摘要
针对医学英语CDIO教学中各阶段之间关联性和可操作性较弱这一现状，将思维导图融入CDIO理念，驱动医学英语教学。首先，探讨了思维导图与CDIO之间良好的互补性；在此基础上，以CDIO为主线．以思维导图为工具，讨论医学英语教学在构思文章主体内容（C）、设计句子教学（D）、实现词汇记忆（I）、运作自主学习（0）四个层次的改革与实践，并结合具体案例展示了思维导图在医学英语CDIO教学中的应用。以思维导图驱动医学英语CDIO教学具有很好的连贯性和可操作性，使CDIO四个阶段形成一脉相承的有机整体，提高了教师的教学质量和学生的学习效率。
Considering the weak relevance between the stages of C, D, I and O and the weak oper- ability of CDIO theory in teaching, mind map is introduced into CDIO theory to drive medical English teaching. Firstly, how mind map and CDIO theory are mutually complementary is discussed, based on which, along the main clue of CDIO theory, a further discussion is carried out from four levels： conceiving the main structure and content of a passage, designing sentence teaching, implementing vocabulary memorization and operating self-directed learning, all with mind map as an assistance. Moreover, specific cases are used to exemplify how mind map is applied to CD｜O medical English teaching. Using mind maps in CDIO medical English teaching is highly coherent and operable. It helps to integrate the four stages of C, D, I and O and enhances teaching quality and learning efficiency.
出处
《中华医学教育探索杂志》
2016年第10期1022-1026,共5页
Chinese Journal of Medical Education Research
基金
2015年云南省高等学校大学外语教改项目
