The Applied Research On Concept Map Strategy In Pharmaceutical Botany Instruction

Concept map has become a hot subject for teaching and research. With the development of the research of concept map, concept map as a kind of teaching method gradually has been widely used in academic instruction. As the effectiveness to help achieve the knowledge, the benefit to realize the orientation of teaching goal, as well as the openness to contribute to achieve ability goals, concept map is widely accepted by students and teachers.The applied research of concept map, in the domestic, was rare in plant academics, let alone in higher vocational pharmaceutical botany discipline. Therefore, the author selected The Applied research on Concept Map Strategy in Pharmaceutical Botany Instruction as the research project of the master’s degree thesis. Based on literature research, referring to and absorbing the results of the research of concept map used in teaching at home and abroad, combining with the characteristics of pharmaceutical botany course and the students’ present study situation, the applied strategy involved in pharmaceutical botany instruction and instruction evaluation was proposed. The effectiveness and feasibility of the use of concept map strategy were verified by means of qualitative and quantitative experimental methods. Experimental study found:concept map strategy adopted in pharmaceutical botany had validity and replication,however, in the concrete practice, the strategy needed to be amended and improved.The effectiveness of concept map strategy used in pharmaceutical botany was:(1)The application of concept map strategy in pharmaceutical botany instruction could significantly improve students’ academic performance;(2) Effect of pharmaceutical botany instruction adopting concept map was significant for students with different levels;(3) Concept map strategy was good for students to memorize and apprehend knowledge of pharmaceutical botany significantly, but for application of knowledge is not significant;(4) Concept map strategy contributed to improve students’ learning ability and learning interest.That somewhere needed to be improved was:(1) Instruction of concept map should be characterized by openness, not being constrained by so-called standard answers;(2)Concept map instruction should provide the right amount of general exercises,especially the applied exercises of knowledge, to strengthen the effect of concept map instruction;(3) If a problem could be solved effectively with the aid of other ways, for example, charts, diagrams, not necessarily with the concept map;(4) Timely hierarchical instruction should be employed in the process of concept map instruction.Based on same theme or same content, drawing a corresponding finite, instructive, or creative concept map respectively should be proposed to students with different levels;(5) When concept map strategy cultivated students’ self-learning ability, the instruction should also attach importance to exchanges and cooperation between teachers and students, or among students.The above were superficial conclusions drawn in this study, expecting to provide some references for pharmaceutical botany teaching.