1) diagnostics of Chinese medicine
中医诊断学
1.
Design and practice of PBL teaching reform of diagnostics of Chinese medicine;
中医诊断学PBL教学改革的设计及实践
2.
Design and implementation of practice teaching reform of diagnostics of Chinese medicine;
中医诊断学实践教学改革的设计与实施
3.
Knowledge teaching,method introducing and problem solving for diagnostics of Chinese medicine;
中医诊断学的传道、授业和解惑
2) diagnostics of traditional Chinese medicine
中医诊断学
1.
Exploration into the Teaching Concept and Approach of Diagnostics of Traditional Chinese Medicine
中医诊断学教学思路与方法探讨
2.
As a fundamental subject, diagnostics of traditional Chinese medicine has plentiful content, and involves various disease and syndromes.
中医诊断学是中医各专业的基础课,内容丰富,病证繁多。
3) Chinese diagnostics
中医诊断学
1.
Research and practice of teaching methods of Chinese diagnostics;
中医诊断学教学方法的研究与实践
2.
Development and application of teaching courseware of Chinese diagnostics;
中医诊断学教学课件的开发与应用
3.
A comparison of communicative type and traditional type of teaching Chinese diagnostics;
互动式与传统式教学在中医诊断学教学中的比较
4) diagnostics of TCM
中医诊断学
1.
Purpose and Method of Teaching Reform of PBL in "Diagnostics of TCM";
论《中医诊断学》PBL教学改革的意义目的及方法
2.
To bring up the clinical ideation of the frosh,the teacher should definitely understand that the diagnostics of TCM must be the principal basic courses;analyze their current ideation and bring up their thinking mode of TCM;optimize and conform the contents of the teaching material;handpick and abstract the cruces;combine the didactical content closely,and intensify exercitation in time,and so on.
提出要培养一年级学生临床思维能力,教师应从明确《中医诊断学》应成为培养中医学生临床思维能力的先导基础课程,分析学生思维现状、培养中医思维模式;优化整合教材内容、精选提炼学习要点;紧密结合教学内容,及时强化实作训练等方面入手。
5) Chinese Medicine Diagnostics
中医诊断学
1.
The Exploration and Thinking of PBL Teaching in Chinese Medicine Diagnostics;
中医诊断学PBL教学法实施的探索与思考
2.
My Ideas on Teaching of the Thought Methods of Chinese Medicine Diagnostics;
《中医诊断学》思维方法教学之我见
3.
In this article,the research on how to improve the quality of teaching Chinese medicine diagnostics for overseas students in explained.
对如何提高境外生中医诊断学教学质量进行探讨,认为应消除语言障碍,提高汉语水平;联系前后内容,注重横向比较;改善教学手段,教学方法多样;授课重点突出,总结归纳要点;合理安排作业,督促课后复习。
补充资料：中医证候鉴别诊断学
中医证候鉴别诊断学
赵金铎主编。全书分总论、各论两大部分。总论系统阐述证候的概念、所涵内容、表述形式、分类方法以及证候与病名、症状、治疗的关系等，分析证候变化情况及其类同或疑似之点，并介绍本证辨析、类证鉴别主要原则和方法。各论分全身证候、脏腑证候、温病证候、伤寒证候、专科(妇、儿、外、耳鼻喉、眼)证候，共310条，每一条目均列概述、鉴别、文献选录3项。“概述”先作释名，阐述该证候概念；次为临床主要症状，并提示有关病种。“鉴别”首论同一证候在不同疾病中的特点和区别；次述同一证候因人、因时、因地而出现的不同表现；后为兼挟证候。于类证鉴别中，则以病因、病机、主症、次症、体征(脉、舌)等逐一分析。“文献选录”多引有关证候鉴别，或具独到见解之论述。末附方剂汇编。此书体例新颖，内容丰富，反映当前证候研究的进展水平。1987年由人民卫生出版社出版。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条