| With education reform progresses, the whole brain teaching high school basketball as an exploration of them. Traditional high school basketball teaching, teachers tend to ignore the right brain controls the left limb of skills to learn, or the ratio of the left limb of practice is not clear,from the perspective of the whole brain development, combining the theory and teaching practice of whole brain development, based on a practical study of the educational neuroscience.For the high school basketball teaching, the issue using literature data, expert interviews, experiments and mathematical statistics method, exploring the high school basketball whole brain teaching based on the theoretical and empirical research。Experiments on whole brain teaching for high school basketball teaching,through analysis and discussion, providing theoretical and practical basis for it. Experimental data mainly from the study of the experimental group and the control group.After teaching, compared their skills test and tactics with the statistics, the number of hits and the hit rate.Experimental study of teaching, we draw the following conclusions:1.Whole Brain Teaching is a practice of educational neuroscience.Whole Brain Teaching is about an integrated process of brain development, and teaching content is the manifestation of left and right brain development. Teaching practice, research and teaching content related theories of brain science combined to achieve a more effective teaching effect, to a certain extent, provide some reference for the development of education in neuroscience.2.Whole Brain Teaching promotes student basketball skills to master. Whole brain teaching to some extent contributed to the students’ basketball skills to master, which is the practice of bilateral migration consistent conclusion that the effect of exercise on both sides alternately limbs was significantly higher than the practice effect simply from one limb. Migration occurred promotes motor skills to master, to rise to the level of the brain, I think it is the right brain development increases the brain’s right and left contact in order to achieve better teaching results, the specific impact of the mechanism remains to be further studied.3.Whole Brain Teaching promote disadvantaged students grasp the tactical side fit. For inertial technology movement, students grasp the tactical coordination weakness side effects may not be obvious, but just the opposite result. The basic offensive tactics of the weak side with the study, to a certain extent on the development of the right brain to stimulate the formation of parallel thinking right brain thinking to enable students to perform a more vulnerable side of tactical coordination, but this is only a theoretical speculation conditioned reflex, the most important factor is that the stimulus is applied after.4.Grasp the differences between students with little tactical advantage side. After the test, the experimental group and control group students dominant side with(mass cut, conflict points, and coordinate with) Statistically significant differences in differences, mainly due to the learning process stimulated strong enough, with significant differences in dominant side, it is for students in the experimental group as a whole more tactical options, whole brain teaching to grasp the advantages of tactical coordination side effects are not obvious.5.Whole Brain Teaching in the tactical coordination choices, increase the chances of victory in the race. Under the experiment, the two sides level comparable circumstances, for the experimental group, with the option to add offensive, vulnerable side to score with the conversion efficiency with respect to the higher group, with no significant difference between the score in singles and dominant side of the case this improves the shooting hit rate to some extent, thereby increasing the chances of victory in the race. |
