思维图+混合式教学在《药用植物学》教学中的应用研究  

Application of mind map combined with blended teaching in the teaching of medicinal botany

作　　者：姜佳琦 蒋蕾 周学刚 魏东华 陈淑欣 赵蔓 陈国有 宫婷 李明慧 Jiang Jiaqi;Jiang Lei;Zhou Xuegang;Wei Donghua;Chen Shuxin;Zhao Man;Chen Guoyou;Gong Ting;Li Minghui(School of Pharmacy,Daqing Campus,Harbin Medical University,Daqing 163319,China)

机构地区：[1]哈尔滨医科大学大庆校区药学院,大庆163319

出　　处：《中华医学教育探索杂志》2023年第8期1183-1187,共5页Chinese Journal of Medical Education Research

基　　金：黑龙江省教育科学规划办重点课题(GJB20222221)。

摘　　要：目的探讨思维图结合混合式教学对提高《药用植物学》教学质量的价值研究。方法选取学习《药用植物学》课程的102名学生作为研究对象,其中对照组为2020级51名学生予以常规教学,观察组为2021级51名学生予以思维图结合混合式教学。评估两组学生的考试成绩、评判性思维能力评分、自主学习能力评分及学生对教学质量的反馈。采用SPSS 22.0进行t检验和卡方检验。结果相较于对照组,观察组学生的考试成绩更高(t=3.01、3.14;P=0.003、0.002);与实践前比较,实践后两组学生的评判性思维能力评分、自主学习能力评分均上升,且观察组高于对照组(t=11.22、2.69;P<0.001、P=0.008);观察组学生对教学质量的反馈高于对照组(t=6.79、7.83、7.26、7.43、8.54;P=0.009、0.005、0.007、0.006、0.003)。结论思维图结合混合式教学可以提高学生的成绩,改善其评判性思维能力及自主学习能力,学生认为该教学有利于提升教学效果。Objective To investigate the value of mind map combined with blended teaching in improving the teaching quality of medicinal botany.Methods A total of 102 students studying the course of medicinal botany were enrolled as subjects.The 51 students in the class of 2020 were enrolled as control group and received conventional teaching,and the 51 students in the class of 2021 were enrolled as observation group and received mind map combined with blended teaching.The two groups were assessed in terms of examination scores,critical thinking ability scores,self-learning ability scores,and student feedback on teaching quality.SPSS 22.0 was used for the t-test and the chi-square test.Results Compared with the control group,the observation group had significantly higher examination scores(t=3.01 and 3.14,P=0.003 and 0.002).After practice,both groups had increases in the scores of critical thinking ability and self-learning ability,and the observation group had significantly higher scores than the control group(t=11.22 and 2.69,P<0.001 and P=0.008).Compared with the control group,the observation group had a better student feedback on teaching quality than the control group(t=6.79,7.83,7.26,7.43,and 8.54,P=0.009,0.005,0.007,0.006,and 0.003).Conclusion The combination of mind map and blended teaching can improve the examination scores of students and their critical thinking ability and self-learning ability,and students believe that this teaching model can help to improve teaching quality.

关 键 词：思维图 混合式教学 《药用植物学》 教学质量 

分 类 号：R-05[医药卫生]