思维导图法在人体寄生虫学实验教学中的应用  

Application of Mind Mapping in Experimental Teaching of Human Parasitology

作　　者：吕艳 李海龙 堵舒桐 张莉 LüYan;Li Hailong;Du Shutong;Zhang Li(Pre-clinical College,Dali University,Dali,Yunnan 671000,China)

机构地区：[1]大理大学基础医学院,云南大理671000

出　　处：《大理大学学报》2024年第10期32-35,共4页Journal of Dali University

基　　金：大理大学第八期教育教学改革研究项目(2022JGY08-05)。

摘　　要：目的:探讨运用思维导图法进行人体寄生虫学实验教学的可行性、作用及意义。方法:将2020级临床医学专业的部分学生随机分为实验组和对照组,实验组将学生制作思维导图、讲解导图、补充导图引入教学;对照组以任课教师讲授为主,以传统教学方式进行授课。结果:问卷调查结果显示,思维导图的引入显著地提升了学生的学习热情与信心,增强了学生对所学内容的认识;期末实验考试成绩实验组(17.01±3.29)分高于对照组(15.77±4.33)分,实验组及格率高于对照组(χ^(2)=13.126,P<0.01)。结论:引入思维导图能激发医学生进行自主学习,促进知识的意义转化与内化过程。Objective:To explore the feasibility,effect,and significance of using mind mapping in the experimental teaching of human parasitology.Methods:Some randomly selected students from the 2020 grade of clinical medicine were divided into an experimental group and a control group.In the experimental group,students were introduced to the experimental teaching by making mind maps,explaining mind maps,and supplementing mind maps.In the control group,the traditional teaching method was adopted,with teachers'lecturing as the main approach.Results:The questionnaire survey showed that the introduction of mind mapping significantly improved students'learning enthusiasm and confidence,and enhanced their understanding of the content learned.The analysis of the final experimental test scores showed that the experimental group(17.01±3.29)points performed better than the control group(15.77±4.33)points,and the passing rate was also higher than the control group(χ^(2)=13.126,P<0.01).Conclusion:The introduction of mind mapping can inspire medical students to engage in independent learning and promote the transformation and internalization of knowledge.

关 键 词：思维导图 意义学习 人体寄生虫学 实验教学 

分 类 号：G642.4[文化科学—高等教育学] R-4[文化科学—教育学]