园艺疗法结合“五感”体验式教学法在《广西常见中草药》课程教学中的应用

The Application of Horticultural Therapy Combined with Experiential Teaching Method Based on the “Five Senses” in the Curriculum Teaching of Guangxi Common Chinese Herbal Medicine

摘要: 基于《广西常见中草药》的教学现状，依托“五感”体验式教学设计中“感知–体验–创新”多层渐进的研究路径，结合园艺疗法，引导学生以中草药作为感知研究主体，发挥课程本身作为创新出发点，驱动人体的身心意识，引发学生情感共鸣的优势，是在适当的时机对学生中草药辨识知识的短板进行弥补。园艺疗法结合“五感”体验式教学模式突破传统的实践教学模式，采用模糊学校内外，线上线下跨时间空间的“教”“学”交流模式，教学目标是培养学生对中草药的感知力，促使学生“从生理层的多感官感觉出发，再到知觉层的联想，最后到情感层的情感升华”，有效实现学生知识输入与能力输出、知识传授与课程育人有效融合，加强学生创新精神和跨学科视野的培养，最终使课程教学质量得以全面提升。

Abstract: Based on the current teaching situation of Guangxi Common Chinese Herbal Medicine, relying on the multi-layered and progressive research path of “perception-experience-innovation” in the experiential teaching method based on the five senses, combined with horticultural therapy, guiding students to take Chinese herbs as the main body of perception research, giving full play to the advantage of the course itself as the starting point of innovation to drive the physical and mental consciousness of the human body and evoke students’ emotional resonance, it is to make up for the shortcomings of students’ knowledge of Chinese herb identification at an appropriate time. Horticulture therapy combined with experiential teaching method based on the “five senses” breaks through the traditional practice teaching mode. It embraces a “teaching” and “learning” communication approach that blurs the boundaries between inside and outside the school, online and offline, spanning time and space. The teaching objective is to foster students’ perception of Chinese herbal medicine, guiding them to “begin with the multiple sensory experiences at the physiological level, progress to associations at the perceptual level, and ultimately achieve emotional sublimation at the emotional level”. This approach effectively implements students’ knowledge input and ability output, and effective fusion of knowledge transfer and curriculum education. It strengthens the cultivation of students’ innovative spirit and interdisciplinary perspective, ultimately enhancing the overall quality of curriculum teaching.