Practice and Application of Multi-element Teaching Method in the Bilingual Teaching of Pharmaceutics

DOI: https://doi.org/10.62517/jmpe.202418301

Author(s)

Yuqin Qiu, Qiaohong Hu, Jun Yi, Xiaofang Li, Bohong Guo*

Affiliation(s)

School of Pharmacy, Guangdong Pharmaceutical University, Guangzhou, Guangdong, China *Corresponding Author.

Abstract

The implementation of bilingual teaching in pharmaceutics can enable students to improve their professional English level based on professional knowledge, and it is an important means to help students to adapt to the trend of international development. However, the pharmaceutics course is highly comprehensive and has many knowledge points, the language barrier in bilingual teaching may further lead to the decline of students' ability to understand professional knowledge, and the traditional teaching methods are faced with severe challenges. In this study, flexible and diversified teaching methods have been implemented in classroom teaching, after-class review and assessment. Pharmaceutical talents have been trained with autonomous learning ability, teamwork spirit and professional English communication ability. In addition, ideal teaching results have been achieved through the teaching reform.

Keywords

Pharmaceutics; Bilingual Teaching; Classroom Teaching; Review after Class; Assessment Mode; Multi-element Teaching Method

References

[1]Liu Yang, Sun Yun, Chen Xihua, et al Research on Bilingual Teaching in Pharmaceutics. Pharmaceutical Education, 2012, 28: 37-39. [2]Haichun Liu, Yerong Xiong, Qi Guo, et al. The exploration and practice on bilingual teaching of inorganic chemistry experiments in pharmaceutical professional-introduction to the experience of bilingual teaching of inorganic chemistry experiments of China Pharmaceutical University. Guangdong Chemical Industry, 2016, 4: 218-219. [3]Dongmei Cun, Shirui Mao, Mingxi Qiao, et al. Teaching Innovation in the Course of Biopharmaceutics and Pharmacokinetics via the Medium of Bilingual Education. Pharmaceutical Education, 2017, 33: 39-42. [4]Shaofeng Wei, Ting Wu, Qin Zheng, et al. Preliminary Study on Bilingual Education of the Pharmaceutics of Traditional Chinese Medicine. Journal of Jiangxi University of TCM, 2019, 31: 95-98. [5]Ruoning Wang, Xiaohong Wang, Hui Xie, et al. Reflection on bilingual course teaching reform and internationalization in the university of traditional Chinese medicine. China Medical Herald, 2021, 18: 47-50. [6]Hong Li, Yongli Yan, Liqin Ding, et al. Teaching reform and practice on bilingual course of Colloid and Interface Chemistry. Journal of Capital Normal University (Natural Science Edition), 2022, 43: 86-90. [7]Ying Liu, Nianping Feng, Hangsheng Zheng. Pharmaceutics bilingual teaching practices. Anhui Medica and Pharmaceutical Journal, 2007, 11:767. [8]Dongmei Qin, Xinbin Wang, Shifa Zhu. Practice and Reflection on Bilingual Teaching in Pharmacy. Chinese Medicine modern distance education of China, 2009, 7: 129. [9]Zhuang Jie, Chen Xiaojing,Xu Yixin. Reflection on Promoting Bilingual Teaching in Pharmaceutical Specialty in China. Pharmaceutical Education, 2019, 35: 61-65. [10] Yimin Li, Jing Gao, Mingying Zhang, et al. Exploration and practice on bilingual teaching model of molecular pharmacognosy. Pharmaceutical Education, 2023, 39, 41-46.