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目的:探讨基于思维导图的目标教学在口腔专业实训课教学中的应用效果。方法:2022年9月至2023年9月，哈尔滨医科大学口腔医学专业52名本科大四学生被分为试验组与对照组进行实训课教学，每组26例。试验组采用基于思维导图的目标教学，对照组采用传统教学，均教学20学时。对比分析两组学生一般资料、理论及临床实践考核成绩，比较两组学生实训课培训前、培训结束后自我导向学习能力[中文版自我导向学习评定量表（self-rating scale of self-directed learning，SRSSDL）]及批判性思维能力[中文版批判性思维能力测量表（critical thinking disposition inventory-Chinese version，CTDI-CV）]，比较两组学生对实训课教学活动的满意度。采用SPSS 25.0进行 t检验或卡方检验。 结果:实训课教学结束后，试验组理论[选择题（16.85±1.39）分、填空题（17.21±1.98）分、简答题（17.47±2.27）分、案例分析题（34.36±2.79）分]及临床实践考核成绩[（84.69±4.73）分]均高于对照组理论[选择题（15.33±2.21）分、填空题（16.01±2.02）分、简答题（15.23±2.45）分、案例分析题（32.57±3.02）分]及临床实践考核成绩[（80.57±4.21）分]，差异有统计学意义（ P<0.05）；实训课教学结束后，两组SRSSDL评分及CTDI-CV评分均升高，且试验组SRSSDL评分[（215.29±10.42）分]及CTDI-CV评分[（357.49±17.80）分]高于对照组[（200.23±11.42）分、（342.23±17.26）分]，差异有统计学意义（ P<0.05）；实训课教学结束后，试验组学生对教学活动的满意度高于对照组，差异有统计学意义（ P<0.05）。 结论:相较传统教学，基于思维导图的目标教学在口腔专业实训课教学中具有更好的教学效果，可提高学生自我导向学习能力及批判性思维能力，增加其对理论知识的掌握程度，提高临床实践能力，增加学生对教学活动的满意度。

Objective:To explore the application effects of the goal-oriented teaching method based on mind mapping in the teaching of stomatology practical courses.Methods:From September 2022 to September 2023, 52 fourth-year students of clinical stomatology at Harbin Medical University were divided into test group and control group for practical teaching, with 26 cases in each group. The test group received goal-oriented teaching based on mind mapping, while the control group received traditional teaching, for 20 class hours in both groups. The two groups were compared in terms of general data, theoretical and practical assessment scores, the score of the self-rating scale of self-directed learning (SRSSDL) and the score of critical thinking disposition inventory-Chinese version (CTDI-CV) before and after training, and student satisfaction with teaching activities. SPSS 25.0 software was used to perform the t-test or χ2 test. Results:After completing the practical training courses, the test group showed significantly higher scores than the control group in multiple-choice questions [(16.85±1.39) vs. (15.33±2.21)], fill-in-the-blank questions [(17.21±1.98) vs. (16.01±2.02)], short answer questions [(17.47±2.27) vs. (15.23±2.45)], case analysis [(34.36±2.79) vs. (32.57±3.02)], and practical assessment [(84.69±4.73) vs. (80.57±4.21)] (all P<0.05). The SRSSDL score and CTDI-CV score were improved in both groups, and were significantly higher in the test group [(215.29±10.42) and (357.49±17.80)] than in the control group [(200.23±11.42) and (342.23±17.26)] (both P<0.05). The students of the test group were significantly more satisfied with teaching activities than those of the control group ( P<0.05). Conclusions:Compared with the traditional teaching method, the goal-oriented teaching method based on mind mapping is more effective in stomatology practical teaching, which can improve students' self-directed learning ability and critical thinking ability, promote their mastery of theoretical knowledge, enhance their clinical practice ability, and increase their satisfaction with teaching activities.