思维导图模型在分子生物学教学环节中的应用

Application of mind mapping model in the teaching of molecular biology

摘要:

“分子生物学”是中医院校为医学生开设的专业基础课，课程特征是逻辑性强、核心概念多、生物过程复杂。为加强学生对教学内容的理解和应用，培养学生高阶思维能力，我们探索了将思维导图模型融入教学的课前、课中、课后3个环节中：通过“九宫分析法”模型提出教学问题、“六顶思考帽”模型创新课堂教学及“金字塔原理”模型复盘教学内容帮助学生构建思考力闭环。以相关知识内联和发散为指导思想，通过思维可视化加强学生对知识点的理解。根据问卷调查，有91%的同学认为思维导图模型的应用是一种有效的教学方法，可实现提高课堂效率、提升教学效果的目的，有76%的同学尝试将这种方法用于其他课程的学习，认为对个体思考力的提高有帮助。据此，思维导图模型应用于教学环节对培养学生高阶思维能力有重要意义，为高校课程教学提供一种新思路。

Abstract:

Molecular biology is a biology course containing multiple core concepts and complex biological processes, which are organized in a strong logic. In order to help the medical students in college of traditional Chinese medicine (TCM) understand the content of this professional foundation course, we integrated the mind mapping model into the three sessions of teaching this course. First, putting forward teaching questions through a “nine grids analysis” model before the class teaching; second, transforming class teaching through a “six thinking hats” model; third, reviewing teaching content through a “pyramid principle” model, which helps students develop closed-loop thinking skills. The students’ understandings to the course content were enhanced by connecting, merging and diverging the relevant knowledge through thinking visualization. According to the questionnaire, 91% of the students believe that the application of mind mapping model is an effective teaching method, which improves the teaching efficiency and effect. Furthermore, 76% of the students deem this method helps them improve their thinking ability and they also try to apply this method to the study process of other courses. Therefore, the application of mind mapping model in teaching plays an important role in fostering students’ high-order thinking skills and provides a new approach for college curriculum teaching.