思维导图在仪器分析实验教学中的应用——以电化学分析实验为例
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摘要
在电化学分析实验教学中引入思维导图,探讨了思维导图在仪器分析实验教学中的应用方法及效果评价。实验原理的教学依托"比较与对比图"和"逻辑思维图",强调相关方法原理之间的联系,突出新方法的特点;实验步骤则以清晰易懂的"流程图"方式呈现。教学实践表明,思维导图有利于学生对实验基本原理的理解和掌握,提高了学生的实验兴趣,促进了学生的独立思考能力和解决问题的能力,显著提升了实验教学效果。
Mind mapping was introduced in experiment teaching of electrochemical instrumental analysis. The application methods and teaching effects were discussed and evaluated. The experimental principle was imparted based on "compare and contrast diagram" and "logical thinking diagram", emphasizing the relation between different methods to stand out the characteristic of new one. The experimental procedure was presented by "flow chart", which was clear and understandable. The teaching practice indicated that mind mapping is beneficial for students to understand and master the basic principles of the experiment, increasing their interests and improving their independent thinking and problem solving skills, which promoted the teaching effect significantly.
Mind mapping was introduced in experiment teaching of electrochemical instrumental analysis. The application methods and teaching effects were discussed and evaluated. The experimental principle was imparted based on "compare and contrast diagram" and "logical thinking diagram", emphasizing the relation between different methods to stand out the characteristic of new one. The experimental procedure was presented by "flow chart", which was clear and understandable. The teaching practice indicated that mind mapping is beneficial for students to understand and master the basic principles of the experiment, increasing their interests and improving their independent thinking and problem solving skills, which promoted the teaching effect significantly.
引文
[1] 东尼·博赞.思维导图. 卜煜婷,译. 北京:化学工业出版社,2015
[2] 孙易新. 思维导图应用宝典.北京:北京时代华文书局,2015
[3] 闫守轩. 教育科学,2016, 32(3): 24-28
[4] 宋煜,何翔. 化学教育,2016, 37(21): 36-42
[5] 毛芳芳,刘梦琴,谭宇星,等. 求知导刊, 2017(15): 127-127
[6] 成际宝, 高翔. 化学教学, 2017(5): 41-45
[7] 于湛,刘丽艳,王莹,等.大学教育,2017(4): 11-12
[8] 程春英,木合塔尔·吐尔洪,阿里木江·艾拜都拉,等. 化学教育,2015, 22(5):15-18
[9] 陈怀侠,周吉,黄建林,等. 仪器分析实验. 北京:科学出版社,2017
[10] 杜秀红,崔节虎,刘隽,等.化学教育(中英文),2018,39(8):51-55
[11] 梁红莲,傅丽,赵娣,等.化学教育(中英文),2017,38(20):17-22
[2] 孙易新. 思维导图应用宝典.北京:北京时代华文书局,2015
[3] 闫守轩. 教育科学,2016, 32(3): 24-28
[4] 宋煜,何翔. 化学教育,2016, 37(21): 36-42
[5] 毛芳芳,刘梦琴,谭宇星,等. 求知导刊, 2017(15): 127-127
[6] 成际宝, 高翔. 化学教学, 2017(5): 41-45
[7] 于湛,刘丽艳,王莹,等.大学教育,2017(4): 11-12
[8] 程春英,木合塔尔·吐尔洪,阿里木江·艾拜都拉,等. 化学教育,2015, 22(5):15-18
[9] 陈怀侠,周吉,黄建林,等. 仪器分析实验. 北京:科学出版社,2017
[10] 杜秀红,崔节虎,刘隽,等.化学教育(中英文),2018,39(8):51-55
[11] 梁红莲,傅丽,赵娣,等.化学教育(中英文),2017,38(20):17-22