思维导图在非骨伤专业中医骨伤科学课程教学中的应用研究

Title:

Study on Application of Mind Map in the Teaching of Orthopedics & Traumatology of TCM for Non-bone Injury Major

文章编号:

2095-5707(2019)06-0053-05

作者:

周广文; 向楠^*; 彭锐; 熊勇; 周晓红; 付伊萌

湖北中医药大学，湖北 武汉 430065

Author(s):

ZHOU Guang-wen;  XIANG Nan^*;  PENG Rui;  XIONG Yong;  ZHOU Xiao-hong;  FU Yi-meng

Hubei University of Chinese Medicine, Wuhan 430065, China

关键词:

思维导图; 中医骨伤科学; 教学方法

Keywords:

mind mapping;  Orthopedics &;  Traumatology of TCM;  teaching method

分类号:

G642.0；R274

DOI:

10.3969/j.issn.2095-5707.2019.06.013

文献标志码:

A

摘要:

为探索思维导图在改善非骨伤专业中医骨伤科学课程教学效果中的作用，将湖北中医药大学2015级中西医结合临床专业的2个班随机分为对照组和实验组，选择“筋伤”部分作为教学内容，对照组采用传统讲授教学法，通过多媒体、板书等形式带领学生回顾与腰痛相关的疾病，并对疾病进行鉴别诊断；随后要求学生自己学习并总结归纳与膝关节损伤有关的疾病，不限方法。实验组采用思维导图教学法，教师通过绘制思维导图展示鉴别及诊断腰痛相关疾病的思考过程，随后要求学生自己学习并总结归纳与膝关节损伤有关的疾病并制作思维导图，提交作业。教学效果通过满意度问卷调查及期末考试成绩进行判定。问卷调查结果显示，实验组学生在中医骨伤知识的掌握能力、理论联系实践能力、分析解决临床案例能力、临床思维能力、归纳汇总能力、个性化学习及自主学习能力方面明显高于对照组（P＜0.05或P＜0.01），但对于学习兴趣、人际沟通能力、创新能力则没有明显优势。从期末考试成绩来看，实验组学生期末考试平均成绩（87.04±7.77）分，高于对照组平均成绩（82.21±9.48）分。说明思维导图教学法激发了学生的临床思维和自主学习能力，有利于提高非骨伤专业中医骨伤科学课程的教学效果，值得推广运用。

Abstract:

To explore the role of mind mapping in improving the teaching effect of Orthopedics & Traumatology of TCM for non-bone injury major. Two clinical classes of integrated traditional Chinese and Western medicine in grade 2015 were randomly divided into control group and experimental group. The contents of “tendons” in the teaching contents were selected and different teaching methods were adopted. Teachers in the control group used the traditional teaching method through multimedia, blackboard writing and other forms to lead students to review the diseases related to low back pain, to diagnose and differentiate the diseases. Subsequently, students were required to learn and summarize the diseases related to knee joint injury by themselves, and there was no limit to the methods. Teachers in the experimental group used mind mapping teaching method. Teachers showed the thinking process of diagnosing and differentiating lumbago-related diseases by drawing mind mapping. Then students were asked to learn and summarize the diseases related to knee joint injury by themselves, and make mind mapping to submit homework. The teaching effect was evaluated through satisfaction questionnaire and final examination results. The results of questionnaire survey showed that the satisfaction of students in the experimental group to teaching effect was significantly higher than that of the control group in improving students’ ability to master the knowledge of Orthopedics & Traumatology of TCM, strengthening the ability of combining theory with practice, analyzing and solving clinical cases, cultivating clinical thinking ability, improving induction and summary ability, realizing individualized learning and cultivating self-learning (P＜0.05). There are no obvious advantages in stimulating learning interest, improving interpersonal communication ability and innovative ability. The final examination scores of the experimental group (87.04±7.77) were higher than those of the control group (82.21±9.48). Mind mapping teaching mode can stimulate students’ clinical thinking and self-learning ability, and is conducive to improving the teaching effect of Orthopedics & Traumatology of TCM for non-bone injury major, which is worth popularizing and applying.