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目的探讨思维导图在生理学教学中的应用效果。方法 105名12级“3+2”护理专业高一学生作为对照班,采用传统的教学方法进行教学。选取108名13级“3+2”护理专业高一学生作为实验班,在教学过程中应用思维导图帮助学生学习。结果思维导图的应用使得13级实验班的成绩好于12级对照班,实验班平均分(74.86±10.18)分,优秀率为11.1%,合格率为94.4%,对照班平均分(69.20±14.43)分,优秀率为6.67%,合格率为81.9%,优秀率和平均分显著高于对照班,差异有统计学意义(P<0.05)。结论通过测试与访谈,实验组学生喜欢用思维导图进行生理学学习,思维导图能帮助学生更快地梳理知识点,提高学生记忆复杂生理机制的能力,从而提升了学习效率。
Objective To explore the application effect of mind map in physiology teaching. Methods A total of 105 high school students of grade 12 “3 + 2 ” Nursing students were selected as the control group and were taught by the traditional teaching methods. 108 high school students of grade 13 “3 + 2 ” nursing specialty were selected as experimental classes, and the mental maps were used to help students learn in the teaching process. Results The application of mind mapping made the grade of experimental group better than that of grade 12 control group, the average score of experimental class was 74.86 ± 10.18, the excellent rate was 11.1%, the pass rate was 94.4%, the average score of control group was 69.20 ± 14.43), the excellent rate was 6.67%, the pass rate was 81.9%, the excellent rate and the average score were significantly higher than the control group, the difference was statistically significant (P <0.05). Conclusion Through the test and interview, experimental group students like to use the mind map for physiology learning. Mind map can help students to sort out knowledge points more quickly and improve students’ ability to memorize complex physiological mechanisms, thus improving learning efficiency.