboratory diagnosis Chinese medicine diagnostics teaching is a bridge between basic and clinical courses. Laboratory Diagnostics laboratory examination from the point of view to teach the diagnosis, differential diagnosis, efficacy and prognosis, the diagnosis and interpretation of disease, the most basic laws of the theory and methods, is that Chinese medicine students must master the most basic courses1. Laboratory Diagnosis is a theoretical system with independent, high-tech intensive, adaptable, multi-disciplinary and comprehensive interdisciplinary. In recent years, with the medical experiments the continuous development of diagnostic techniques, experimental diagnostics in medical diagnosis is increasing. Teaching laboratory diagnosis should be based on clinical thinking ability as the core, in order to stimulate enthusiasm for learning as a means to train students to analyze problems, problem-solving abilities and sound clinical thinking, promote the “student” to “doctor” role in conversion. Chinese students in developing the teaching process, in addition to clinical practice, mo