本教材立足于高職高專學生的學習特點，內(nèi)容緊扣藥學類各專業(yè)課程的重點知識，符合行業(yè)的發(fā)展，知識點較新，各單元內(nèi)容比例適當、難易程度適中，英文表達純正。

全書共分為四個單元，總共19課。第一單元為藥學類各專業(yè)必備的基本知識，內(nèi)容主要涉及常見的微生物和人體的結構及疾病等知識，本單元共計4課（第1課由長春職業(yè)技術學院于麗靜老師編寫，第2課由吉林農(nóng)業(yè)大學郭立泉老師編寫，第3課由吉林省人民醫(yī)院史美龍老師編寫，第4課由江蘇食品藥品職業(yè)技術學院周敏老師編寫）；第二單元主要介紹藥品生產(chǎn)技術的理論基礎，本單元共計4課（第5課、6課和7課由江蘇食品藥品職業(yè)技術學院孔慶新老師編寫，第8課由長春職業(yè)技術學院毛春玲老師編寫）；第三單元主要對藥品經(jīng)營與管理進行介紹，共計4課（第9課由長春職業(yè)技術學院王然老師編寫，第10課和第11課由東北師范大學生命科學學院黃國輝老師編寫，第12課由長春職業(yè)技術學院劉穎老師編寫）；第四單元主要介紹生物制藥方面的相關知識，共計7課（第13課由長春職業(yè)技術學院劉洋老師編寫，第14課由石家莊職業(yè)技術學院梁堃老師編寫，第15課由石家莊職業(yè)技術學院孫百虎老師編寫，第16課由長春職業(yè)技術學院宋笛老師編寫，第17課、18課和19課由長春職業(yè)技術學院張春玉老師編寫）；另外，李冬寒和張國英老師也參加了部分內(nèi)容的編寫。以上四個單元的知識涵蓋了藥學類專業(yè)的基本知識，各專業(yè)可以根據(jù)專業(yè)人才培養(yǎng)目標的實際需要對各單元自由組合進行教學。本教材由張春玉、黃國輝任主編，孔慶新、郭立泉、劉洋為副主編。

每單元于專題課前都列有學習目標，使學生明確本專題應掌握的重點內(nèi)容。課文中均有情境導入、知識介紹和應用實例等使學生在掌握知識的同時明確其具體應用。課后部分有課文詞匯、重點小結、課后檢測、問題討論及相關的延伸閱讀材料，使學生在課后能自主復習檢測并有針對性地提高閱讀能力。教材的最后附有附錄，可以方便學生自主查詢相關專業(yè)詞匯。本書的內(nèi)容及結構設計充分體現(xiàn)了高職高專的以職業(yè)能力培養(yǎng)為主線的教學要求，可以作為高職高專藥學類各專業(yè)學生專業(yè)英語學習的教材和參考書。

本教材的編寫凝聚了全體參編人員的努力，教材編寫工作量大、任務繁重，盡管我們做了最大努力，但仍可能存在疏漏和不足之處，竭誠希望廣大讀者批評指正。



編者

2019.7





This textbook is based on the learning characteristics of higher vocational college students. The content is closely related to the key knowledge of the major courses of pharmacy.The content is in line with the development of the industry with the new knowledge. It features appropriate ratio of each unit, moderate difficulty and the pure English expressions.

The book is divided into four units, with a total of 19 lessons. The first unit is the essential area of the pharmaceutical majors that includes microorganism and human body structure as well as disease. This unit is composed of 4 lessons （The 1st lesson is written by Yu Lijing from Changchun Vocational Institute of Technology.The 2nd lesson is written by Guo Liquan from Jilin Agricultural University.The 3rd lesson is written by Shi Meilong from the Jilin Provincial Peoples Hospital.The 4th lesson is written by Zhou Min from Jiangsu Food & Pharmaceutical Science College）.

The second unit introduces basic theory of production technique for pharmacy. This unit consists of 4 lessons （The 5th, the 6th and the 7th lessons are written by Kong Qingxin from Jiangsu Food & Pharmaceutical Science College.The 8th lesson is written by Mao Chunling from Changchun Vocational Institute of Technology）.

The third unit describes related management and administration for pharmacy. There are 4 lessons in this unit （The 9th lesson is written by Wang Ran from Changchun Vocational Institute of Technology.The 10th and the 11th lessons are written by Huang Guohui from life science, Northeast Normal University.The 12th lesson is written by Liu Ying from Changchun Vocational Institute of Technology）.

The fourth unit introduces biopharmaceutics. This unit consists of 7 lessons （The 13th lesson is written by Liu Yang from Changchun Vocational Institute of Technology. The 14th lesson is written by Liang Kun from Shijiazhuang Vocational Technology Institute. The 15th lesson is written by Sun Baihu from Shijiazhuang Vocational Technology Institute.The 16th is written by Song Di from Changchun Vocational Institute of Technology. The 17th, 18th and 19th lessons are written by Zhang Chunyu from Changchun Vocational Institute of Technology）.

Some of contents are written by Li Donghan and Zhang Guoying.

These four units cover the basic knowledge of pharmaceutical major. Therefore, pharmacy professionals can combine units freely and teach according to the actual needs of personal training purposes.

Zhang Chunyu and Huang Guohui are chief editors.Kong Qingxin,Guo Liquan and Liu Yang are associate editors.

There is a learning goal in each unit before the subject, so students can make clear the key content of the subject. The introduction of situation and the knowledge and application examples enable the students to understand their specific application. Further, the vocabulary, the conclusion of key knowledge, quiz, question discussion and the related expanded reading materials make students independently review and improve their reading ability after class. The appendix can facilitate students independent inquiry of relevant professional vocabulary. The above content and structure design fully reflect the teaching requirements of vocational ability training in higher vocational colleges. Therefore, this book can be used as a textbook as well as reference for professional English learning in higher vocational colleges.

The book has condensed the efforts of all the participants and we express our sincere respect and gratitude to all of them. The workload of textbooks is heavy and the tasks are arduous. Even though we have tried our best, we still cant avoid shortcomings. We sincerely hope readers will criticize and correct them.



July 2019