“CBL+思维导图”教学方法在生命科学类课程教学中的应用探析

针对目前高校生命科学类课程教学方法单调的情况,提出“CBL+思维导图”教学方法。该方法首先需要构建知识点思维导图,然后通过典型案例切入讲解的知识点,按照思维导图对知识点进行讲解;最后用获得的理论知识解释案例,提高学生对理论知识的感知、理解和记忆能力。结合江西农业大学分子生物学课程教学实际,对该教学方法进行了研究探索。结果显示:与传统教学方法相比,“CBL+思维导图”教学方法显著提高了学生理解知识的能力,提升了课堂教学质量,为生命科学类课程教学提供了参考。

In view of the monotony of the teaching methods of life science courses in colleges and universities, the teaching method of "CBL+ mind map" is proposed. Firstly, this method needs to construct a mind map for each knowledge point, then cut through the typical case to explain the knowledge points, explain the knowledge points according to the mind map, and finally use the obtained theoretical knowledge to explain the case to improve students' perception, understanding and understanding of theoretical knowledge. Memory capacity. Combined with the teaching practice of molecular biology course in Jiangxi Agricultural University, this teaching method was researched and explored. The results show that compared with the traditional teaching methods, the "CBL + mind map" teaching method significantly improves students' ability to understand knowledge, enhances the quality of classroom teaching, and provides a reference for life science courses.