在大学理科教学中应用思维导图的实践研究--以“激光技术概论”课程为例

Practical research on the application of mind map in university science courses teaching-taking the course“Introduction to laser technology”as an example

在“激光技术概论”课程教学过程中,教师通过辅导学生预习、布置作业、问卷反馈的方式,使学生自由选择是否利用思维导图完成作业,逐步引导学生尝试利用思维导图做知识点汇总.这些措施激发了学生应用思维导图这一学习工具的兴趣,同时也提高了学生学习“激光技术概论”课程的积极性.本研究还发现“思维导图加备注”的模式既利用了思维导图有助于理清知识脉络的优势,同时又用备注填补了思维导图不能展现知识点具体内容的短板,因此相比于单纯的思维导图模式,“思维导图加备注”的模式更适合物理类学科的学习.

Through tutoring students to preview,arranging homework and collecting feedback in teaching the course of introduction to laser technology,the teacher let students freely choose whether to use mind map or not to complete homework and gradually guided students to try to use it to summarize knowledge points.These measures stimulated students’interest in applying mind map as a learning tool,and also made students’enthusiasm improved in learning the course of introduction to laser technology.It is also found that the mode of mind map plus notes not only took advantages of mind map to help clarify knowledge context,but also remedied the shortcomings that mind map could not show the specific content of knowledge points with notes.Therefore,this mode is more suitable for the study of physics subjects when compared with the simple mind map mode.