摘要
在生理学教学中引入图形思维,基于图形掌握知识,开展小组图形复习,让学生选择教材图形,讲解图形,小组讨论图形。在实施中发现,经过图形复习后,学生能从图形中更清晰地理清思路,把握重点,突破难点;另外引导学生绘制基本知识点、章节知识框架以及知识点关联三层次思维导图,实践发现思维导图的制作有利于学生理清知识思路,把握逻辑,更加深入、系统地掌握知识。
Application of graphics thinking in physiology teaching is to grasp knowledge based on figures and implement group figure review. The students are to choose and then discuss the figures in groups. The figure review helps students clarify and grasp the key points and break through the difficult points in studying physiology. Furthermore,it is found that leading students to draft mind maps contributes to deep and systematic knowledge acquisition.
出处
《基础医学教育》
2016年第8期617-619,共3页
Basic Medical Education
基金
湖南中医药大学教学改革研究基金资助项目(2015-JG025)
湖南省普通高校教学改革研究基金资助项目(2014-223)
关键词
生理学
教学方法
图形思维
physiology
teaching method
graphics thinking
