Research And Practice On Experiential Teaching Strategy Of Biology In Senior High School Based On Mirror Nerve Mechanism

With the pursuit of higher quality education,China’s education and teaching reform continues to deepen,and many educators’ teaching concepts continue to be updated.The 2017 edition of the biology curriculum standard emphasizes the formation of correct values,essential qualities,and key abilities in promoting students’ active participation in the classroom,namely,promoting the formation of students’ core biological literacy.Paying attention to the physical and mental integration of students in the learning process is an important part of implementing core literacy.In this context,experiential teaching methods have received the attention of many subject experts and front-line teachers.However,there are still many problems with the current experiential teaching method,which cannot effectively achieve the effect of truly enabling students to have a personal experience.With the rise of educational neuroscience,applying brain science evidence to teaching practice provides a new path choice for promoting the high-quality development of education.The research paradigm based on empirical brain science has brought us a new perspective for educational research.Unlike traditional teaching design methods,it is more based on the characteristics of students’ "brains",which is conducive to promoting accurate and effective teaching by teachers.This study will combine the brain science principle of "activation of mirror neurons in the brain triggers individuals to experience",analyze the characteristics of mirror neuron activation under different conditions,and based on this,design experiential teaching strategies to carry out educational and teaching practices.This study first reviewed the current situation of "experiential teaching" and "mirror nerve theory teaching application" through literature research methods,defining the relevant concepts and theoretical basis of this study;Use student questionnaires and teacher interview outlines to investigate the current problems in experiential teaching,and collate,count,and analyze the survey results;Based on previous research,a teaching strategy design procedure based on brain science evidence is proposed;Based on this program and in combination with the existing brain science research achievements of neuroscientists,analyze the "activation conditions of mirror neurons under different circumstances";Based on this,an experiential teaching strategy and teaching design principles based on the mirror image neural mechanism are constructed and formed;Based on the constructed teaching strategies and principles of teaching design,teaching case design is carried out based on the required course 1 in senior high school biology.The experiential teaching types are divided into four categories-life situation experiential,scientific history experiential,experimental exploration experiential,and biological model experiential.The four different types of lesson examples are designed respectively;The experimental class and the control class were selected to carry out educational experiments.The experimental class implemented an experiential teaching strategy based on the mirror nerve mechanism.The control class adopted traditional experiential teaching methods,and analyzed the differences between the experimental class and the control class after the teaching experiment using questionnaires and paper and pencil tests.The experimental results found that compared to the control class,the experimental class showed significant improvement in biological learning effectiveness and paper and pencil test scores.The main conclusions of this study are as follows: Currently,there is still some room for optimization in the experiential teaching of biology in senior high schools,the effectiveness of teaching strategies based on the mirror nerve mechanism has been verified,the general process of applying brain science evidence to teaching practice has been verified,and the experiential teaching based on the mirror nerve mechanism can achieve certain teaching effects.The following three suggestions are proposed for the majority of frontline teachers: to try to apply experiential teaching based on mirror neural mechanism to teaching practice,to more try to use brain science evidence to design biology teaching processes,and to encourage more frontline teachers to participate in the research of educational neuroscience.