PBL + 任务驱动式教学法在《中药鉴定学》实验教学中的实践探索

Practice and Exploration of PBL Combined with Task-Driven Teaching Method in Experimental Teaching of Chinese Materia Medica Identification

摘要: 为培养高素质人才，本文基于PBL + 任务驱动式理念，以学生能力发展为中心，针对中药鉴定学实验教学内容庞杂、方法传统、知识点分散、学时有限等问题，将PBL + 任务驱动式教学法引入实验教学，构建“问题驱动–任务探究–协作深化”模式。改革以中药材鉴定为实践载体，依据大纲将内容重构为问题与任务模块，促进知识整合。教学中融合多感官辨识与案例模拟，引导学生在性状鉴定中建立经验，并融入道地药材文化，强化专业认同；拓展校内外实践平台，推动理论与应用衔接。评价环节建立多维度过程性评价体系，涵盖课堂观察、未知样品鉴定实操与显微绘图、鉴定报告撰写等量化评定，并借助互动研讨与梯度化测评优化教学策略，实现从知识灌输向能力导向的转变。实践表明，改革有效激发了学生的求知欲与自主学习能力，课堂参与度和操作规范性显著增强，鉴定准确率明显提升，教学效果持续提高；学生综合素养同步增长，有力推动了被动教学向主动教学的深层转型，对同类实验课程改革具有积极的示范意义。

Abstract: To cultivate high-quality talents, this study, grounded in the PBL and task-driven concept and centered on developing students’ competencies, introduced the PBL + task-driven pedagogy into the experimental course of Identification of Chinese Materia Medica, which suffered from cumbersome content, conventional methods, scattered knowledge points, and limited class hours. A “problem-driven - task-based inquiry - collaboration deepening” model was constructed. Taking the identification of Chinese medicinal materials as the practical vehicle, the reform restructured the content into problem and task modules in accordance with the syllabus, thereby promoting knowledge integration. During teaching, multi-sensory identification and case simulations were integrated to guide students in building hands-on experience in macroscopic authentication; meanwhile, the culture of Dao-di (genuine) medicinal materials was woven in to reinforce professional identity. On- and off-campus practice platforms were expanded to bridge theory with application. In the evaluation phase, a multidimensional process-oriented assessment system was established, encompassing quantitative evaluation of classroom observations, hands-on identification of unknown samples and microscopic drawing, and writing of identification reports. Teaching strategies were optimized through interactive seminars and tiered assessment, realizing a shift from knowledge transmission to competency orientation. Practice demonstrates that the reform effectively stimulates students’ intellectual curiosity and autonomous learning ability, significantly increases classroom engagement and operational standardization, markedly improves identification accuracy, and continuously enhances teaching effectiveness. Meanwhile, students’ comprehensive competencies are elevated, strongly promoting a deep transformation from passive teaching to active learning, and offering positive demonstrative significance for the reform of similar experimental courses.