基于思维导图的数字信息类课程教学方法改进
摘要
大学数字信息类课程具有知识点繁杂、章节前后联系松散、公式繁多、难以理解等特点。高校教师针对上述课程讲解时也易陷入学生被动接受、枯燥乏味、互动不足等困境,严重影响学习的效果和积极性。针对该类课程教学方法死板、教学模式落后等缺点,文章将思维导图应用到课程的教学方法中,通过重构知识点框架、以实例促进学习效果、改进实践教学模式等将枯燥、繁杂的知识点变换为相互关联、层次分明的思维导图。该方法能够有效激发学生大脑潜能,加深学生对知识点的理解和掌握,提高学生学习的积极性。
The digital signal courses in college are complicated and difficult to understand. At the same time, the current teaching methods generally have shortcomings such as rigid teaching methods, backward teaching mode and unreasonable practical teaching settings, which seriously affect the effect and enthusiasm of students' learning. This paper applies the mind map to the teaching methods of the above courses, transformed the boring and complicated knowledge points into interrelated and hierarchical mind maps by reconstructing the knowledge point framework, promoting the learning effect by examples, and improving the practical teaching mode.The method can effectively stimulate the brain potential of students, deepen students' understanding and mastery of knowledge points,and improve students' enthusiasm for learning.
The digital signal courses in college are complicated and difficult to understand. At the same time, the current teaching methods generally have shortcomings such as rigid teaching methods, backward teaching mode and unreasonable practical teaching settings, which seriously affect the effect and enthusiasm of students' learning. This paper applies the mind map to the teaching methods of the above courses, transformed the boring and complicated knowledge points into interrelated and hierarchical mind maps by reconstructing the knowledge point framework, promoting the learning effect by examples, and improving the practical teaching mode.The method can effectively stimulate the brain potential of students, deepen students' understanding and mastery of knowledge points,and improve students' enthusiasm for learning.
引文
[1]刘桂文.现代电子信息技术对竞技体育的影响[J].当代体育科技,2014,4(26):173-174.
[2]Tony Buzan. The Mind Map Book[M].London:BBC Active,2006:3-25.
[3]卓嘎.思维导图在数字信号处理教学中的作用[J].现代计算机:普及版,2015(9):76-80.
[4]王伟红.新课程背景下思维导图在高中物理教学中应用的实践研究[D].上海:上海师范大学,2010.
[5]汪子君,任玉琢,梁伟.学科思维导图在模拟电路基础中的应用[J].实验科学与技术,2018,16(1):51-53.
[6]车琳琳,张光玉,曹卫芳,等.电子类课程研究型教学模式探究[J].实验室科学,2016,19(6):96-98.
[7]李树涛,章兢,黎福海,等.电子信息类专业课研究型教学模式的改革与创新[J].高等教育研究学报,2011,34(4):77-79.
[2]Tony Buzan. The Mind Map Book[M].London:BBC Active,2006:3-25.
[3]卓嘎.思维导图在数字信号处理教学中的作用[J].现代计算机:普及版,2015(9):76-80.
[4]王伟红.新课程背景下思维导图在高中物理教学中应用的实践研究[D].上海:上海师范大学,2010.
[5]汪子君,任玉琢,梁伟.学科思维导图在模拟电路基础中的应用[J].实验科学与技术,2018,16(1):51-53.
[6]车琳琳,张光玉,曹卫芳,等.电子类课程研究型教学模式探究[J].实验室科学,2016,19(6):96-98.
[7]李树涛,章兢,黎福海,等.电子信息类专业课研究型教学模式的改革与创新[J].高等教育研究学报,2011,34(4):77-79.