Research On Teaching Design Of High School Physics From The Perspective Of Educational Neuroscience

2017(2020 revision)"General High School Physics Curriculum Standards" clearly points out: "Follow the law of education and teaching and students physical and mental development law,close to the students’ thoughts,learning,life reality,fully reflect the growth needs of students,promote each student actively,lively development." Born in neuroscience,cognitive science and education in the 21 st century education neuroscience together,for the development of education and research provides the scientific evidence,physiological this requests the education workers should fully understand the brain and the brain cognitive law,on the basis of establishing or choose to adapt to the students’ cognitive law of development of teaching mode.In the education of teaching from the neuroscience,able to guide students based on the empirical study,based on this,this study based on the education of neuroscience research results,build the education of high school physics classroom teaching strategies from the neuroscience,try to apply these strategies the overall design of electrostatic field and its application chapter of unit teaching framework,In addition,teaching cases of specific class hours are designed for implementation and reflection,providing reference teaching design samples for further application of teaching strategies from the perspective of educational neuroscience to physics classroom teaching in senior high schools,and striving to explore more efficient physics teaching methods.In this thesis,the main theories of educational neuroscience are summarized by literature review:(1)the brain can grow new neurons,and the neural connections in the brain can be strengthened by our continuous use;(2)Emotions have a huge impact on learning,and positive emotions can help better cognition;(3)Brain function is divided,different brain regions develop at different times,and different types of learning have critical periods;(4)Abundant environmental stimuli can promote the formation of new synapses,and complex situations can help the brain learn.Combined with the developmental characteristics of high school students’ brain nerves and the subject characteristics of physics teaching,the teaching strategies of high school physics from the perspective of educational neuroscience are constructed as follows:(1)Help students construct meaning;(2)Construct multiple learning situations;(3)Create a positive emotional atmosphere;(4)Build a timely and specific feedback mechanism.In this thesis,the chapter electrostatic Field and Its Application,which can better reflect the high school physics with high abstractness and difficult teaching,is selected as an example to conduct the teaching design research,aiming to apply teaching strategies from the perspective of educational neuroscience to chapters that can better reflect the characteristics of high school physics.It also highlights the superiority of educational neuroscience in guiding the practice of physics teaching in senior high school.According to the theory of educational neuroscience,teaching design and practice emphasize the integration of teaching content and strengthen the connection of knowledge.Therefore,in teaching design,the chapter of Electrostatic Field and Its Application is taken as a whole to carry out the unit teaching design,and the classroom implementation is carried out.Then,based on the multiple teaching strategies of educational neuroscience,the thesis takes theoretical classroom teaching "Electric field intensity" and applied classroom teaching "Prevention and Utilization of static electricity" as examples to discuss,involve,classroom teaching and evaluation.After two lessons of teaching practice,it is found that students in the classroom learning under the guidance of educational neuroscience theory,learning atmosphere is active,learning attitude is positive,learning effect is good.Teaching experience or suggestions obtained from classroom teaching practice,after-class interview and reflection:(1)actively construct multiple learning situations in class,especially physics subject is highly abstract and difficult to teach.The construction of multiple learning situations can help students understand and master knowledge concepts more easily;(2)Teachers should actively prepare lessons,deeply understand the teaching content,integrate the course structure,adjust the teaching order and do a good job of connecting the teaching links based on the students’ brain cognitive logic;(3)In teaching design,teachers should pay attention to the connection between old and new knowledge,pay attention to the connection between theory and life practice,and promote the better construction of students’ brain neural network;(4)Teachers should have a positive attitude in class,adjust the classroom atmosphere,and be good at using humor to create a lively emotional atmosphere for students,which can greatly improve students’ interest in learning and achieve better teaching results;(5)To put students in the main position,design a variety of teaching activities,and strive to mobilize students’ multi-sensory participation in the teaching process,can deepen the students’ brain neural network,promote the occurrence of long-term memory;(6)Attach importance to feedback,pay attention to give students timely and positive feedback,strive to build a multi-evaluation system integrating process evaluation,formative evaluation and interval evaluation,help students form the habit of introspection,improve the learning effect.