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

As an emerging discipline that integrates psychology,brain and education,educational neuroscience studies the operation mechanism of human brain and students' learning mechanism,which plays an important role in cultivating professional,innovative and lifelong learning talents required in the 21 st century.At present,domestic research on educational neuroscience has focused too much on basic theoretical research,and there is still little research on the application of educational neuroscience to specific disciplines,while research on the use of educational neuroscience to guide teaching in high school Information Technology classrooms is yet to be improved.The purpose of this study is to explore the optimal strategy of high school Information Technology classroom teaching under the guidance of educational neuroscience,which is focused on four aspects: first,the literature and theoretical research on educational neuroscience;second,the research on the current situation of high school Information Technology classroom teaching and learning;third,the proposal of high school Information Technology classroom teaching strategies based on educational neuroscience;fourth,the corresponding educational practice to verify the effectiveness of the proposed teaching strategies.The effectiveness of the proposed teaching strategies.This study uses the current state of research in educational neuroscience as the basis of the research,and focuses on educational neuroscience and high school Information Technology classroom teaching and learning.First,the core concepts of this thesis are defined;second,the learning mechanism of the human brain is introduced through two levels: brain structure and the nature of learning;second,the theories of educational neuroscience,including neuroplasticity theory,emotional brain and cognitive brain,social brain,ego system,and meaning construction of the brain,are elaborated;finally,the feasibility of applying educational neuroscience to high school Information Technology classroom is analyzed.Combined with questionnaire survey,interview survey and classroom observation and other forms of high school information technology classroom status research.The present situation of students' learning in information technology classroom is investigated mainly in the form of questionnaire survey,and the present situation of teachers' teaching is investigated in the form of interview.The results show that there are three main problems: teachers lack the theoretical knowledge of educational neuroscience,passively accept the concept of educational neuroscience,and are deeply immersed in the neuromyth without knowing it.At the same time,there are two shortcomings in students' classroom learning: poor cognitive style and weak ability of meaning construction.In response to the problems found in the current survey and the theories of educational neuroscience,the strategy of teaching Information Technology in high school classroom based on educational neuroscience and its implementation principles were proposed.The implementation principles include fully ensuring students' subjective status,valuing students' sleep and movement,and implementing segmented teaching.Fifteen teaching strategies are proposed in five dimensions: learning environment,self-system,cognitive style,social interaction and meaning construction.At the level of learning environment,the teaching strategies of creating a safe and rich classroom environment and establishing a good teacher-student relationship were proposed;at the level of self-system,the teaching strategies of increasing beneficial pressure appropriately,using humorous elements reasonably,and helping students to shape their positive selves were proposed;at the level of cognitive style,the teaching strategies of guiding students to multi-channel processing,making good use of graphic tools to organize information,and improving metacognitive ability comprehensively were proposed;at the level of social interaction,the teaching strategies of guiding students to process in multiple channels,making good use of graphic tools to organize information,and improving metacognitive ability comprehensively were proposed.At the level of social interaction,teaching strategies were proposed to increase the depth of classroom questions and answers,develop group work,organize effective exercises,and adopt diverse classroom assessments;at the level of meaning construction,teaching strategies were proposed to create learning contexts that link old and new knowledge,establish links between knowledge content and emotions,and organize teaching contents around the core concepts of the subject.In order to verify these teaching strategies,a quasi-experimental study was conducted at L Middle School in Guang'an,Sichuan Province,where status quo pre-test and post-test questionnaires were distributed and collected,and experimental data were compared and analyzed.The pre-test data showed that there were no significant differences between students in the experimental and control classes in five dimensions: overall and learning environment,self-system,cognitive style,social interaction,and meaning construction.The post-test data showed that there were significant differences between the experimental and control classes in four dimensions: overall and self-system,cognitive style,social interaction,and meaning construction,while there were no significant differences in learning environment.The post-test data of the experimental class showed that the students in the experimental class improved their learning performance in five dimensions: learning environment,self-system,cognitive style,social interaction,and meaning construction,and reached a significant level in the social interaction dimension,which confirmed the effectiveness of the educational neuroscience-based Information Technology classroom teaching strategy in high school.