中华医学教育杂志

中华医学教育杂志 ›› 2019, Vol. 39 ›› Issue (4): 267-271.DOI: 10.3760/cma.j.issn.1673-677X.2019.04.007

• 教学方法 • 上一篇    下一篇

思维导图在本科来华留学生中医儿科学教学实践中的应用

姚婷, 崔晨, 赵鋆   

  1. 上海中医药大学附属曙光医院儿科 201203
  • 收稿日期:2018-07-01 发布日期:2020-12-11
  • 通讯作者: 赵鋆,Email:annezhao@sina.com,电话:021-20256237
  • 基金资助:
    上海市儿童健康服务能力建设专项规划高端儿科海外研修团队培养(GDEK201704);上海市卫生计生系统重要薄弱学科建设(2016ZB0140-02);2018年上海中医药大学课程建设项目(国际学生)(SHUTCM2018GJXSKCJS003)

The application of mind mapping in pediatrics in traditional Chinese medicine for international undergraduate

Yao Ting, Cui Chen, Zhao Jun   

  1. Department of Pediatric,Shuguang Hospital, Shanghai University of Traditional Chinese Medicine, Shanghai 201203, China
  • Received:2018-07-01 Published:2020-12-11
  • Contact: Zhao Jun, Email: annezhao@sina.com, Tel: 0086-21-20256237
  • Supported by:
    Shanghai Children's Health Service Capacity Building Planning of Overseas Research Team Training (GDEK201704); The Important Weak Discipline Construction of Shanghai Health and Family Planning System (2016ZB0140-02);The Curriculum Construction Project (International students) of Shanghai University of Traditional Chinese Medicine in 2018 (SHUTCM2018GJXSKCJS003)

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摘要： 目的 探讨本科来华留学生基于思维导图自主完善中医儿科学知识构建的教学方法及其实施效果。方法 选择上海中医药大学2014级泰国大班40名本科来华留学生为教学对象,为其开展5学时中医儿科学课程中“猩红热”内容的教学实践,引导其在学习过程中独自完成相关知识点的思维导图,形成思维导图指导下的专题学习模式。结果 教师以思维导图为主导辅助本科来华留学生构建知识框架。虽然通过个人理解所绘制的思维导图的表达方式及其水平会因学生能力不同而有所差异,但与传统理论授课方式相比,形象、有趣的导图形式的信息对学生更具吸引力,有助于增强学生记忆和知识框架的构建。结论 思维导图指导下的教学真正做到了“以学生为中心”,即可以验证学生“学”的效果,也同时验证了教师“教”的效果。利用思维导图方法,提高了来华留学生的跨文化学习中医的热情,巩固了中医儿科学的知识构架,同时拓展了来华留学生的思维能力。

关键词: 思维导图, 教学模式, 教学反馈, 猩红热

Abstract: Objective To explore the teaching methods and effects on learning outcome of pediatrics in traditional Chinese medicine for international undergraduates. Methods Forty Thai undergraduate students enrolled in 2014 of Shanghai University of Traditional Chinese Medicine were selected as teaching objects to carry out the teaching practice of “scarlet fever” in the five-hour course about pediatrics of traditional Chinese medicine. They were guided to complete the mind mapping of relevant knowledge points alone in the learning process and form a thematic learning mode under the guidance of mind mapping. Results Teachers use mind mapping as the leading tool to assist international undergraduates in building their knowledge framework. Although the expression and level of mind maps drawn through personal understanding will vary with students' abilities, compared with traditional theoretical teaching methods, image and interesting information of mind maps is more attractive to students, and helps to enhance students' memory and knowledge framework. Conclusions By using mind mapping method, the enthusiasm of overseas students in cross-cultural learning of TCM has been enhanced, the knowledge framework of TCM pediatrics has been consolidated, and the thinking ability of overseas students in China has been developed.

Key words: Mind mapping, Teaching model, Teaching feedback, Scarlet fever

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