Research On The Classroom Teaching Strategies Of High School Mathematics From The Perspective Of Educational Neuroscience

Educational neuroscience is an emerging interdisciplinary subject,which was born in the 21 st century that integrates neuroscience,psychology,and education to study educational phenomena and laws.This discipline requires educators to establish educational teaching methods,teaching organization strategies and educational evaluation methods that are suitable for students' cognitive development under the fully understanding of the brain's cognitive functions,emotional functions and self-awareness,etc.In 2018,the “National High School Mathematics Curriculum Standards” issued by the Ministry of Education clearly stated that education should follow the rules of education and students' physical and mental development to promote the lively development of each student.Based on this,through the investigation of the current situation of mathematics classroom learning,the present study aims to find the differences and causes of students' mathematics classroom learning and eventually puts forward the classroom teaching strategies for senior high school mathematics classroom from the perspective of educational neuroscience.The purpose is to provide references for the theoretical researches and teaching practice of senior high school classroom teaching.Based on the relevant literatures at home and abroad,the article used the questionnaire,semi-structured interview and the attendance record method to take parts of the senior high school students and mathematics teachers from Duyun No.2 Senior High School in Guizhou Province as the survey objects to investigate the current situation of mathematics classroom teaching.The present study used SPSS19.0 to analyze the data and finally reached the following conclusions:For students:(1)Students have no regular sleep;(2)Students are not interested in learning;(3)Individual learning motivations are great different;(4)Students' classroom learning emotions are not active enough;(5)Students' mathematics learning methods are inappropriate.For teachers:(1)Lacking educational neuroscience literacy;(2)Lacking systematic educational theoretical knowledge;(3)Lacking awareness of continuous learning of new teaching concepts;(4)Lacking new ideas for classroom layout;(5)Lacking reasonable overall classroom time allocation and questioning;6.Teaching methods do not meet the students' current cognitive level.Based on the above research results,mathematics teachers should master the systematic and scientific education and teaching theoretical knowledge.They should scientifically teach students according to students' learning rules.The author puts forward five classroom teaching strategies in response to the research results.They are respectively: “building the barriers of classroom and life,stimulating students' interest in learning”,“creating a harmonious and safe brain learning environment,adjusting students' classroom learning emotions”,“focusing on students' internal needs,stimulating students' learning motivation”,“creating meaning connections,improving students' mathematical memory level” and “taking students' self-editing,self-testing,self-evaluation experience method”.In addition,the researcher used the concepts of “equal ratio series and its general formula”and “function concepts” as examples to verify the reproducibility and superiority of ” teaching strategies from the perspective of educational neuroscience" in senior high school mathematics classroom teaching.