A Study On The Correlation Between The Modes Of Physical Classroom And The Effective Teaching In Middle School

Recently, with the rapid development of science and technology, educational research begins to combine with other subjects instead of centering around psychology or behavioristics. The interdisciplinary study of education and neuroscience has become a new direction of educational research.In the new century, embodied cognition has greatly influenced China’s education; the effective teaching it advocates reflects the education thought of "student-oriented". Sensory modality, a complete system made up of sensory information in class, conductive way of information and sensory pathway, also has great time significance in effective teaching field.At present, such sensory modality as multimodal discourse analysis has already been applied in the teaching of English reading, translation, and so on, but few examples have been found in physics teaching. By way of research methods in education, this paper conducts theoretical and empirical researches on the correlation between sensory modality and effective teaching of physics in middle school from the point of improving the presentation mode of sensory information in corresponding physics class. In addition, the paper puts forward effective teaching strategies which would provide new ways for the improvement of class efficiency and teaching effects as well as for researches on physics teaching.This paper falls into seven parts:Chapter One is the introduction. It discusses the background, objectives, significances, methods and design of this research. It shows that, the interdisciplinary study of brain science and education is not only in line with the general research trend, but is also beneficial for both fields.Chapter Two focuses on the theoretical bases of the research. It defines sensory modality, effective teaching in general and effective teaching of physics in middle school; then, it cards the development vein of sensory modality in educational field. Further on, it specifically elaborates on two major theoretical bases of the research, namely, educational neuroscience and Pavlov senior neurology. The last part of this chapter analyses the feasibility of this research.Chapter Three is the theoretical argumentation of the correlation. It carries out theoretical analysis of sensory modality and effective teaching of physics in middle school from the perspectives of neuroscience and education. Using the theories of neural circuit, brain function partition and experiential teaching, this chapter demonstrates that sensory modality does correlate with the effective teaching of physics in middle school.Chapter Four deliberates on the empirical research of the correlation. Applying teaching experiment and centering on visual, auditory, and olfactory modalities, this part works out the experimental scheme and effective teaching scale of physics in middle school. The experiment makes respective researches on the experimental group and the control group. As the data analysis shows that, sensory modality does influence the effective teaching of physics in middle school, and it functions differently in the following six thinking activities, namely, memory, understanding, application, logical thinking, divergent thinking, and learning mood. Moreover, the other findings are as follows:the teaching method synthesizing multiply sensory modalities is proved to be the best; thinking activies are correlated; there are unknown sensory pathways or sensory control pathways in the brain.Chapter Five carries the discussion of the effective teaching strategies of sensory modality. It puts forward six principles that should be followed when using sensory modality pedagogy, namely, accuracy, safety, appropriateness, flexibility, inquiry, and systematicness. Besides, it also proposes five strategies:to deconstruct the sensory information of physics, to use visualization in teaching, to attach importance to the application of olfactory, gustatory, and tactile modalities, to emphasize multi-sensory modality, and to exchange sensory information.Chapter Six is the conclusion, which discusses the main findings and innovative points of this paper and makes expectation for related research in the future.