思维导图在热力学与统计物理(二)教学中的应用研究  

Research on Application of Mind Mapping in the Teaching of Thermodynamics and Statistical PhysicsⅡ

作　　者：塔金星[1] 李春雷[1] 李玉[1] 牟洪波[1] Ta Jinxing;Li Chunlei;Li Yu;Mu Hongbo(School of Science, Northeast Forestry University, Harbin 150040, China)

机构地区：[1]东北林业大学理学院,哈尔滨150040

出　　处：《黑龙江科学》2021年第9期70-71,共2页Heilongjiang Science

基　　金：东北林业大学教育教学研究课题资金资助(DGY2020-03和DGY2017-50);黑龙江省高等教育教学改革研究项目(SJGY20200025)。

摘　　要：探索了适合高校物理学专业学生的教学方法,应用热力学第三定律和相变平衡等思维导图,提供高质量的课堂教学,增强教师与学生之间的互动,训练提高学生思维能力,使其具备良好的综合分析能力。在课堂上实现学生“抬起头来,坐到前排来,提出问题来”的目标,使学生从被动接受型学习向主动探索型学习方式转变。通过考试成绩分析可知,应用思维导图的热力学与统计物理(二)学生平均分提高了7.9分,成绩优秀人数所占比例提高。标准差从12.3%变成8.6%,差异系数从15.4%变为9.77%,成绩离散度显著降低。We explores the teaching method,which is suitable for students of college Physics Major.The Third Law of Thermodynamics and mind mapping,such as phase transition equilibrium are used to provide high quality course teaching,increase the interaction between teachers and students,and train to improve students’thinking ability to make students be qualified with good comprehensive analysis ability.In the classroom,students can“raise their heads,sit on the front seat,put forward questions”in class,to make students change from passive acceptance learning to active exploration.According to the analysis of examination results,the average score of students in thermodynamics and Statistical PhysicsⅡusing mind map has increased by 7.9 points,and the proportion of excellent students has increased.The standard deviation changes from 12.3%to 8.6%,and the coefficient of difference changes from 15.4%to 9.77%.The score dispersion reduces significantly.

关 键 词：思维导图 教学 应用 

分 类 号：O414.12[理学—理论物理]