思维导图在大学本科课程教学中的实践与应用：以微生物学科课程为例

Practices of mind map in college courses learning: Microbiological courses as examples

摘要:

思维导图作为一种高效的思维工具，正在各个行业中被逐步广泛推广。本文以学生为主体，通过由手绘到软件绘制，由指定题目到自由选题，由个人独立作业、两人作业到小组作业，将思维导图逐步应用于微生物学教学设计和学生学习的各个环节中。并通过观察法、调查法由教师、生生进行学习效果的评价。通过思维导图，能图形化反映学生对所学知识的掌握程度，利于学生构建和优化知识结构；理解所学知识的思考过程，方便交流。最后探讨加强微生物学和相关学科课程的关联。因此，思维导图是值得实践的图形化思考、团队协作、知识管理的工具。

Abstract:

Mind maps have been used as a mind tool in various fields. This plan focused on variations from hand-painted to software drawing; from designated topic to free-choice topics; from independent work, pair work to group work; thus gradually applied mind map to Microbiological courses teaching and learning. The observation and investigation methods were used for evaluation by teacher and students. Mind maps could be helpful in students’ understanding, and knowledge structure construction; thinking process and communication. Finally, we paid attention to the value of mind maps in connecting biological branches. Mind map is a tool for graphical thinking, teamwork, and knowledge management that is worth practicing.