思维导图作为一种思维可视化工具可充分发挥科学史教学的育人价值。本文以人教版高中生物学必修二“DNA是主要的遗传物质”为例,以思维导图为教学辅助工具,通过围绕探究遗传物质本质的教学主线,采用问题驱动等教学方法,开展教学活动,阐...思维导图作为一种思维可视化工具可充分发挥科学史教学的育人价值。本文以人教版高中生物学必修二“DNA是主要的遗传物质”为例,以思维导图为教学辅助工具,通过围绕探究遗传物质本质的教学主线,采用问题驱动等教学方法,开展教学活动,阐述基于思维导图的科学史教学设计过程。As a mental visualization tool, mind maps can give full play to the educational value of science history teaching. This paper takes “DNA is the main genetic material” of the second compulsory course of high school biology of the People’s Education Edition as an example, takes mind map as a teaching aid, and carries out teaching activities through the main line of teaching around exploring the nature of genetic material, and adopts problem-driven teaching methods to elaborate the teaching design process of history of science based on mind map.展开更多
文摘思维导图作为一种思维可视化工具可充分发挥科学史教学的育人价值。本文以人教版高中生物学必修二“DNA是主要的遗传物质”为例,以思维导图为教学辅助工具,通过围绕探究遗传物质本质的教学主线,采用问题驱动等教学方法,开展教学活动,阐述基于思维导图的科学史教学设计过程。As a mental visualization tool, mind maps can give full play to the educational value of science history teaching. This paper takes “DNA is the main genetic material” of the second compulsory course of high school biology of the People’s Education Edition as an example, takes mind map as a teaching aid, and carries out teaching activities through the main line of teaching around exploring the nature of genetic material, and adopts problem-driven teaching methods to elaborate the teaching design process of history of science based on mind map.
