目的 运用分段式融入系统内部知识构架的思维导图，探讨对于构建口腔医学生牙体解剖学空间记忆能力的应用效果。方法 在我校 2016 级口腔医学专业 121 名学生中实施，选取口腔解剖生理学中牙体解剖这一章节，应用 Mindjet MindManager 2019 软件制作分段式牙体解剖思维导图，导图实验组（60人）在教学过程中分为3个阶段：课前预习阶段（着重知识点概括）；理论授课阶段（着重知识点细化）；课后复习阶段（着重知识点联系）。而传统教学组（61人）采用一般讲解的传统方法。授课内容结束后比较分析两组的理论笔试和实训考核成绩，同时使用临床记忆量表对两组学生进行记忆能力的测试分析。结果 导图实验组在理论考核中的成绩总分、主观题成绩优于传统教学组（P<0.05），在实训考核的成绩总分、牙体识别成绩优于传统教学组（P<0.05），而两组的理论客观题成绩和实训牙体雕刻成绩差异则无统计学意义（P>0.05）；两组在分段式思维导图教学方法实施后的临床记忆量表分项测试指标中，图像自由记忆、无意义图形再认和人像特点联想回忆评分比较，导图实验组评分均较传统教学组明显提高（P<0.05），而在指向记忆和联想学习的评分比较中，两组差异则无统计学意义（P>0.05）。 结论 相比传统的教学方法，分段式思维导图在学生空间思维构建中起到加强逻辑性记忆的作用，有利于学生探索知识点间的关联性，构建较为完整的知识体系。

Objective To discusse the application effect of mindmapping on the construction of stomatology students‘ spatial memory on dental anatomy by integrating into a system’s internal knowledge framework based on staged mindmapping. Methods This study was performed among 121 Grade 2016 students majoring in oral medicine in our school. The dental anatomy chapter of the course of oral anatomy and physiology was selected, and Mindjet MindManager 2019 software was used to make a staged mind map of dental anatomy. The mindmapping experimental group (60 students) was divided into three stages during the teaching process: preview before class stage (focus on the summary of key knowledge points), theory teaching stage (focus on the detailing of knowledge points), and review after class stage (focus on the linking of knowledge points).The conventional teaching group (61 students) adopted method conventionally used in lectures. After the lecture, students’ scores in theoretical written and practical training examinations were compared and analyzed between the two groups, and the clinical memory scale was used to test the memory ability of the two groups of students. Results The total scores and subjective question scores of the mindmapping experimental group in the theoretical examination were better than the conventional teaching group (P<0.05); the total scores and tooth recognition scores of the mindmapping experimental group in the practical training examination were also better than the conventional teaching group (P<0.05). However, there were no statistically significant differences between the two groups in theoretical objective question scores and practical tooth carving scores (P>0.05).According to the testing items of the clinical memory scale, after implementing the staged mindmapping teaching method in the two groups, students’ scores in the free memory of images, the recognition of meaningless figures and the portraitfeature associated recall were compared between the two groups. The scores of the mindmapping experimental group were all significantly higher than the conventional teaching group (P<0.05). However, there were no significant differences between the two groups (P>0.05) in directed memory scores and associative learning scores. Conclusion Compared with conventional teaching method , staged mindmapping plays a role in strengthening logical memory in students’ spatial thinking construction, which can help students explore the relevance among knowledge points and construct a relatively complete knowledge system.