Chinese Teaching Based On Brain Science Research

With the rapid development of brain and cognitive science, education and scientific problems has gradually become the focus of attention. Brain science and cognitive science believes that "learning" is an activity which is neuron circuitry stimulated by outside. It is a challenging and meaningful task to research the Chinese education in the language education of the Chinese educators in twenty-first Century.With no practical teaching experience, the researcher set some examples of the successful and recognized Chinese educators such as Yu Yi and Wei Shusheng scholar to research in this topic.As the irreplaceable language educator of new China, Yu Yi and Wei Shusheng experienced and witnessed the Chinese subject has matured gradually. In the actual teaching, they built their own energy field with the spirit of impart knowledge and educate people. They shaped generations of students influenced unconsciously. In addition, they also pay attention to break old barriers in the classroom and society. The can mobilize students’ cognitive framework of the experience of "meaning" and "emotion" to enrich the student’s language view. Although their teaching methods and means are not the same, it contains the function and operation rules in the most advanced organ of human.This paper is divided into four parts to discuss:Part I: brain science and Chinese teaching. It starts from the current research of brain science, try to ravel out brain science and education about related theory and the development. Then the researcher will give a panoramic review of domestic situation and international research.The second part: the learning mechanism of human brain. From the formation of the brain, the characteristics of the stage of the development of students,the researcher will explore the rule of Chinese learning based on the brain science.The third part: the language learning process based on brain science. This part is mainly rely on the outstanding Chinese teacher ’s teaching experience and combined with the theoretical development of the brain science to analyze the students language learning process: emotional advance, rational thereafter; accept the output and information processing; listening, speaking, reading and writing thinking, memory consolidation; language practice, knowledge transfer; positive incentives, shaping circuit.The fourth part: the strategies of teachers’ behavior based on brain science. This part is a brief discussion about how to guide the current teaching on the basis of the Chinese learning rule of brain science on the basis of above.