Application of mind map combined with blended teaching in the teaching of <italic style="font-style: italic">medicinal botany</italic>

Jiang Jiaqi; Jiang Lei; Zhou Xuegang; Wei Donghua; Chen Shuxin; Zhao Man; Chen Guoyou; Gong Ting; Li Minghui

doi:10.3760/cma.j.cn116021-20210911-01381

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Application of mind map combined with blended teaching in the teaching of medicinal botany

Teaching Reform | 更新时间：2023-09-01

- Application of mind map combined with blended teaching in the teaching of medicinal botany
- Chinese Journal of Medical Education Research Vol. 22, Issue 8, Pages: 1183-1186(2023)
- 作者机构：
  
  哈尔滨医科大学大庆校区药学院，大庆　163319
- 作者简介：
  
  Li Minghui, Email: lmh19830803@163.com
- 基金信息：
  
  Key Project of Heilongjiang Provincial Education Science Planning Office(GJB20222221)
- DOI：10.3760/cma.j.cn116021-20210911-01381
  CLC： R-05
- Published：20 August 2023，
  
  Received：11 September 2021，
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姜佳琦, 蒋蕾, 周学刚, 等. 思维图+混合式教学在《药用植物学》教学中的应用研究[J]. 中华医学教育探索杂志, 2023, 22(8): 1183-1186.

Jiang Jiaqi, Jiang Lei, Zhou Xuegang, et al. Application of mind map combined with blended teaching in the teaching of medicinal botany. [J]. Chinese Journal of Medical Education Research 22(8):1183-1186(2023)
姜佳琦, 蒋蕾, 周学刚, 等. 思维图+混合式教学在《药用植物学》教学中的应用研究[J]. 中华医学教育探索杂志, 2023, 22(8): 1183-1186. DOI： 10.3760/cma.j.cn116021-20210911-01381.

Jiang Jiaqi, Jiang Lei, Zhou Xuegang, et al. Application of mind map combined with blended teaching in the teaching of medicinal botany. [J]. Chinese Journal of Medical Education Research 22(8):1183-1186(2023) DOI： 10.3760/cma.j.cn116021-20210911-01381.

摘要

目的

探讨思维图结合混合式教学对提高《药用植物学》教学质量的价值研究。

方法

选取学习《药用植物学》课程的102名学生作为研究对象，其中对照组为2020级51名学生予以常规教学，观察组为2021级51名学生予以思维图结合混合式教学。评估两组学生的考试成绩、评判性思维能力评分、自主学习能力评分及学生对教学质量的反馈。采用SPSS 22.0进行

检验和卡方检验。

结果

相较于对照组，观察组学生的考试成绩更高（

=3.01、3.14；

=0.003、0.002）；与实践前比较，实践后两组学生的评判性思维能力评分、自主学习能力评分均上升，且观察组高于对照组（

=11.22、2.69；

0.001、

=0.008）；观察组学生对教学质量的反馈高于对照组（

=6.79、7.83、7.26、7.43、8.54；

=0.009、0.005、0.007、0.006、0.003）。

结论

思维图结合混合式教学可以提高学生的成绩，改善其评判性思维能力及自主学习能力，学生认为该教学有利于提升教学效果。

Abstract

Objective

To investigate the value of mind map combined with blended teaching in improving the teaching quality of

medicinal botany

Methods

A total of 102 students studying the course of medicinal botany were enrolled as subjects. The 51 students in the class of 2020 were enrolled as control group and received conventional teaching

and the 51 students in the class of 2021 were enrolled as observation group and received mind map combined with blended teaching. The two groups were assessed in terms of examination scores

critical thinking ability scores

self-learning ability scores

and student feedback on teaching quality. SPSS 22.0 was used for the

-test and the chi-square test.

Results

Compared with the control group

the observation group had significantly higher examination scores (

=3.01 and 3.14

=0.003 and 0.002). After practice

both groups had increases in the scores of critical thinking ability and self-learning ability

and the observation group had significantly higher scores than the control group (

=11.22 and 2.69

0.001 and

=0.008). Compared with the control group

the observation group had a better student feedback on teaching quality than the control group (

=6.79

7.83

7.26

7.43

and 8.54

=0.009

0.005

0.007

0.006

and 0.003).

Conclusion

The combination of mind map and blended teaching can improve the examination scores of students and their critical thinking ability and self-learning ability

and students believe that this teaching model can help to improve teaching quality.

关键词

思维图混合式教学《药用植物学》教学质量

Keywords

Mind mapBlended teachingMedicinal botanyTeaching quality

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Application of mind map combined with blended teaching in the teaching of medicinal botany

DOI：10.3760/cma.j.cn116021-20210911-01381

摘要

Abstract

关键词

Keywords

references