思维导图引领对分课堂思维对话——以“大学语文”课程为例

Mind Map Leads the Thinking Dialogue in PAD Class—Taking “College Chinese” Course as an Example

摘要: 对分课堂自提出以来就备受关注，其过程包括讲授(Presentation)、内化和吸收(Assimilation)、讨论(Discussion)三个环节。讨论即思维对话，其特点具有延时性、预备性以及“亮考帮”。将思维导图应用于对分课堂讨论环节，能够有效促进思维整理与思维激发。以“大学语文”课程为例，从启迪思维发散、辅助思维对话、记录讨论过程、呈现讨论结果四个方面探讨思维导图在对分课堂讨论环节的应用。教学实践结果表明，思维导图能够引领对分课堂思维对话，激活课堂生命活力，是课程教学改革与考核评价的创新之举。

Abstract: PAD class has attracted much attention since it was proposed. Its process includes three links: presentation, internalization and absorption, and discussion. Discussion is thinking dialogue, which is characterized by delay, preparation, and “the biggest gain, have a quiz for you and help me”. The application of mind mapping in the discussion of PAD class can effectively promote the sorting and stimulation of thinking. Taking “College Chinese” course as an example, this paper discusses the application of mind mapping in PAD Class discussion from four aspects: enlightening thinking divergence, assisting thinking dialogue, recording the discussion process and presenting the discussion results. The results of teaching practice show that mind mapping can lead the thinking dialogue in PAD class and activate the vitality of classroom life. It is an innovative move of curriculum teaching reform and assessment.