下面是小编为大家整理的2022年度“思维导图”在音乐理论教育中应用（全文）,供大家参考。希望对大家写作有帮助!
“思维导图”在音乐理论教育中的应用6篇
第一篇: “思维导图”在音乐理论教育中的应用
思维导图在化学教学中的应用淄博第十七中学杨秋菊2012年6月21日 14:54
融合了物质的量、摩尔质量、气体摩尔体积、溶液物质的量浓度及溶液的配制等知识并彼此结合渗透。本节内容贯穿整个高中化学学习，在《必修二》《有机化学基础》《化学反应原理》中都有不可忽视的应用。学习本节知识可以帮助学生从微观层面上深入认识物质，建立物质的宏观数量和微观粒子的数量之间的联系，进一步认识化学是在原子分子水平上研究物质的自然科学。
学情学法分析：本节课对象是高一的学生，他们已经初步掌握了化学学科的基础知识，并具有一定的形象思维能力及搜集处理信息的能力。但对于本节一些概念，抽象思维的形成还存在一定程度的欠缺，另外相对于初中丰富的演示实验，本节概念性知识缺乏趣味性，比较枯燥，学生兴趣降低。
针对这些问题，本节教学采取学生自主探究，合作学习的方式，充分利用思维导图，加深对抽象概念的理解，消除学生学习的乏味感。
思维导图简介：思维导图是由英国人托尼·布赞(Tony Buzan)在20 世纪60 年代提出的。开始时它是作为一种新的记笔记的方法出现的，和传统的记笔记的方法不同,思维导图往往是从一个主要概念开始,随着思维的不断深入,逐步建立的一个有序的发散的图,它是对思维过程的导向和记录。托尼·布赞认为思维导图有3 个明显的优势: (1) 注意的焦点清晰地集中在中央图形上,并以分支上的关键词形式有效地帮助学习者加速对内容的整体把握和记忆; (2) 图像、色彩的运用有效地刺激了大脑; (3) 思维导图呈现的是一个思维过程,学习者能够借助思维导图提高发散思维能力,通过思维导图理清思维的脉络,并可供自己或他人回顾整个思维过程。
下面是具体利用思维导图对物质的量进行教学的尝试：
一、思维导图在预习中的运用
课前预习是学生提高听课效果的重要环节。但刚从初中升上高一的学生很快就发现:高中的课程与初中相比,无论是学习内容,还是学习科目,都多了很多,也难了很多,单完成每天老师布置的作业就已经花去了不少时间,能留下预习的时间非常有限。如何才能让学生们短时间内的预习能达到较好的效果呢?在学习物质的量知识之前，我布置学生预习工作，并根据预习内容制作一张思维导图。学生制作思维导图时都是手工制作为主，思维方法不同，展现方式也不同。下面则为学生预习时的一幅思维导图。
图1.学生预习的思维导图
通过绘制思维导图，学生对于物质的量、气体摩尔体积、摩尔质量、物质的量浓度等知识点有了初步的了解。比较以往简单的看书预习方法，用思维导图进行预习,帮助学生明确目标,在阅读时能够集中精神,在短时间内把握住阅读内容的要点,并理顺自己的思路。同时,标记的使用能让学生在听课时有的放矢,目标明确,提高听课效果。而我通过查阅学生思维导图能够迅速找到学生对该内容的思维障碍点,确定重点难点,从而使讲课更加有针对性和实效性。如图1所示,学生对于“物质的量”的理解存在盲点,而且图中阿伏加德罗常数也是写错的(没有带单位) ,另外学生对于出现的公式还存在一些问题,尤其是其中的一些变式。这些都使我在课堂教学中有一定的针对性。 二、思维导图在听课中的运用 学习心理学指出,中学生能持续集中精神听课的时间约20 min，加上本校学生自控能力较弱，因此, 学生经常在听课过程中走神，为了激发学生的学习兴趣，我们经常引入各种形式的课堂教学活动，如多媒体教学，小组讨论，实验展示等等，在讲到物质的量相关知识时，我还是尝试使用了思维导图进行教学。在预习的基础上,学生听课要做的工作其实就是补充和完善该思维导图,把“有疑惑”、“完全不明白”的地方尽可能地标记上“已明白”、“还有问题”、“拓展知识点”等。上课时，我使用实物投影，展示几张有代表性的思维导图（思路设计不同），并先由思维导图的作者阐述本节内容，将自己的想法与其他同学分享，而困惑不能理解的地方，也可以让会的同学进行补足。原来我还担心学生不能完成这个任务，因为能力要求还是很高的，事实上学生兴致很高，讨论也很激烈，这让我感觉到学生的能力是无穷的，在平时的教学中适时放手让学生自己去探索比填鸭式的教学效果好得多。当然在新授课中学生知识面有限，有些内容说的不到位，我在一边做了补充说明。思维导图是没有标准的，只要有助于学生自己理解和记忆相关知识,该思维导图对于学生自己来说就是一幅好的思维导图,就值得鼓励和倡导。如下图学生展示的各物理量之间关系的思维导图，简单明了，便于记忆。
图2.n、m、V、N、c 的关系
三、思维导图在复习中的运用
针对本节概念性知识比较多，学生学完后或许未必能够完全理解，我的补救措施是及时巩固。高一学生应该培养自主学习意识和良好的学习习惯。学完本章节知识后，我让学生通过自己对整节或整章知识点进行总结,并依自己的理解画出思维导图；
其次,我通过批阅学生交上来的作品,把握学生在整个章节中的思维难点和知识重点,并对其在思维导图中体现的思维错误进行一定程度的修改。
图3：学生复习时的思维导图
如图3 ,该生围绕着第一章的内容做了一个导图,基本上把整个内容的架构都体现出来了,说明该生对第一章内容的把握还是比较准确的,但是围绕物质的量的阐述时对几个量之间的层次关系理解还不准确,另外中心主题还不够突出,图形的运用还不够鲜明。对于学生的优秀作品,我还在班级进行展览,以此来激发学生的学习动力和学习兴趣。 通过思维导图在三个层次的渗透，学生对于思维导图的认识加深了，在以后的教学中适时使用，提供给学生一种新的学习方法，让学生学会将复杂的知识点整理总结，将化学书读薄，提高学生学习能力、理解能力和记忆能力。
第二篇: “思维导图”在音乐理论教育中的应用
思维导图在英语教学中的应用
乐山十中 施巧平
内容摘要:
思维导图是一种可视化的知识表征工具，自传入我国后，在教育领域产生了很大的影响并逐渐应用到教学中。本文分析了思维导图作为教学工具在英语课堂教学中应用的优势并结合教学实践，通过具体的教学案例探讨了思维导图在单词学习、语篇阅读、协作交流和话题作文等教学环节中的运用。
关键词：
思维导图 英语教学 教学工具 应用
1、思维导图的定义
思维导图（Mind Map）是由托尼·巴赞（Tony Buzan）于20世纪60年代提出的。它是在层级和分类的信息组织基础上，从中心主题通过特定的关联展开分支，由关键词或图形标识分支，并充分利用色彩和字体的变化将放射状思维过程和结果变为可视化的工具。思维导图的核心思想就是既运用左脑的词语、数字、逻辑等功能，同时也运用右脑的色彩、图像、符号、空间意识等功能，将思维痕迹用图画和线条形成发散性的结构，从而把形象思维与抽象思维很好地结合起来，进而最大程度地激发大脑的联想与创造力。
2、思维导图的优势分析
1、改善信息加工方式，构建合理的知识网络。由于思维导图是知识和思维过程的图形化表征 ，是一种用图表来组织、阐述、表达知识的工具，所以它能帮助学生梳理学习内容、筛除杂乱信息、保留关键内容，帮助学生把新知识纳入或同化到原有的知识结构中，从而促进新旧知识的整合，提升思维能力。学生在构建合理的知识网络的过程中通过对思维导图节点的增加或对概念结构的修改形成了个性化的、主动的信息加工方式。
2、突出重点，有效助记。由于思维导图具有重点突出、层次分明、联想丰富的特点，它又是一个有力的助记工具，它将知识模块化，引导记忆系统层次地、分段地组织信息，改变了以往机械记忆效果差，容易使学生感到疲劳的弊端，使学习内容进入学生的长期记忆,达到不易忘记、容易提取的效果，加速知识获得的过程。
3、创设学习情境，实现协作学习。思维导图围绕中心主题展开分支，呈现语言交际的情境，引导学生进行发散思维，使学生不仅有话可说且知道从何说起。因此，教师可以运用思维导图提供师生对话或生生对话的支架，也可以尝试让学生通过同桌、小组合作，相互启发，创作思维导图并进行表演，培养学生的协作交流能力。
4、促进学生形成高级思维模式。由于思维导图具有的发散性特征，使学生的思维模式由传统的“线性思维”转化成具有放射性的“网状思维”，这就极大地激发了学生的想象力和创造力，形成了语言学习过程中探索、挖掘式的高级思维模式。
三、思维导图在英语教学中的一些运用
（一）在词汇学习中的应用 在学习英语的过程中词汇起着举足轻重的作用，不仅仅表现在单词中，对于文章的理解也起着很重要的作用 。在英语教学中，教师可以利用思维导图把与主题相关的词汇呈现给学生，这样不仅有利于学生的理解，也有利于他们进行自主学习，并提高学生的学习效率。如在教授school之前，教师可以先引导学生回忆school和bag的意思，再绘制成思维导图，school就变得浅显易懂；
又如在学习拼写family一词时，教师可以出示句子Father and mother I love you.然后将每个单词的首个字母圈出来并提取出来，学生很快就记住了;再如在学习foal这个单词时，可以先用图片和文字展示了cow和calf，然后再出示horse和foal，通过对比学生了解了foal的意思，这时提出问题“Who can read it?”，在学生思考问题的过程中不断呈现road、coat、boat等词，学生通过对比、联想很快就正确读出了单词。曾经的词汇复习课，学生或是对着词汇表死记硬背，或是在练习本上做机械重复式的抄写，结果无外乎三种：优等生记住了所有的单词但无法形成系统的知识链条而且对复习课产生厌恶的情绪；
中等生能记住大部分单词但由于单词群组之间毫无联系，遗忘率也很高；
后进生只能掌握很少的单词，产生挫败感，长此以往将无法建立学习自信心。思维导图的运用不仅能够帮助学生系统的整理知识模块，还能帮助学生抓住重点，提高复习效率。如在复习水果等单词时，教师可以将水果按颜色分类，每提到一种颜色，学生就会联想到与这种颜色相关的水果；
又如在复习动物等单词时，可以将动物分为大、小、胖、瘦四大类或者天上飞的、地上跑的、水里游的三大类；
再如在复习有关家庭成员的单词时，可以利用思维导图区分辈分关系，使学生可以从图中清晰的辨别出上下位关系。
（二）在语篇阅读中的运用
在英语阅读中运用思维导图主要体现在整体感知阅读材料、整体理解阅读材料、理解阅读材料的语言知识和复述、背诵阅读材料等环节。通过教学实践笔者找到了一些恰当运用思维导图提高阅读教学有效性的方法。
1、在阅读篇幅长、生词多、文章结构和层次复杂或不太清晰的文章时，先由教师呈现思维导图，概要性地介绍全文大意，帮助学生整体理解文章；
然后，根据中心主题和主干提出问题，学生带着问题分部分、分层次阅读，突出重点，关注细节，加深理解；
阅读后，可让学生在小组内进行分享和交流，此时教师在多媒体课件中利用思维导图呈现答案的关键词，帮助学生梳理知识点；
最后，教师引导学生根据思维导图的提示复述课文内容。考虑到课堂时间有限，以及课文的长度和难度，教师可以鼓励学生选择自己感兴趣的部分进行复述或描述。以外研社八年级上册Module3为例，虽然本课的结构和层次都比较清晰但课文较长，词汇量较大，因而教师在教学时可以首先向学生展示思维导图并配合肢体语言为学生简要介绍，然后我针对一月的部分提出了问题：How many months are there in a year?Which month is the first month of the year?What do we called on January 1st?What are the children doing on that day?学生自习阅读短文并回答问题。其余三个月的学习可采用相同的方式，只不过提出问的人由老师转化为学生，学生在分享和交流中体会到学习的快乐。
2、在篇幅适中、生词少、文章结构和层次清晰的课文阅读教学中，学习的过程主要以学生独立阅读并制作思维导图为主。在这个过程中，教师只是起到点拨、帮助的作用。以外研社新标准八年级上册Module4为例，这一课相比Module3阅读篇幅更短，词汇量更小，教师在学生展开阅读前应围绕Module3以思维导图辅助复习，帮助学生再次熟悉整理并绘制这类课文思维导图的基本思路和方法。然后教师鼓励学生以小组为单位绘制思维导图，学生根据自己理解课文后制作的思维导图展开讨论活动，即在全班范围内展开分享和交流活动。在这个活动中，教师可以帮助学生加深理解，调整思维导图框架和结构，并完成主要知识点的教学。这些活动可以是：教师提问，学生根据自己的思维导图抢答和补充；
学生根据自己的思维导图提出与课文相关的问题，其他学生回答等。
（三）在写作教学中的运用
英文写作对于刚刚接触写作不久的学生来说，难度是非常大的。众所周知，写作之前要有思路才能把文章写好，而大多数学生面对英文写作没有思路，甚至完全不知道该如何下笔。针对这种情况，教师在写作教学中巧妙的运用思维导图，引导学生运用思维导图进行思路整理，构思文章，让学生意识到一个话题可以有很多方面可以写。学生写作的思路明了了，写作文就自然变得轻松了。如果能够请学生在课堂上朗读自己的作品，则能增强学生的信心，长此下去学生的能力也会提高。例如，就自己熟悉的话题“My friend” 进行课堂话题作文，可以运用下面的思维导图进行思考和描述。
四、结束语
思维导图作为一种思维工具有助于学习者将隐性知识显性化，将言语信息可视化，有助于将大量的信息分解成易于理解和记忆的“组块”，帮助学习者系统地，有条理地思考学习材料，并以图形的方式记录下其思维过程，从而既达到了记得牢、不易忘、易提取的效果。随着越来越多的人对思维导图的了解和熟悉，它在英语教学中的运用将会不断拓宽。我相信若能坚持实践和研究，不断改进教学中使用思维导图的方法，思维导图必将在英语教学中将大有可为。
参考文献陈敏. 2005. 思维导图及其在英语教学中的应用［J］. 外语电化教学，（1）：36-41.黄红阳. 2004. 网络资源在中学英语教学中的运用［J］. 中小学外语教学，（7）：17-19.教育部. 2003. 普通高中英语课程标准（实验）［M］. 北京：人民教育出版社.欧阳苹果，陈清. 2008. 思维导图在英语教学中的作用［J］. 湖南第一师范学报，8（3）：17-19.人民教育出版社. 2003. 义务教育课程标准实验教科书·新版英语（供三年级起始用）［T］. 北京：人民教育出版社.托尼·巴赞（著），李斯（译）. 1998. 思维导图：放射性思维［M］. 北京：作家出版社.
第三篇: “思维导图”在音乐理论教育中的应用
关于思维导图在小学英语课堂教学中的运用探究
摘要：本文分析了思维导图作为教学工具在小学英语课堂教学中应用的优势，并结合一线课题指导实践，通过具体的教学案例探讨了思维导图在复习导入、单词学习、协作交流、话题作文、快速阅读、课堂内容复习等教学环节的操作方法，试图探寻出一条有效开展小学英语课堂教学的实践之路。
关键词：思维导图；
小学英语；
教学工具；
应用
Abstract: this paper analyzes the mind mapping as a teaching tool applied in the primary school English classroom teaching advantages, combined with the subject line to guide practice, through the concrete teaching case a mind map is discussed in the review import, word study, collaboration, communication, topic composition, rapid reading review teaching links such as teaching contents, operation methods, trying to find an effective way for primary school English classroom teaching practice.
Key words: mind map; Primary school English; The teaching tool; application
Introduction "primary school English new curriculum standard" explicitly pointed out that, teachers should make full use of modern education technology, using computer and multimedia teaching software, explore new teaching mode, improve students study way, improve the learning effect. But how to integrate information technology really effectively integrate elementary school English classroom teaching, improve the efficiency and quality of classroom teaching, is an important topic of the current primary school English teaching research. Literature analysis shows that there are more about mind mapping in the university, high school and junior high school English study, but its study in primary school English level is obviously inadequate. Innovation experiment leap-forward development for the author and the "basic education" program of experiment teachers in the use of mind mapping to promote the primary school English classroom teaching has carried on the continuous exploration, trying to find an effective way for primary school English classroom teaching practice.
A, mind mapping profile
Mind mapping is a British psychologist Tony Bezen (Tony Buzen) is put forward. He think: radioactive thinking is a kind of new, on the basis of the brain, a senior form of thinking, and a mind map is the natural expression of radioactive thinking form.[11 it is based on the hierarchy and classification of information organization, embarks from the central theme through specific association branch. Branch is identified by an key words or graphics, and make full use of the change of the colors and fonts to radial thought processes and results into visualization tools. "21 mind mapping is the core idea is to use the left brain logic functions, such as words, Numbers, and at the same time using the right color, images, symbols, the function such as spatial awareness, thinking traces with pictures and line form the structure of the divergent, thus the image thinking and abstract thinking very well together.
Only use your brain to think about their own language problem can stimulate the brain to the greatest extent of Lenovo and creativity.
Compared with manual drawing method, mind mapping tool software has various forms of expression, easy to modify, can use multimedia form, and many other advantages. Commonly used mind mapping tools have Mind Map Editor, Mind Manager, Inspiration Free Mind, Mind Genius, Kid aspiration etc, including Kid aspiration is tailored specifically for children learning, it"s in the interface design and graphic library content give full consideration to the cognitive characteristics of children. And equipped with voice prompt in English, is suitable for students learning English.
Second, analysis of the advantages of mind mapping as a teaching tool
1. Highlight the key and effective mnemonic, improve the learning efficiency on the one hand, the learners" mind maps mainly focus on the key knowledge points, do not need to waste time on those irrelevant content. Thus save valuable learning time. A mind map, on the other hand, through effective organization and the establishment of the conceptual framework of conceptual meaning to become a powerful mnemonic tools.
2. Improve the students" information processing way, to establish reasonable knowledge network, thus promoting the integration of old and new knowledge, improve students thinking ability in the process of construct the mind map, the increase of mind mapping node or the changes of concept structure embodies the information of learners personalized, active T and build process knowledge. The recessive knowledge be made explicit in the brain, mind maps to the visual characteristics of the current new knowledge content orientation and guidance, make the learners see the connection between the old and new knowledge, and found in the substantial contact with old knowledge assimilation and absorption of the current fixation point of new knowledge, thus helping to promote the integration of old and new knowledge structure. New knowledge internalization and thinking ability of ascension.
3. Create a meaningful learning environment, the realization of collaborative learning real-time interactive two-way words "(that is, verbal communication) is sufficient and necessary conditions" to achieve the listening and speaking skills, foreign language teaching must be "for the center with verbal communication. Create meaningful situation. Collaborate communication is an essential part of English class teaching link. Mind mapping is built around a central theme branch, present language communication situation, guide the student to carry on the divergent thinking, make students not only have words to say. And know where to start. Therefore, the teacher can use a mind map provides the dialogue between teachers and students or multiply the framework of the dialogue, also can try to let the student through the desk mate, group cooperation, mutual inspiration, creative mind map and performances. Develop the students" ability of collaborative communication.
4. Improve the ability of comprehensive information, Lenovo and creative, is beneficial to the development of the creative mind map to the wisdom of all kinds of scattered, views achieve mastery through a comprehensive study to become a system, such as allowing students to free association, not like a traditional education, the demands from concept to the concept of "linear thinking”. But according to the structure of the brain thinking for radioactive "mesh thinking”. It is greatly stimulated the students" imagination and creativity.
5. Encourage students to form a system of learning and thinking habits, met cognitive skills we know that met cognition is the cognition of cognition, specifically is learners" consciousness of his own cognitive process. Is based on their cognitive processing strategies used in efficacy of continuous monitoring for selection, evaluation and correction abilities of cognitive strategies. Mind mapping can help improve the met cognitive learning skills, such as taking notes, understand the text and organize the composition, preparing for the examination, etc
Three, case description
While the content of the 6 a Unit 3 Interesting Holidays in language expression is not lively, and the paper length is longer, caused difficulties to students understand and grasp the article content, but each article basic are on holiday in a Unit of time, the special significance, food, symbols, activities and so on several aspects. If teachers guide students with the help of mind mapping, around the holiday time, special significance, and several aspects, such as food, symbols, activity, extract the main body of the article, through level can make descriptive text clear line and color become no longer dry, effectively reduce the students" reading comprehension difficulties.
1 to 6 a Unit 3 as an example, the text about Halloween, the main of the lesson teaching process is as follows:
(1) Teachers using PPT to present Halloween related pictures, activate the students mind related background knowledge and life experience.
(2) the teacher to ask questions, read around problems. Questions as follows: When is Halloween? According to the is Halloween, special? What kind of holiday is Halloween? What "s the symbol of Halloween? At the same time, the teacher write on the blackboard keywords associated with the above problems, such as Halloween, the When, according to the Special, Symbol, etc., these words just constitutes the central theme of this class mind mapping and first level.
(3) Students through independent reading from the text to find the answer to that question. Teachers according to students" answer the relevant key words written on the blackboard, gradually rich mind mapping branch.
(4) Students watch about Halloween Flash animation, image, intuitive understanding of the Halloween, master the ghost and witch the significance of these two words.
(5) through the animation intuitive perception after Halloween, the students read the text again, try to answer this question: What do people do on Halloween? Students" independent reading the text and communication within the team, and then to report the feedback in the class. Teachers will students answer key words written on the blackboard, complete the mind map details about Halloween activities in the branches.
(6) the problem, through physical teachers guide, help students to understand the jack - o - the background and significance of the lantern; And then let the students read the text in the jack - o - the method of making the lantern; Then students according to their own understanding of PPT courseware 4 describe the production steps of sentence order; Teachers according to the student record production steps of key words on the blackboard, such as: cut the top off, carve a face, clean out the seeds, put a based inside and light it.
(7) students complete the text after reading tasks, teachers will connect the contents of the blackboard with colored chalk, completion of this class of mind mapping (see figure 1).Then, teachers guide students according to the mind map, with the help of the keywords try to describe the Halloween.
Figure 1
(8) before the end of this lesson, the teacher guides the student to observe blackboard writing content, understand the method of making the mind map in the process of reading, and talking about holiday topic might involve content; Finally, the teacher to the students with the courseware rendered using Mind Manager software to make a mind map, to introduce students to the software and the use of simple method, suggest students to try.
2. On Halloween, the learning process of a class, the students in the teacher"s demonstration and explanation based on have a preliminary understanding on mind mapping. The second passage in this unit of Thanksgiving lesson study, teachers guide students to independent mind map drawing, straightening out the article context. The following is the author in two classes have two class teaching situation.
(1) The first class teaching situation
(1) At the beginning of class, the teacher guides the student to review through question-and-answer activity associated with Halloween content, and according to the student"s answer will be the main content of the Halloween present in the form of a mind map on the blackboard. Then, students refer to teacher blackboard writing, according to their own understanding of the text, finishing their Halloween, mind mapping, and on the basis of repeat or recite the text. Most students in blackboard writing, according to your own logical mind maps clearly to retell the text, but has the certain difficulty to recite.
(2) Teachers will mind map on the blackboard of Halloween, the term replacement for Thanksgiving, Thanksgiving and teaching words; Then, the students read the text of Thanksgiving, reference Halloween, mind mapping, will own a preliminary understanding of the text structure and content in the form of a mind map display. In the process of students" reading and drawing, inspect the class teachers, and to give guidance to the individual who have difficulty.
In order to reduce the difficulty of learning, the teacher in the blackboard writing has kept the general framework of the mind map, but you can prompt students innovation or improvement. Because this is the first time the student independent draw a mind map after reading an article, time consuming, nearly half of the students can"t complete. Some students content understanding and structure analysis of difficulties, cannot be accurately in the mind map to use keywords.
(3) Use of images, physical objects, such as multimedia courseware to help students learn the new words, to solve the mind map content understanding in the process of production is difficult, for the next class repeat clears the language barrier.
(4) Homework, class students to finish their mind map and be perfected. Listen to the tape and read the text after home, next time related resources of their own mind map about Thanksgiving.
(2) For the adjustment of the first class teaching process and teaching effect
10 minutes of break time using the class recess, the author of the first class to reflect on the teaching conditions, teaching steps in the next class to do the appropriate adjustment. In the review stage of the teaching, considering the time factor, the teacher not to let the students finish their Halloween, mind mapping, and just stay in the oral review level, the effect not beautiful. After adjustment, the teacher first through the mind map, blackboard writing, present Halloween reference mind mapping, and then students try to retell or recite Halloween related content, this adjustment will help students understand mind mapping in understanding, analysis, and the auxiliary function of memory, the text, etc.
From after the adjustment of classroom teaching practice, the change to save some time, but the review retelling of the link is more, make the time slightly nervous of behind. After a preliminary reading for the text of Thanksgiving, nearly half of the students failed to complete the mind map, nearly one third of the students can begin to try to retell it.
(3) The second class teaching situation
(1) at the beginning of class, I let the students take out their own drawing in the last lesson Thanksgiving mind mapping, voluntary under the physical projection display, and refer to Thanksgiving of the related contents of introduction of mind mapping. Out the author"s expectation, student reaction to this activity is cold, only 2 ~ 3 students to actively participate in. Thankfully, only participate in the display of three students work better, and can repeat the full text, the other students to express their appreciation and surprised they show the work. According to the reaction of the students, the author has carried on the reflection after class, the analysis is probably the most students to the text also is not very familiar with, can"t read or don"t say the individual words in the text, so can"t show in the class.
(2) the author to student A"s works as an example, to explain in detail the method of making the mind map, and organize the students in the class again within the scope of full text analysis in the form of questions and answers, and blackboard writing to present this lesson mind mapping framework, especially improve the Symbol introduced in Turkey part of physical characteristics. Figure 2 for the students in the first class hour finishing the first draft of A:
Figure 2
(3) Students continue to improve their mind map, and from the text involves three parts of a part of the practice narrative refer to make your own mind map. Activities of the steps as follows: exercise itself - or companion to share in the group - teacher checks.
Assignments, students are consciously to participate in the text, study and improve their mind map, or two people sharing, or teachers, please check. Nearly four 5 of the students can complete the mind map, and can refer to the main content of mind mapping to retell the text.
The author found some problems in student activities. For example, some students way of thinking of problems in the mind map. There are two main reasons why: one is the method of making the students to mind mapping also does not very understand, the second is students can"t clearly analysis the structure of the text.
, as most students retelling is in accordance with order to recite the text, mainly because the students understanding of meaning and purpose of mind map production is not clear, can"t really make good use of it.
The author also observed that nearly one 5 of the students still can"t complete the mind map, there may be three reasons: one is the part of students knowledge base is weak, the second is they don"t read the text, the third is they don"t make a mind map.
(4) Students after-school practice independently, and then in the kernel of the whole class the answer.
(5) Homework. The homework of this class include two parts: one is to listen to the tape to read the text;2 it is to continue to sorting, perfect the mind map about Thanksgiving, and according to the mind map to retell the text. Figure 3 is A student. A modified mind maps:
Figure 3
(4) Adjustment of the second class teaching process and teaching effect
After 10 minutes, the author is of the same teaching content in the second class and conducted a classroom teaching practice, teaching methods and steps with the first class is roughly same, aiming at the problems appeared in the process of the first class teaching quickly made a reflection, and the appropriate adjustments. Through reflection and analysis found that the first class in the review phase cool response may be the cause of the students are not familiar with the text, may also can"t read also can"t say the word, and due to fear of error can"t show in the class.
In the second class teaching, the author to lead the students to read the text first 1 ~ 2 times, to help students fully familiar with the text content, vocabulary barrier for subsequent repeat activities; Then, review the last lesson content, both teachers and students and teachers on the blackboard writing from the central theme of Thanksgiving mind mapping and backbone.
From the point of the effect of classroom practice, increase the reading part, after the student participation in the subsequent activities and completion are better than the first class.
Four, enlightenment and thinking
Does the mind mapping in the reading teaching how to use? Is given priority to with students" autonomous learning in the new teaching, or arrange part use review after class?
The subsequent four passage in this unit and the second semester, another about the festival of unit teaching, to continue the practice of mind mapping and research, found some proper use mind mapping to improve the effectiveness of the method in reading teaching.
1. In the reading much longer and more new words, complex structure and hierarchical, or not too clear, first by the teacher presents the mind map, full text summary to introduce the effect, help students to understand the articles; Then, according to the central theme and the main questions, students with questions part, hierarchical reading, highlight the focus and attention to detail, to deepen understanding; After reading, can let students sharing and communication within the team, at this time the teacher use mind maps to present the answer in the multimedia courseware of keywords, help students combing knowledge; Finally, the teacher guides the student according to clew to retell the text content of mind mapping. Considering the class time is limited, and the length and difficulty of the text, teachers can encourage students to choose their interested in part to retell or description.
2. The length is moderate, less words, structure and clear text reading teaching, the level of the learning process mainly for students" independent reading and making a mind map is given priority to. In this process, the teachers only play the role of inspiration and help. Activities should include three levels:
(1) Reading preparation
In order to help students smoothly and accurately understand the text, and draw out of mind mapping, the teacher should be around in front of the students to read the previous lessons or the content of the same topic, assisted by a mind map to review, again, to help students familiar with finishing and draw the text basic ideas and methods of the mind map.
(2) And exchanges, deepen understanding
Students according to their own understanding of the text after the mind map of production activities, namely the fight in the class to share and exchange activities. In this activity, the teacher can help students deepen understanding, adjust the mind mapping framework and structure, and complete the main knowledge teaching. These activities can be: teacher questions, students according to their own mind mapping vie to answer first and complementary; Students according to their own mind mapping is put forward and the text related problem, other students answer. In order to increase the fun, all of these activities can be used in a team competition.
(3) To review the consolidated, and language output
Students according to their own mind map to retell the text, you can repeat the full text, can repeat fragment, according to their ability and interest in retelling.
Five, the conclusion
In English reading teaching in the elementary school higher grades using mind mapping can stimulate students" interest in learning, to improve the students" comprehension, summary, analysis and finishing ability and memory, and repeat ability has significant help, in the development of students" thinking and improve the classroom efficiency at the same time.
At present, the application of mind map in the primary school English teaching is not common, there are many difficulties, but if can adhere to the practice and research, constantly changing the methods of teaching the use of mind mapping, mind map will be promising in English reading teaching in the elementary school higher grades.
第四篇: “思维导图”在音乐理论教育中的应用
思维导图在医学中的应用
作者：李军
作者机构：楚雄医药高等专科学校 云南·楚雄 675000
来源：科教导刊-电子版（上旬）
年：2017
卷：000
期：003
页码：174
页数：1
中图分类：G427
正文语种：chi
关键词：思维导图;医学知识;思维训练
摘要：思维导图是一种可以把一长串枯燥的信息变成彩色的、易记的、规律图画的方法.将人认识知识、解决问题和创新想象的思路、途径以及如何对它们进行配置有序的表达出来,运用于各领域的教学之中.本研究着眼于医学课程的教学,观察运用思维导图进行教学后,对学生的知识点的掌握、以及自主学习能力的影响进行阐述.
第五篇: “思维导图”在音乐理论教育中的应用
思维导图在课内阅读中的应用
词，有时是某种符号。图式通常包含一系列被放置在方框或圆圈中的概念，中间用线连接起来，连线上的词语表明两个概念之间的关系。英语的阅读教学中，将阅读材料中最重要的信息进行组织整理，并用自己的语言将它转换成系列图式的形式，使概念之间形成体系和层次，并能方便交互。这样，运用图式分析可以使得困难、复杂的内容非常清晰、系统地凸显出来，因而能帮助我们更深刻地理解阅读内容，更容易地组织和记住所读材料，也有助于组织语言材料进行写作练习。
二 、思维导图类型
1. 图表型 (Charts):用图表型图式来对人物、地点、事件、观点、质里、描述或数据等进行比较。(to compare and contrast people, places, events, ideas, qualities, descriptions, or facts),关键性的问题有:What things are being compared ? How are they
similar? How are they different?
2.大 脑 风 暴型(brainstorm):又称为蛛网型(Spiders)，用来描述中心思想、概念及其支撑说明,或表示主题、描述等的主次关系及相互联系。关键性的问题有:What is the central
idea? What are its attributes? What are its functions?
MI=Main Idea, SI=Supporting Idea/Major Detail, D=Detail
3.树 型 ( Trees):又称为分层结构目录(Hierarchies)，用来表明类别、分类、分析、结构、描述和举例。关键性的问题有: What is the super ordinate category? How are they related?
4.链 型 ( Chains):用来表明过程、原因、结果、时间顺序和步骤。关键性的问题有:What happened first? What happened next? What happened last? 等(见上右图)
5.解 决 间 题型(Problem/Solution):用来表明问题、解决措施以及结果。关键性问题有:What was the problem? Who had the problem? Why was it a problem? Did those attempts succeed? 等。
6.互动型(interaction):表示人与人之间或团体之间的相互关系。关键性的问题有:Who are the persons or groups? What were their goals? Did they conflict or cooperate? What was the outcome for each person or group? 等
7.草图型(Sketches):用来表示物体结构、视觉图像、具体物体、空间关系和地方描述。
8.循环型(Circle):用来表示事物的循环变化，如天气的变化、成功与失败的循环、人生的周期等。关键性的问题有:What are the critical events in the cycle? How are they related? In what ways are they self一reinforcing?(见右上图)
三、 图式的创建
图式分析描述了有关概念的层次结构及其关系，因此它要求对关键细节的表达要清晰、精练。具体说来，创建图式分析表要注意以下几点:
1.选择根据教学材料，选择出相互联系的关键词或词组(概念);
2.排列把相关概念从最抽象、最概括性到最具体的顺序进行排列，注意概念的层次性;
3.串联将相关的概念以一定的逻辑关系串联起来;
4.创建图式用图表的形式创建图式分析表。
创建图式分析表，还要注意图表的准确性(分析表上的所有信息是否正确)、完整性(是否表明了所读材料的大意、支撑观点和重要细节)、视觉效果(分析表是否组织清晰、易于阅读)、组织形式(运用了什么组织原则，采用了什么图式结构，层次关系是否清晰，信息组织是否正确?)，
四、 理论依据
首先 ，图式分析有助于知识的长期记忆。记忆系统可分为三种类型:感知记忆、短时记忆、长期记忆。虽然各种记忆系统都是相互依存，但将知识从感知记忆融人到长期记忆中
的主要途径是短时记忆，或者称之为工作记忆。然而，工作记忆中的输人信息与长期记忆中已有的知识进行整合的过程中，在某一时刻只能处理少量的信息(S一9个心理单位)。也就是说，工作记忆的信息处理能力只能有二到三个概念。因此，当有大盘信息抽人时，就需要有工作记忆和长期记忆之间不断的有序互动。图式分析的特点，就是将知识重组并建构成可互动的概念框架，有助于将翰人信息转化为长期记忆。
其次，图式分析有助于建构学生的知识结构。图式分析以简洁明了的方式呈现了阅读材料的主要内容框架。有意义学习的一个显著特点就是新知识与学习者已有知识之间的整合，把泛意、概括性的概念转变成更为具体的内容，可以增强有意义学习。在教学中我们可以构建宏观的图式，来表明所学材料的整体大意;也可以组建微观的图式，来表示某一部分的具体知识结构。这样，学生对有关概念的具体内容及其在整个知识框架中的地位就能有更清晰认识，因而有助于他们建构自己的知识结构。
五、在英语阅读中的实际作用
（一）对学习者的作用
1.笔记。在进行阅读等需要记录要点时, 你接收的讯息可用思维导图作记录。将要点以词语记下, 把相关的意念用线连上, 加以组织, 方便记忆。下图是关于Friends 的思维导图图例:
如图所示, 中心词friends 被若干具有相关的意念的词所环绕, 清楚地勾画出了friends 所应具备的素质。用思维导图的好处是无论信息表达的次序是如何, 都能放在适当位置上。每个意念都是以词语表达, 容易记忆。画思维导图过程中, 可帮助了解及总结信息及意念。
2.温习。在预备考试, 预备演说及其进行须要加深记忆的工作时, 可将已知的资料或意念从记忆中以思维导图画出来, 或将以往画的思维导图重复再画出, 这能加深记忆。而思维导图也能帮助组织意念, 令意念更清楚。
3.小组学习。小组共同创作思维导图.首先由各人自己画出自己已知的资料或意念, 然后将各人的思维导图合并及讨论, 并决定那些较为重要, 再加入新意念, 最后重组成为一个共同的思维导图。
4.展示。在课堂发言等需要向别人讲解自己的想法时, 思维导图可以协助我们在预备时清楚自己的构思, 令我们发言更具组织性及更容易记忆。在发言时利用思维导图可令听众容易明白, 不用阅读长篇大论的文字。此外, 用英语发言比诸用汉语更容易使人产生紧张情绪, 而用英语关键词组成的思维导图因能提供对个人语料库的快速搜索和导航作用, 从而稳定我们的情绪, 使我们重拾自信。需要特别提出的是, 思维导图对宣讲和写作技巧的好处于:( 1) 它们会减轻因为没有组织、害怕失败而引起的压力和焦灼感。( 2) 它们会松开你的联想“铁锚架”, 使你能够吸纳新的信息和思想, 因而增强创造性和新奇性。( 3) 它们会极大地减少完成宣讲或者写作任务所需的准备、构架和完成时间。( 4) 它们会使你对分析和创造过程保持连续的控制。( 5) 它们会得出更为集中, 更有组织和整合更全面的宣讲文章和报告。
( 二) 对英语教师的用途
除了让学生熟悉思维导图的理论和实践以外, 教师还可以利用思维导图进行一系列实际活动, 以使教学和学习变得更容易和更有趣。
1.准备讲课笔记。使用思维导图最有效的办法是记备课笔记。以思维导图的形式备课比写出来更快, 而且还可以让讲课的人和学生始终都能掌握全盘的内容。教师的教案不仅不会随着
年岁增加而变得相对僵硬, 反而会更有弹性, 更容易更改。因为思维导图用作了讲课的框架, 它就使讲课人一方面能够在一个即兴讲演与自由谈话之间保持相对的平衡, 另一方面又可以进行结构相当严谨的讲话。
2.年度计划和学期计划。思维导图可以用来让教师掌握整个学年度的学习计划, 把一学期的分段和所有课程的内容都画出来。学期计划是年度计划的细分, 经常是以更小些的思维导图
的形式记录下来的, 它从年度计划的一个主干或者数个主干上分下来。
3.课堂。教师可以用一张大黑板、白板和活动挂图,或者用悬挂投影机在课程进行当中画出相应的思维导图部分。把思想过程的回忆用外部设备表现出来, 有助于把课程的结构
弄清楚。它还能保持学生的注意力, 并加强他们的记忆能力和对授课的理解。
六、结语
思维导图无疑是一个新生事物, 它在我国外语教学阅读中的好处日益凸显, 师生均可受益。它能自动地激发学生对外语学习的兴趣, 因而更易于为学生所接受; 能让课堂发言更出自自发行为, 更有创造性更令人喜悦; 思维导图只把相关的材料以非常清晰和容易记忆的形式提出来, 因此, 学生在考试中能获取更好的成绩; 它们比线性笔记少占许多篇幅。随着越来越多的人尝试和了解思维导图, 它在外语教学乃至其他领域的运用和发展空间将会不断拓宽。
【参考文献】
[1]Ian Smallwood. College English Creative Writing Book 1[M].上海: 上海外语教育出版社2005.
[2](英)托尼.巴赞, 李斯译.思维导图[M].北京: 作家出版社,2000.
[3](英) 托尼.巴赞.提高语言智能的10 种方法(思维导图丛书) [M].北京: 外语教学与研究出版社, 2005.
[4]Scovel T .心理语言学.上海外语教育出版社，2000.
第六篇: “思维导图”在音乐理论教育中的应用
2019年4月第17期教育教学论坛EDUCATIONTEACHINGFORUMApr.2019NO.17
思维导图在土力学教学中的应用
孙茜，陆益军，许文宇，王晓妮
（南京理工大学紫金学院，江苏南京210046）
摘要：土力学课程是土木工程等工程类专业重要的专业基础课，具有基本概念多、知识点琐碎、内容庞杂、公式多等特点，学习难度较大。本文将思维导图引入土力学理论和试验教学中，有助于引导学生构建知识网络，实现自主学习。
关键词：思维导图；
土力学；
理论教学；
试验教学中图分类号：G642.0
文献标志码：A
文章编号：1674-9324（2019）17-0191-02
一、引言
思维导图（MindMaps）是英国学者TonyBuzan于20世纪70年代所创的一种有效的思维工具[1]。思维导图是一个从中心散发出来的自然结构，它利用色彩、线条、标记、词汇和图像，把一长串枯燥的信息变成彩色的、容易记忆的、有高度组织的图，是一种与我们大脑处理事务的自然方式相互吻合的思维工具。思维导图能够依据全脑的概念，按照大脑自身的规律进行思考，全面调动左脑的逻辑、顺序、语言、数字以及右脑的图像、颜色、空间和想象，使大脑潜能得到充分的开发，不但能促进思维的发散，而且能记录这一思维发散过程。[2]
土力学课程是土木工程、交通工程、给排水工程、地质工程等专业必修的专业基础课之一，也是后续基础工程、地基处理、基坑工程等专业课程的重要基础。本科阶段所涉及的经典土力学部分（1925—1963年）大多基于经验、试验结果而建立，各知识点之间缺乏统一的理论基础，使得土力学课程具有基本概念多、知识点琐碎、内容庞杂、公式多等特点。而土力学跟一些先导力学课程，如理论力学、材料力学、结构力学等的课程体系、学习方法差别很大，使得学生很难适应，从而造成了一定的学习困难。
将思维导图引入土力学理论和试验教学中，其优点在于：（1）思维导图以丰富的图像组织教学内容，实现了左右脑的配合，使大脑潜能得到充分开发，图文结合的形式相对于文字更容易吸引学生的注意力。（2）思维导图从中心一级分支出发，发散到二级分支，进而逐步发散到下级分支，有利于厘清知识网络，将离散的知识点进行系统的组织、归纳，从整体上把握知识，不会迷失在局部，从而克服了由于土力学知识点琐碎导致的学习障碍。（3）学生通过绘制思维导图，
从一个中心关键词出发，主动建构知识网络，激发了发散性思维，实现了自主学习，而且提高了学习兴趣。
二、思维导图在土力学理论教学中的应用（一）教师利用思维导图引导学生构建知识网络学习土力学绪论时，教师可以将土力学课程的所有知识点融入一张整体思维导图中，通过这张思维导图介绍课程的知识网络和主要内容。课后小结部分，教师可以通过思维导图将一节课的内容串联到一起，形成小的知识网络，并展示其在整体思维导图中的位置。
土力学的主要内容围绕土的三大力学特性展开，即渗透特性、变形特性和强度特性。土的三大力学特性构成了土力学课程的主要内容，也是土力学在挡土结构物、边坡稳定性分析和地基承载力等方面应用的重要基础。土的三大力学特性涉及的概念多、公式多、方法多，学习难度较大。图1是土的三大力学特性思维导图，展示了土的力学特性包括的主要内容以及知识点之间的联系，学生可以快速了解知识体系。其中星号表示是重点内容。以渗透特性为例，渗透特性包括了达西渗透定律、渗透系数的测定、拉普拉斯方程、渗透稳定性、静水和有渗流情况下的孔隙水应力和有效应力五个主要部分。渗透系数是衡量土的透水性大小的重要参数，渗透系数的测定分为室内试验和现场试验两类，室内测定渗透系数的方法分为常水头法和变水头法两种，透水性强的无粘性土适用于常水头法，透水性弱的粘性土适用变水头法。室内渗透试验数据的处理基于达西定律，达西定律是描述水在土中渗透的基本定律。拉普拉斯方程是描述稳定渗流的基本方程式，满足拉普拉斯方程的将是两组彼此正交的曲
收稿日期：2018-08-16
基金项目：教育部高等教育司“产学合作协同育人”项目（201701057006）
作者简介：孙茜（1983-），女（汉族），江苏泰州人，硕士研究生，讲师，主要研究方向为软土变形。
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2019年4月第17期教育教学论坛
EDUCATIONTEACHINGFORUMApr.2019NO.17
线，即等势线和流线，而等势线和流线交织在一起形成的网格叫做流网，因此满足边界条件的流网即为拉普拉斯方程的解答。渗透稳定性包括了渗流力的计算和渗透变形的形式（流土、管涌）。在静水和有渗流情况下的孔隙水应力和有效应力部分包括的重要知识点如下：太沙基首先提出的有效应力原理，根据有效应力原理，可以计算静水及有渗流（向上渗流、向下渗流）的情况下，孔隙水应力和有效应力的值，流网是确定孔隙水应力和有效应力的重要工具。
（二）学生利用思维导图实现自主学习学生绘制思维导图可以采用手绘，也可以使用思维导图软件，如MindManager、MindMaster、Xmind、FreeMind等。多彩的颜色、直观的图像可以刺激大脑皮层，激发右脑的功能。学生可以应用颜色的变化表示不同的类别，用醒目的颜色表示主要分支，增加图片、标志使图像更丰富，从而增强知识的记忆。
课堂学习开始前，学生可以通过绘制思维导图的方式自主预习章节的内容。每章内容结束后，可以让学生独立画出整章的思维导图。思维导图的每一个分支上有一个关键词，而不是短语或句子，这就需要学生提取知识点的关键信息，这是一个将书本“从厚到薄”的过程，然后从某个知识点出发，层层深入，串联起整个知识网络，这是“从薄到厚”的过程。在这个过程中，学生需要考虑到知识点的相互联系，而不是“只见树木，不见森林”。学生对知识的主动探索、主动发现和主动建构，改变了传统的单向传输式教学，在学习知识的同时，培养学生独立思考的能力和发散性思维。
三、思维导图在土力学实践教学中的应用
土力学是一门注重试验的课程，很多重要公式、理论都是通过大量试验而建立的。因此，土力学试验是土力学教学必不可少的环节。在多年教学过程中发现，不少学生对试验采取应付的态度，课前不预习，课后对试验的理解仅停留在试验的某个操作环节上，不能把试验的原理弄明白。有些学生尽管进行了课前预习，但是对复杂的步骤和操作很难理清思路，只是按照试验指导书的步骤做了一遍，学生不明白为什么这样做，更不能把握该试验在土力学课程体系中的地位和作用。试验做完后，留在大部分学生脑中的印象只是部分操作，不能达到教师预期的教学目标。
针对以上问题，教师可以要求学生课前绘制一幅思维导图，图2是直剪试验的思维导图示例。图2所示为试验原理、试验步骤以及数据处理等基本信息。除此之外，学生也可以把自己联想到的相关信息加入思维导图中，教师应鼓励学生发散思维，加入的信息越多越好。通过这个过程，学生可以从土的直剪试验这个关键词出发，构建相关的知识体系，将习得的零散的知识点连成一张网，从而加深对直剪试验的理解。针对课外拓展环节，可以设计土力学综合性试验题目，将学生分成若干研究小组，指导学生利用思维导图查找文献资料、整理思路、设计试验。
图2直剪试验思维导图
四、结语
利用思维导图进行土力学课程的理论和试验教学，可以帮助学生厘清知识点之间的联系，建构清晰的知识网络。引导学生绘制思维导图，帮助学生激发发散性思维，实现自主学习。
参考文献：
[1]闫守轩.思维导图:优化课堂教学的新路径[J].教育科学,2016,32(3:24-28.
[2]刘钢,张英,李娅,等.浅谈土力学教学的几点体会[J].教育教学论坛,2015,(22:195-196.
图1土的力学特性
ApplicationofMindMapinSoilMechanicsTeachingSUNQian,LUYi-jun,XUWen-yu,WANGXiao-ni
(NanjingUniversityofScience&Technology,ZiJinCollege,Nanjing,Jiangsu210046,China
Abstract:Thecourseofsoilmechanicsisanimportantprofessionalbasiccourseforengineeringmajorssuchascivilengineering.Ithasmanybasicconcepts,trivialknowledgepoints,complexcontentandmanyformulas.Itisdifficulttolearn.Thispaperintroducesthemindmapintothetheoryofsoilmechanicsandexperimentalteaching,whichhelpstoguidestudentstobuildknowledgenetworksandachieveindependentlearning.
Keywords:mindmaps;SoilMechanics;theoreticalteaching;experimentalteaching
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