基于思维导图的高中生物学微课设计——以微课“生态位”为例
The Design of High School Biology Microlecture Based on Mind Mapping—Taking Microlecture “Ecological Niche” as an Example

高中生物知识点庞杂，学生对知识的掌握参差不齐，微课可以让学生摆脱时间和空间的限制进行学习，思维导图可以辅助微课进行总结和补充，文章以“生态位”这一节的教学为例，进行了基于思维导图的高中生物学微课设计，在微课中穿插思维导图，二者相互融合，加强学生的思维逻辑，培养学生的自主学习能力。
High school biological knowledge points are numerous and complex, and students’ mastery of knowledge is uneven. Microlecture can help students get rid of the limitations of time and space to learn, and Mind maps can assist micro-lessons to summarize and supplement. This paper takes the teaching of “ecological niche” as an example, carries out the design of high school biology microlecture based on mind maps, intersperses them with mind maps, and integrates them to strengthen students’ thinking logic and cultivate students’ independent learning ability.