Research on Teaching Reform of Laboratory Safety Education under the Background of Inheritance and Innovation of Traditional Chinese Medicine

Abstract

Under the deepening context of inheriting and innovating Traditional Chinese Medicine, the complexity of its research subjects, the composite nature of its methodologies, and the particularity of its cognitive framework have raised an urgent demand for the disciplinary reconstruction of laboratory safety education. Addressing the gap between the current general-purpose model and the specific needs of the discipline, this study proposes reshaping the objective system with a core focus on risk prevention and control capabilities. It constructs a curriculum that integrates Traditional Chinese Medicine thinking and scenario-based modules, and promotes diversified teaching methods such as case study analysis and project-based learning. Furthermore, it establishes a multi-dimensional evaluation index system that combines process and outcome, along with a dynamic optimization mechanism. Finally, the study demonstrates a pathway for building a long-term safety education ecosystem through culture-institution synergy, providing a theoretical reference for establishing a laboratory safety teaching system that supports the innovative development of Traditional Chinese Medicine.