基于学科思维导图的口腔内科学教学改革研究

目的传统的口腔内科学教学中,学生掌握了大量孤立、分散、碎片化的知识点和应用技术,口腔内科学中不同知识点之间的整体结构网络及口腔内科学与其他口腔临床学科之间的知识网络结构没有构建起来,学生对课程或某一疾病缺乏整体的认知。该文研究利用学科思维导图在口腔内科学教学中构建不同学科知识点之间的知识网络,培养学生临床整体思维能力。方法通过文献检索、教学实践,总结、归纳、提炼主题。结果在口腔内科学教学中应用学科思维导图,有助于培养学生的整体思维及发散思维能力,有助于培养学生的自主学习能力;在教学过程中,教师要耐心对学生进行引导,消除学生的抵触情绪,提高学习兴趣,设置恰当的任务,由易到难,由简到繁,循序渐进。结论学科思维导图可以有效推动口腔内科学教学改革,教改效果良好。

Research on Stomatology Teaching Reform Based on Subject Mind Mapping

Objective In the traditional teaching of stomatology, students have mastered a large number of knowledge points and application techniques which are isolated, dispersed and fragmented. The whole structure network between different knowledge points in Stomatology and the knowledge network structure between Stomatology and other Stomatology clinical disciplines have not been constructed. Students lack a holistic understanding of a course or a disease. This paper studies how to construct the knowledge network structure between knowledge points of different disciplines in stomatology teaching by using subject mind mapping, so as to cultivate students’ clinical thinking ability as a whole. Methods Summarize, induce and refine the theme through literature search and teaching practice. Results The application of subject mind mapping in stomatology teaching is helpful to cultivate students’ overall thinking and divergent thinking ability, and to cultivate students’ autonomous learning ability. In the process of teaching, teachers should patiently guide students, eliminate students’ conflicting feelings, improve their interest in learning, set step by step appropriate tasks from easy to difficult, from simple to complex. Conclusion Subject mind mapping can effectively promote the Stomatology teaching reform, and the teaching reform has achieved good results.