思维导图在组织学教学中的应用  

Application of mind mapping in the teaching of histology

作　　者：蔡佩玲[1] 余雪莹 刘雨萱 崔珈宁 叶鹏 CAI Peiling;YU Xueying;LIU Yuxuan;CUI Jianing;YE Peng(Department of Histology and Embryology,School of Preclinical Medicine,Chengdu University,Chengdu 610106,China)

机构地区：[1]成都大学基础医学院组织学与胚胎学教研室,成都610106

出　　处：《基础医学教育》2022年第7期477-481,共5页Basic Medical Education

基　　金：四川省高等教育人才培养质量和教学改革基金资助项目(JG2021-1092);成都大学人才培养质量和教学改革基金资助项目(cdjgb2022060);成都大学一流课程基金资助项目(CDYLKC2021063);成都大学大学生创新训练计划孵化培育基金资助项目(CDUCX2022613)。

摘　　要：成都大学基础医学院组织学与胚胎学教研室将思维导图应用于护理专业学生的组织学理论教学中,进行改革试验。与未实施思维导图的传统班相比,思维导图班的期中、期末和总评成绩均有显著提高。总评成绩与期末成绩的相关性最大,相关系数更接近1。该研究纳入教学方式、性别、年龄三个因素对期中、期末和总评成绩分别构建多因素线性回归方程。在控制性别、年龄这两个因素的前提下,教学方式对三类成绩均有显著影响。思维导图法有利于提高护理专业学生的组织学理论成绩。The authors conducted a teaching reform and adopted the mind mapping method in the teaching of histological theories for nursing students. Compared with the students in control class, the students in experimental class showed significant increases in the scores of mid-term exam, final exam, and overall assessment. A stronger correlation was identified between the final exam scores and the overall scores, with a correlation coefficient closer to 1. Three factors of teaching method, gender, and age were included to construct multiple linear regression equations of mid-term exam, final exam, and overall assessment, respectively. The results showed that the teaching method had a significant influence on the scores of above three assessments, when the two factors of gender and age were controlled. The study indicated that the mind mapping method can improve the nursing students’ academic achievement in the course of histology.

关 键 词：组织学 思维导图 教学改革 

分 类 号：R32[医药卫生—人体解剖和组织胚胎学]