孟元++++++王悦芬++++++王雨++++++赵文景++++++张炳厚

[摘要] 通过分层阐述中医类别高校五年制《中医内科学·水肿病篇》的教学内容、方法与注意事项。根据教学大纲，分析目前水肿病教学过程中教学准备、概念、病因病机、诊断要点与类证鉴别、辨证论治的教学现状；丰富教学内容，强调重点难点，提出教學思路与创新方法；补充中医水液代谢的生理机制，扩展当代名医的临证经验，形成实用性强、中医特色突出、层次分明的教学方案；使教学活动更加紧密结合经典理论，并与临床实践相呼应，可有效调动学生学习热情，有助于培养实用型临床人才，实现中医内科学教学活动的可持续发展。

[关键词] 中医内科学；水肿病；教学方案

[中图分类号] R642 [文献标识码] A [文章编号] 1673-7210（2017）06（a）-0134-04

A preliminary exploration on the teaching plan of "Chinese medicine internal medicine - edema disease"

MENG Yuan WANG Yuefen▲ WANG Yu ZHAO Wenjing ZHANG Binghou

Department of Nephrology， Beijing Chinese Medicine Hospital， Capital Medical University， Beijing 100010， China

[Abstract] This paper hierarchically describes the teaching content， train of method and matters needing attention in the five-year system of " Chinese medicine internal medicine - edema disease"， to analyze the current situation of teaching preparation， conception， etiology， pathogenesis， diagnosis and syndrome differentiation and treatment based on differentiation of symptoms and signs. According to the syllabus， the teaching contents， emphasizing the key points and difficulties， and putting forward the teaching ideas and methods were expanded， to complement the physiological mechanism of Chinese medicine water metabolism， expand contemporary medical clinical experience， form a strong practical， prominent characteristics of traditional Chinese medicine. Teaching activities can closely combine with classical theory and echo with clinical practice， which can effectively mobilize the enthusiasm of students， contribute to the training of clinical practical talents， in order to realize the sustainable development of teaching activities of traditional Chinese medicine.

[Key words] Chinese medicine internal medicine； Edema disease； Teaching plan

近年来，随着首都医科大学中医内科学教研室（以下简称“我教研室”）对五年制《中医内科学·肾系病证》教学大纲的教学探索与改革，教学内容虽然突破了以往西化、模糊、晦涩的瓶颈，力求回归中医特色，层次分明，实用性强；但是目前教学方案的弊端是理论与临床无法契合，使学生们难以形成中医辨证思维，从经典学习顺利过渡到临床实践；“水肿病篇”为肾系病证重点章节，学时最长，现就本篇的教学方案、思路、尝试、体会，报道如下。

1 教学准备的创新

“水肿病篇”作为肾系病证的开篇，以往教师多采用回顾肾脏生理功能作为铺垫，难以调动学生的学习热情。我教研室尝试首先设问病名，引入典型水肿病患者图片；……