ABSTRACT
In order to improve the effectiveness of private class inquiry with the development of information teaching, the smart teaching platform has been established, with instructional management, curriculum setting, teacher preparation, classroom application, supervision and monitoring modules. Taking the platform as the medium, the small class inquiry learning community of entity curriculum is constructed between students and the teachers. In the eight-year medical teaching, the content of learning cycle is designed according to the entity curriculum, which is issued on cloud platform before class, in class and after class. Students learn basic concepts by themselves in the learning community, explore the application of knowledge under the guidance of teachers, and expand knowledge in class or after class. After having test in teaching procedure, the small class learning community based on smart teaching cloud platform has a submission rate, interaction rate and score rate of more than 90%. It can not only make full use of the advantages of information-based teaching resources, but also build face-to-face learning community in the course teaching, reflecting the emotional interaction of personalized teaching. It's suggested that new approaches to teaching should be student-centered and activity-based, engaging students actively in the learning process, which can promote students' autonomous learning ability and innovative thinking ability.
ABSTRACT
We introduce the application of mind mapping in neurology learning , including the concept and func-tion of mind mapping, mapping methods, application and example.We summarized our experience and focus based on the mind mapping.In our opinion,teaching method based on the mind mapping not can only effectively improve the medical students'learning efficiency,but also build their clinical thinking and team-work ability.
ABSTRACT
Considering the weak relevance between the stages of C,D,I and O and the weak operability 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 CDIO 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.
ABSTRACT
Ophthalmology is a predominantly morphology of clinical discipline. The eye has the characteristics of small scale, close structure, complex and diverse diseases, different clinical manifestations and so on. As an effective tool, the mind map can promote thinking visualization, help learners establish the logic relation of things and cultivate their innovative ability. To achieve better teaching effect, we introduce the mind map into theory course teaching of ophthalmology. On the one hand, teachers can optimize the teaching design, clarify the teaching ideas, and on the other hand, students can draw the mind map on their own or with others which will improve their subjective initiative of learning and study efficiency, and at the same time cultivate their ability of mutual collaboration.