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讨论课堂已经广泛运用于研究生的教学过程中。由于风景园林学科特点,学生在本科阶段注重培养空间设计能力,阅读方法与理论积累不够。传统的讨论课堂由于学生阅读文献少,知识储备不够,往往会产生讨论课上老师“唱独角戏”的尴尬场面,学生的参与积极性会减弱,达不到讨论课应该有的效果。思维导图是一种帮助学生思考并组织知识的思维表达工具。本文阐述了为讨论课堂设计的“阅读获取、思维导图、分享交流、提问讨论”教学过程,分析了教学过程中遇到的具体问题以及解决的方案,以期为培养独立创新思考能力和批判性思维能力为目标的研究生教学提供参考。
Discussion class has been widely used in the teaching of graduate students. Due to the characteristics of landscape architecture, students pay more attention to cultivating the ability of space design during their undergraduate study, and their reading methods and theories are not enough. Due to the lack of students' reading and lack of knowledge, the traditional discussion class often leads to the awkward situation of discussing the class teacher “singing one-man show”. The enthusiasm of students participating in the discussion will be weakened, and the effect that the discussion class should have is not achieved. Mind map is a kind of thinking expression tool that helps students to think and organize knowledge. This paper expounds the teaching process of “reading acquisition, mind mapping, sharing communication, questioning and discussing” in the classroom design, analyzes the specific problems encountered in the teaching process and solutions, in order to cultivate independent innovative thinking ability and Critical thinking ability for the goal of teaching graduate students to provide a reference.