《中医药法》背景下的中医药人才培养途径探讨

Probe on ways of training Chinese medicine talents under the background of Traditional Chinese Medicine Law

2017年7月1日《中医药法》在我国正式施行,这对中医药人才发展提出了更高的要求。本文首先对《中华人民共和国中医药法》中规定的中医药发展方针进行详细解读,并对我国中医药人才培养模式现状进行探索,发现目前传统中医培养模式暨师承教育多以实践教学为根本,更贴近中医药人才的培养目标,但存在着知识结构与认知思维的局限、培养对象规模过小、质量参差不齐的问题。而现代中医药人才培养模式暨院校教育具有普遍性强、分科细、开放性强等优势,但同时也存在着理论教学与实践教学分离、忽略中医药传统文化传承、培养周期与培养质量不成正比、基层中医药传承后继无人的现实困境,为解决两种中医人才培养模式存在的问题,提出师承教育融合院校教育的创新中医药人才培养途径,并从生源、培养对象、培养环境、课程体系设计、师资队伍五个角度进行深入剖析。

At July 1, 2017, the Chinese Medicine Law was formally implemented in China, which put forward higher requirements for the development of Chinese medicine talents. Firstly, this thesis makes a detailed interpretation of the development policy of traditional Chinese medicine stipulated in the Law of the People′s Republic of China on Traditional Chinese Medicine, and explores the current situation of the training mode of traditional Chinese medicine talents in China. In addition, the thesis found that the current training mode of traditional Chinese medicine and the teacher-to-teacher education are mostly based on practical teaching, which is closer to the training goal of traditional Chinese medicine talents, however, has some problems, such as the limitation of knowledge structure and cognitive thinking, the small scale of training objects and the uneven quality of training objects. Furthermore, the modern training mode of Chinese medicine talents and college education have the advantages of universality, fine division and openness, but at the same time, it also has the practical predicament of separating theoretical teaching from practical teaching, neglecting traditional Chinese medicine culture inheritance, disproportionate cultivation cycle and quality of training, and no successors of Chinese medicine at the grass-roots level. To solve the problems existing in the two training modes of tradition Chinese medicine talents, this thesis puts forward innovative ways of training tradition Chinese medicine talents in the integration of teacher-to-teacher education and college education, and makes a thorough analysis from five perspectives of students, training objects, trainin environment, curriculum system design and teaching staff.