| The Biology Curriculum Standards for Compulsory Education(2022 Edition)(hereinafter referred to as the new curriculum standards)states that "appropriate real-life situations are selected and learning tasks are designed",emphasising the development of students’ problem-solving skills in real-life situations.In order to highlight the practical value of contextual teaching in the context of subject core literacy,the new curriculum standards provide suggestions for contextual materials for the seven learning themes.However,a survey of the current situation reveals that the implementation of contextual teaching is limited,the materials are obtained in a single way,and the types of contexts are crystallised,and there is an urgent need to improve the effectiveness and science of teaching.Educational neuroscience is an evidence-based translational study that provides scientific answers to questions from the field of educational practice and relies on neuroscience to improve the effectiveness of classroom teaching and learning.It fits in with the need for the scientific development of contextual teaching and provides a new research perspective for contextual teaching to break out of its application dilemma.Therefore,this study adheres to the innovative orientation of the revision of the new curriculum standards,conducts research around the characteristics and mechanisms of brain and cognition related to education and teaching,breaks down the barriers between the education and neuroscience communities,develops strategies and principles for contextual teaching practice,aims to improve the effectiveness and science of contextual teaching,and enriches the translational and applied research of educational neuroscience.This study uses a combination of literature analysis,current situation investigation,and teaching experiments to investigate contextual teaching in junior high school biology from an educational neuroscience perspective.Firstly,on the basis of clarifying the current situation of research on contextual teaching and educational neuroscience,the significance and feasibility of research on contextual teaching from the perspective of educational neuroscience is discussed in relation to the neural mechanism of contextual teaching to promote students’ cognitive level and the theory of contextual cognition;secondly,based on the requirements of the new version of curriculum standards,the results of questionnaire interviews with students and teachers are integrated to analyse the real-life dilemmas of contextual teaching,and this is used as a starting point to explore the neuroscience experiments on the way different contexts affect brain Finally,the three components of contextual teaching were used as a framework to design teaching cases,and a collaborative study was carried out with the classroom teachers as the actual actors to qualitatively analyse the effectiveness of teaching using classroom observation scales and to improve the generative problems in the experimental process.SPSS 25.0 was used to quantify the results of the test and to test the effectiveness of the application of the educational neuroscience perspective to the teaching of junior high school biology in context.The following conclusions were drawn from this study: the contextual teaching strategies inspired by neuroscience research on brain activation in different contexts can be implemented in teaching practice,and are both scientific and feasible;in order to break through the teaching dilemma and improve the quality of contexts,the design of contextual teaching based on educational neuroscience should follow the principles of novelty,specificity,high quality and scientificity;the contextual teaching strategies and principles from the perspective of educational neuroscience can be fully utilized in the application.In order to break through the teaching dilemma,the design of contexts based on educational neuroscience should follow the principles of novelty,embodiment,quality and science. |
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