Research On The Status Quo Of Elementary School Science Classroom Teaching Based On Brain Science

As a science that studies brain structure,psychological phenomena and laws,brain science has an important impact on the field of education.At present,the domestic research on brain science and education is still at the stage of theoretical interpretation and localization of foreign experience.There is a relative lack of research combined with specific disciplines.The study of applying brain science to the classroom teaching of primary science needs to be improved.This study focuses on the classroom teaching of science in primary schools based on brain science.It conducts specific research from theory to practice through literature analysis,investigation,and interviews.It attempts to solve three major questions: does brain science play a theoretical role in education and science teaching in primary schools? What is the current situation and application dilemma of elementary school science classroom teaching based on brain science? In response to the problems in the analysis of theory and status quo,what actions should be taken to guide teachers in the classroom teaching of primary science based on brain science? Trying to summarize the suggestions of the science classroom teaching in elementary school based on brain science by answering the above questions.First,through literature analysis of the human brain's learning mechanism,brain science and education related theories,combined with primary school science compulsory curriculum standards,it is clear that brain science-based primary school science teaching should focus on the following aspects: emotion first,recognition later;improve cognition,information Processing;meaning construction,practice transfer;multiple evaluations,timely feedback.Secondly,through questionnaire survey,we can understand the performance of primary school students' science classroom from the five dimensions of learning environment,emotional experience,cognitive style,meaning construction and evaluation learning,and conduct in-depth research through descriptive analysis,correlation analysis and difference analysis.This reflects the situation of science classroom teaching in elementary schools.Finally,through interviews,we conducted in-depth interviews with six in-service science teachers from the perspective of brain science to understand teachers' views on brain science,classroom teaching based on brain science,and the practical dilemma of applying brain science to primary school science.According to student questionnaires and interviews with teachers,it is found that teachers in the current science teaching are at a theoretical level with poor brain science literacy,lack of brain science theories,and narrow access to information,and are prone to fall into "neural mythology".At the practical level,emphasis is placed on teaching based on the learning environment and emotional experience,but the guidance on the cognitive style and meaning building ability is relatively weak,and the ability to apply brain science knowledge to practice is lacking.This study proposes the following suggestions for the science classroom teaching in elementary school based on brain science: focus on the scientific classroom environment and create a safe and beneficial field;focus on emotional experience and stimulate the learning motivation of scientific inquiry;improve individual cognition and promote the development of scientific thinking;focus on meaning construction To optimize the scientific evaluation system.