【正文】 藥物分析是高職高專教育藥學(xué)專業(yè)的一門重要專業(yè)課程，王麗麗[15]將思維導(dǎo)圖軟件引入教學(xué)，既能提高教師備課速度，又能顯著提高學(xué)生學(xué)習(xí)效率，增進(jìn)理解和記憶能力；充分體現(xiàn)了“以教師為主導(dǎo)，學(xué)生為主體”的教學(xué)方式。（二）在計(jì)算機(jī)相關(guān)課程課堂教學(xué)中的應(yīng)用張建明[7]分析了高職院校計(jì)算機(jī)文化基礎(chǔ)課在教與學(xué)方面的問題，介紹了思維導(dǎo)圖理論及其教學(xué)優(yōu)勢(shì)；結(jié)合計(jì)算機(jī)文化基礎(chǔ)課實(shí)例，說明了思維導(dǎo)圖在輔助教學(xué)中的重要作用。經(jīng)過20多年的摸索和實(shí)踐，思維導(dǎo)圖在我國中小學(xué)課程教學(xué)中的應(yīng)用已比較普遍，涉及的學(xué)科范圍比較廣，涵蓋了語文、數(shù)學(xué)、英語、物理、化學(xué)、生物、地理等，并取得了很好的教學(xué)效果?！保ǘ┧季S導(dǎo)圖的繪制方法思維導(dǎo)圖的中心思想是使用可視化的方法將思維過程以放射狀圖表的形式繪制出來。如何在高職高專課堂教學(xué)中培養(yǎng)學(xué)生的創(chuàng)新意識(shí)，提高學(xué)生解決實(shí)際問題的能力和就業(yè)能力，已成為高職高專院校教學(xué)改革的重要內(nèi)容。 independent reading and making a mind map is given priority this process, the teachers only play the role of inspiration and 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 this activity, the teacher can help students deepen understanding, adjust the mind mapping framework and structure, and plete the main knowledge activities can be: teacher questions, students according to their own mind mapping vie to answer first and plementary。t read also can39。t show in the class.(2)the author to student A39。s demonstration and explanation based on have a preliminary understanding on mind second passage in this unit of Thanksgiving lesson study, teachers guide students to independent mind map drawing, straightening out the article 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 questionandanswer activity associated with Halloween content, and according to the student39。 reading prehension 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 as follows: When is Halloween? According to the is Halloween, special? What kind of holiday is Halloween? What 39。The teaching tool。思維導(dǎo)圖在小學(xué)英語教學(xué)中的作用U】。（2）教師方面：通過此項(xiàng)課題研究，不斷提升了自身對(duì)思維導(dǎo)圖理論的理解，探究出了思維導(dǎo)圖在詞匯、篇章、作文等教學(xué)中的方法，不斷提高了課堂教學(xué)效率。（2）讓學(xué)生閉目一到二分鐘，圍繞話題自由想象，把相關(guān)要點(diǎn)記下來，英文不會(huì)寫的用中文代替。提取線索與記憶痕跡越接近,提取便越有效。（3）第三階段：主要從利用思維導(dǎo)圖發(fā)展學(xué)生記憶力以及思維導(dǎo)圖在讀寫教學(xué)等方面的運(yùn)用研究。：（1）第一階段：主要加強(qiáng)了自身理論素養(yǎng)的積淀，理清了思維導(dǎo)圖的精髓。思維導(dǎo)圖能幫助提高元認(rèn)知學(xué)習(xí)技能，如記筆記、理解課文、組織作文、準(zhǔn)備考試等。且知道從何說起。另一方面，思維導(dǎo)圖通過有效的概念意義的組織和概念框架的建立成為一個(gè)有力的助記工具。另一方面，畫圖過程中形成清晰的思維鏈條，促使學(xué)生總結(jié)運(yùn)用知識(shí)點(diǎn)的能力。（1）讓學(xué)生自己選定一個(gè)話題。思維導(dǎo)圖將人類不同智能串聯(lián)起來,在不同智能之間形成有聯(lián)系的、可聯(lián)想的記憶鏈條,這讓孩子在記憶某些東西時(shí)很容易由此及彼產(chǎn)生聯(lián)想,其記憶效果遠(yuǎn)比死記硬背要好得多。思維導(dǎo)圖的核心就是把形象思維與抽象思維很好地結(jié)合起來，將你的思維痕跡用圖畫和線條形成發(fā)散性的結(jié)構(gòu)。（2）問卷調(diào)查法：通過問卷調(diào)查，了解學(xué)校英語課堂教學(xué)的現(xiàn)狀并分析其形成原因，不斷探究改革課堂教學(xué)的策略。它是將枯燥、單調(diào)的文字信息，以多彩的顏色、圖形、代碼、符號(hào)等多種元素形象化表征出來，激發(fā)聯(lián)想，擴(kuò)展想象，將放射狀思維過程和結(jié)果變?yōu)榭梢暬墓ぞ?。以思維導(dǎo)圖為載體，探索在小學(xué)英語課堂教學(xué)中創(chuàng)造新的教學(xué)方法，設(shè)計(jì)創(chuàng)新的思維導(dǎo)圖式的詞匯教學(xué)、語篇教學(xué)模式，幫助師生掌握正確有效的學(xué)習(xí)方法策略，促進(jìn)教學(xué)效率，提高教學(xué)質(zhì)量，并能更好、更快的實(shí)現(xiàn)新課標(biāo)目標(biāo)。（3）行動(dòng)研究法：通過自身的教學(xué)實(shí)踐和同行教師的教學(xué)實(shí)踐來研究思維導(dǎo)圖在小學(xué)英語課堂中的運(yùn)用策略。（2）第二階段：主要從利用思維導(dǎo)圖激發(fā)學(xué)生學(xué)習(xí)興趣以及思維導(dǎo)圖在詞匯教學(xué)等方面的運(yùn)用研究。在語言學(xué)習(xí)的輸出階段,信息提取扮演著一個(gè)非常重要的角色,它在很大程度上取決于信息儲(chǔ)存的形式及線索。（2）讓學(xué)生閉目一到二分鐘，圍繞話題自由想象，把相關(guān)要點(diǎn)記下來，英文不會(huì)寫的用中文代替。本學(xué)期，10多名學(xué)生在縣小學(xué)英語知識(shí)競(jìng)賽中獲得一二等獎(jiǎng)，六年級(jí)學(xué)生的英語成績居縣同軌班級(jí)榜首。建立合理的知識(shí)網(wǎng)絡(luò)，從而促進(jìn)新舊知識(shí)的整合，提升思維能力學(xué)生在構(gòu)造思維導(dǎo)圖的過程中，對(duì)思維導(dǎo)圖節(jié)點(diǎn)的增加或?qū)Ω拍罱Y(jié)構(gòu)的修改都體現(xiàn)了學(xué)習(xí)者個(gè)性化的、主動(dòng)的信息加T和知識(shí)構(gòu)建過程。因此，教師可以運(yùn)用思維導(dǎo)圖提供師生對(duì)話或生生對(duì)話的支架，也可以嘗試讓學(xué)生通過同桌、小組合作，相互啟發(fā)，創(chuàng)作思維導(dǎo)圖并進(jìn)行表演。二、研究對(duì)象及步驟: 研究對(duì)象：閩寧學(xué)區(qū)五、六年級(jí)學(xué)生 研究步驟：本課題研究時(shí)間預(yù)期為半年。思維導(dǎo)圖是放射性思維的表達(dá)方式，因此也是人類思維的自然功能。五、實(shí)施策略： 興趣是最好的老師,興趣對(duì)人的實(shí)踐活動(dòng)起著積極的作用,特別是對(duì)學(xué)生的學(xué)習(xí)起著推動(dòng)作用,是學(xué)生學(xué)習(xí)積極性中的一個(gè)最活躍、最積極的心理因素。在這方面,思維導(dǎo)圖能夠起到絕佳的效果,因?yàn)橛盟鼌f(xié)助學(xué)習(xí)時(shí),圖中的關(guān)鍵詞、圖畫、連線等都為信息提取提供了很好的線索。然后分小組討論，由小組拿出由集體修改后的思維導(dǎo)圖。六、研究問題與反思：（1）問題：在研究過程中，我們發(fā)現(xiàn)由于部分學(xué)生自覺性差，故在思維導(dǎo)圖運(yùn)用中存在著低效現(xiàn)象，英語成績沒有明顯進(jìn)步。湖南第一師范學(xué)報(bào)，2008，（3）：18—19.【34】陳敏。application Introduction “primary school English new curriculum standard” explicitly pointed out that, teachers should make full use of modern education technology, using puter and multimedia teaching software, explore new teaching mode, improve students study way, improve the learning 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 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 experiment leapforward 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 , mind mapping profile Mind mapping is a British psychologist Tony Bezen(Tony Buzen)is put 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 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 use your brain to think about their own language problem can stimulate the brain to the greatest extent of Lenovo and with manual drawing method, mind mapping tool software has various forms of