Research On Chinese Classroom Teaching Strategies In Senior Middle Schools From The Perspective Of Educational Neuroscience

With the rapid development of brain and cognitive science research,the issue of scientific education has become the focus of attention.It is a new profession born in recent years.It applies the research results of educational neuroscience to teaching practice and lays a scientific foundation for educational research.Under the guidance of educational neuroscience,this study explores the strategy that is suitable for the optimization of Chinese high school Chinese classroom teaching.Combine the theoretical research of educational neuroscience with the practice of Chinese teaching to improve the efficiency of high school Chinese classroom teaching.In the research process,the literature research method,classroom observation method and other methods provide the possibility for the research of this paper.This paper consists of three parts:introduction,body and conclusion,and the main part is discussed in three chapters.The introduction expounds the origin and research significance of educational neuroscience,summarizes the results of educational neuroscience research,sorts out the development history of educational neuroscience,and raises questions and prospects,clarifies research objectives,research ideas,research methods,and proposes Innovations in research.The first chapter first expounds the meaning of educational neuroscience,then introduces the research theories that have implications for education in educational neuroscience research,and then studies some major controversies arising from the application of educational neuroscience in educational practice.To clarify the cognitive bias in the field of education in the field of educational neuroscience.However,as researchers and educators continue to deepen their understanding of educational neuroscience,educators will correctly understand the far-reaching impact of educational neuroscience research on education.The second chapter mainly explores the value of educational neuroscience in high school Chinese classroom teaching.It mainly discusses from two aspects.First,it discusses the value of educational neuroscience in Chinese classroom teaching,and teachers use the research theory of educational neuroscience correctly.It is conducive to teachers to develop reasonable teaching objectives,use scientific teaching methods and determine appropriate teaching content.The second is to explore the value of language learning from educational neuroscience.Through the study of educational neuroscience,educators find that educational neuroscience can help promote positive emotions,improve students' memory retention and enhance students' thinking ability.The three aspects of students' emotions,memory and thinking will have an important impact on language learning.According to the research results of these three aspects,the teaching strategies suitable for the optimization of high school Chinese classrooms are explored,which provides a scientific basis for the practice of Chinese education.The third chapter understands the development of emotion,memory and thinking in the human brain from the perspective of educational neuroscience.Therefore,it proposes a specific high school Chinese classroom teaching strategy.First,it creates a positive emotional atmosphere for learning,and applies reading aloud in the classroom.Apply humor at the right time,design diverse activities,and use positive language to evaluate teaching strategies.Second,help students to effectively memorize learning content,stimulate students' internal learning motivation in the classroom,use fine retelling methods,and use the "first cause-proximate effect" mentality.The teaching strategy is finally to cultivate students'thinking ability.In the classroom,it is necessary to expand the breadth and depth of students'thinking,rationally interpret the text to promote thinking cultivation and rationally design reading problems to promote thinking.These teaching strategies are carried out in the classroom teaching practice.According to the classroom teaching practice,the research on the emotion,memory and thinking in the educational neuroscience is applied to the strategy of high school Chinese classroom teaching.The conclusion points out that the research on emotion,memory and thinking in educational neuroscience is applied to the problems and deficiencies of the strategies of high school Chinese classroom teaching,and the direction of future efforts is clear.