思维导图在动物学课程教学中的应用

Application of Mind Map in the Teaching of Zoology

动物学是高等院校生物类专业开设的一门专业基础课程,知识点多而杂,教学中存在课时少任务重的问题,还有"被实验"现象发生,为此提出将思维导图引入到动物学的教学中。在理论课程教学的课前课中,教师利用关键词构建思维导图;课后,学生整理课堂知识补充思维导图,利用思维导图向外发散加深纵向记忆,并横向比较相似概念。在实验课程教学课前,利用思维导图梳理实验原理与实验步骤,课中结合思维导图完成实验,课后根据思维导图完善实验结果与实验分析。思维导图可使繁多凌乱的知识点相互连接,使知识体系更加清晰直观,能够培养学生的创造能力及发散思维能力。

Zoology is a basic major course offered to biology majors in universities. It has a large knowledge system and includes a large amount of complex knowledge. There are a number of significant weaknesses in the pedagogy of this course,such as heavy workload with limited class meeting time, and the incidents of"being experimented". Therefore, it is proposed to introduce the mind map into the teaching of zoology. In the teaching of the theory of zoology, keywords are used to construct a mind map during class preparation and to organize the course knowledge during class. After class, students use the mind map to diverge outward to deepen the longitudinal memory and compare similar concepts horizontally. In the teaching of experimental courses, mind maps are used to sort out the experimental principles and steps before class. The experiments are completed with mind maps in class, and the experimental analysis and results are improved according to mind maps after class. Mind maps can connect a variety of complicated knowledge points, make the knowledge system clearer and more intuitive, and be used in teaching to cultivate students’ creative ability and divergent thinking.