摘要
“为思维而教”是当下课程改革的本真追求,将思维导图引入课堂教学,在优化认知结构、激发学生创新思维、开发学生记忆潜能、活跃课堂气氛、提升教学质量等方面具有一定的价值。但在实际的教学应用中却出现了重形式轻技巧、知识内容构建不当、绘图时长难把控、评价标准缺失等问题。因此,教师应转变构图理念,立足学生思维发展;合理布局知识内容,突出教学重点;注重思维引导,调动学生积极参与;提升绘图技能,完善评价标准,以期推动思维导图在教学应用中大放异彩。
“Teaching for thinking” is the true pursuit of the current curriculum reform. Introducing mind mapping into classroom teaching has certain value in optimizing cognitive structure, stimulating students’ innovative thinking, developing students’ memory potential, activating classroom atmosphere and improving teaching quality. However, there are some problems in the practical teaching application, such as paying more attention to form than skills, improper construction of knowledge content, difficult control of drawing time and lack of evaluation standard. Therefore, teachers should change the concept of composition based on the development of students’ thinking;make the reasonable layout of knowledge content to highlight the teaching focus;pay attention to thinking guidance to mobilize students to participate actively;improve drawing skills to improve evaluation standard, in order to promote mind mapping in teaching application.
作者
任雪亚
REN Xue-ya(School of Educational Science,Shenyang Normal University,Shenyang 110034,China)
出处
《黑龙江教师发展学院学报》
2022年第8期44-47,共4页
Journal of Heilongjiang Institute of Teacher Development
关键词
思维导图
课堂教学
思维导图教学
mind mapping
classroom teaching
mind mapping teaching
