思维导图在病理生理学教学中的应用
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摘要
目的探讨辅助思维导图教学法在病理生理学教学中的应用效果。方法以班级为单位随机选取临床医学专业学生,其中对照组用传统教学法授课,实验组在传统教学的基础上辅助思维导图教学法授课。课程结束后就教学效果对学生进行问卷调查。结果实验组学生的知识领会力、学习效率、积极主动性、满意度、知识脉络结构清晰度、融会贯通能力和发散性思维能力均显著优于对照组(P<0. 01)。结论辅助思维导图教学法可显著提高病理生理学的教学质量。
Objective To explore the effect of auxiliary mind mapping teaching method in pathophysiology teaching.Methods Taking the class as a unit,the students of clinical medicine were randomly selected. Out of them,the traditional teaching method was used in the control group,while the experimental group assisted the teaching of mind mapping on the traditional basis. At the end of the course,a questionnaire survey was conducted on the teaching effectiveness. Results The understanding ability,learning efficiency,initiative,satisfaction,knowledge structure clarity,mastery ability and the divergent thinking ability of the students in the experimental group were significantly better than those in the control group( P < 0. 01). Conclusions Auxiliary mind mapping can significantly improve the teaching quality of pathophysiology.
Objective To explore the effect of auxiliary mind mapping teaching method in pathophysiology teaching.Methods Taking the class as a unit,the students of clinical medicine were randomly selected. Out of them,the traditional teaching method was used in the control group,while the experimental group assisted the teaching of mind mapping on the traditional basis. At the end of the course,a questionnaire survey was conducted on the teaching effectiveness. Results The understanding ability,learning efficiency,initiative,satisfaction,knowledge structure clarity,mastery ability and the divergent thinking ability of the students in the experimental group were significantly better than those in the control group( P < 0. 01). Conclusions Auxiliary mind mapping can significantly improve the teaching quality of pathophysiology.
引文
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[5]徐芳,刘颖,石磊,等.病理生理学教学中思维导图的应用[J].基础医学教育,2014,16:702-704.
[6]洪婷,黄青,彭胜男,等.思维导图在《内科学》教学中的应用[J].江西中医药大学学报,2015,27:86-94.
[2]李坚,邓华菲,周琴,等.思维导图在病理生理学教学中的运用和思考[J].医药前沿,2015,5:350-351.
[3] Shulman LS. Those who understand:knowledge growth in teaching[J]. Educ Res,1986,15:4-14.
[4]王红艳,杨玲娜,钟晓利,等.思维导图在护理教学中的应用研究现状[J].护理实践与研究,2017,14:28-29.
[5]徐芳,刘颖,石磊,等.病理生理学教学中思维导图的应用[J].基础医学教育,2014,16:702-704.
[6]洪婷,黄青,彭胜男,等.思维导图在《内科学》教学中的应用[J].江西中医药大学学报,2015,27:86-94.