Research And Practice Of High School Biology Situational Teaching Based On Educational Neuroscience To Promote Episodic Memory Transformation

Under the background of the new curriculum reform,biology teaching in senior high school has gradually changed from content oriented to literacy oriented.Classroom teaching pays attention to the principal position of students’ learning and takes the development of students’ core literacy as its purpose.Situational teaching can help to promote the realization of this goal.Teachers’ creation of context for teaching is conducive to students’ understanding of knowledge and the encoding and storage of episodic memory through the interaction between body and mind and context.Episodic and semantic memory are two types of memory in long-term memory.Episodic memory is the memory of events experienced at a certain place at a certain time,while semantic memory is the memory of facts,laws and basic knowledge about the world.The formation of biological concepts requires the long-term maintenance of semantic memory,and the generation of semantic memory needs the support of episodic memory.The generation of episodic memory will be accompanied by the encoding of irrelevant information,which will affect the efficiency of students’ memory and the effect of knowledge transfer and application.Therefore,it is necessary to transform episodic memory into textual and de-contextualized semantic memory to promote the generation of biological concepts and long-term stable storage of students.Therefore,this study aims to design effective teaching strategies from the perspective of educational neuroscience and based on relevant theories and research results,so as to promote the transformation of students’ knowledge related episodic memory generated in class into semantic memory,so as to improve the efficiency of situational teaching and students’ memory,and help students improve their knowledge transfer ability and develop the core literacy of biology.This study uses literature research,questionnaire survey,individual interview and educational experiment to carry out specific research.First of all,based on reading a large number of Chinese and foreign literature and books,the research progress and related theories of episodic memory and transformation,situational teaching and educational neuroscience are sorted out,and the core concepts involved are defined to determine the theoretical basis of this study.Secondly,based on the interviews with teachers and questionnaire survey of students,the current situation of situational teaching in biology classes in high school and the existing problems related to episodic memory transformation are clarified.Then,according to the literature analysis of the problems found,a situational teaching strategy based on educational neuroscience is proposed to promote the transformation of episodic memory: adding repeated retrieval of memory in the context,highlighting key information;Combine old and new concepts with real life experience;Carry on the overall cognition around the big concept,promote the "environment and pulse" learning;Create rich teaching situation and build embodied cognitive microenvironment;Create a positive emotional atmosphere and establish the connection between information and emotions.According to the proposed situational teaching strategy of promoting episodic memory transformation based on educational neuroscience,the general process of teaching design is condensed,and the case design is carried out by taking ATP,the energy "currency" of cells,and Genes on Chromosomes as examples.Finally,a teaching experiment was conducted to verify the effectiveness of the found teaching strategies,and the effect of situational teaching promoting the transformation of episodic memory was evaluated through the achievement test and questionnaire survey of students.After analyzing the results,the conclusion can be drawn: Situational teaching based on educational neuroscience to promote the transformation of episodic memory has a positive effect on improving students’ ability of knowledge transfer and application,and has also achieved certain effects in improving students’ memory efficiency,increasing memory duration and cultivating memory consolidation habits.This study is expected to further enrich the research on the guidance and application of educational neuroscience in subject teaching,which can not only provide references for the research of curriculum and teaching reform,but also provide theoretical guidance for educational practitioners.