山东师范大学硕士学位论文 构建，可以帮助学生更加轻松地理解和掌握知识概念：(2)教师要积极备课，深入理解 教学内容，基于学生的脑认知逻辑，整合课程结构，调整教学顺序，做好教学环节衔接： (3)教师在进行教学设计时，注重新旧知识的联结，注意理论多联系生活实际，促进学 生脑神经网络更好的构建：(4)教师在课堂上要有积极向上的态度，调节课堂气氛，善 于利用幽默，给学生营造生动活泼的情绪氛围，可以大大提升学生的学习兴趣，得到更好 地教学效果；(5)要把学生放在主体地位，设计多样的教学活动，努力调动学生的多感 官参与到教学过程中，可以深化学生的脑神经网络，促进长久记忆的发生；(6)重视反 馈，注重给予学生及时的积极的反馈，努力构建集过程性评价、形成性评价和间隔性评价 于一体的多元评价体系，帮助学生形成反思自省的习惯，提升学习效果。 关键词：教育神经科学，教学策略，静电场，单元教学设计，教学建议 分类号：G633.7 (C)1994-2022 China Academie Joumal Electronic Publishing House.All rights reserved.http://www.enki.net
山东师范大学硕士学位论文 II 构建，可以帮助学生更加轻松地理解和掌握知识概念；（2）教师要积极备课，深入理解 教学内容，基于学生的脑认知逻辑，整合课程结构，调整教学顺序，做好教学环节衔接； （3）教师在进行教学设计时，注重新旧知识的联结，注意理论多联系生活实际，促进学 生脑神经网络更好的构建；（4）教师在课堂上要有积极向上的态度，调节课堂气氛，善 于利用幽默，给学生营造生动活泼的情绪氛围，可以大大提升学生的学习兴趣，得到更好 地教学效果；（5）要把学生放在主体地位，设计多样的教学活动，努力调动学生的多感 官参与到教学过程中，可以深化学生的脑神经网络，促进长久记忆的发生；（6）重视反 馈，注重给予学生及时的积极的反馈，努力构建集过程性评价、形成性评价和间隔性评价 于一体的多元评价体系，帮助学生形成反思自省的习惯，提升学习效果。 关键词：教育神经科学，教学策略，静电场，单元教学设计，教学建议 分类号：G633.7
山东师范大学硕士学位论文 Research on Teaching Design of High School Physics from the Perspective of Educational Neuroscience-Take "Electrostatic Field and Its Application"as An Example Abstract 2017(2020 revision)"General High School Physics Curriculum Standards"clearly points out:"Follow the law of education and teaching and students physical and mental development law,close to the students'thoughts,learning.life reality,fully reflect the growth needs of students,promote each student actively,lively development."Bor in neuroscience,cognitive science and education in the 21st century education neuroscience together,for the development of education and research provides the scientific evidence,physiological this requests the education workers should fully understand the brain and the brain cognitive law,on the basis of establishing or choose to adapt to the students'cognitive law of development of teaching mode In the education of teaching from the neuroscience,able to guide students based on the empirical study,based on this,this study based on the education of neuroscience research results,build the education of high school physics classroom teaching strategies from the neuroscience,try to apply these strategies the overall design of electrostatic field and its application chapter of unit teaching framework,In addition,teaching cases of specific class hours are designed for implementation and reflection,providing reference teaching design samples for further application of teaching strategies from the perspective of educational neuroscience to physics classroom teaching in senior high schools,and striving to explore more efficient physics teaching methods. In this thesis,the main theories of educational neuroscience are summarized by literature review:(1)the brain can grow new neurons,and the neural connections in the brain can be strengthened by our continuous use:(2)Emotions have a huge impact on learning.and positive emotions can help better cognition,(3)Brain function is divided,different brain regions develop at different times,and different types of learning have critical periods:(4)Abundant environmental stimuli can promote the formation of new synapses,and complex situations can help the brain learn.Combined with the developmental characteristics of high school students' brain nerves and the subject characteristics of physics teaching,the teaching strategies of high (C)94-2 China Academie Joumal Electronie Publishing House.All rights reserved.http:/www.nki.et
山东师范大学硕士学位论文 III Research on Teaching Design of High School Physics from the Perspective of Educational Neuroscience——Take“Electrostatic Field and Its Application” as An Example Abstract 2017 (2020 revision) "General High School Physics Curriculum Standards" clearly points out: "Follow the law of education and teaching and students physical and mental development law, close to the students' thoughts, learning, life reality, fully reflect the growth needs of students, promote each student actively, lively development." Born in neuroscience, cognitive science and education in the 21st century education neuroscience together, for the development of education and research provides the scientific evidence, physiological this requests the education workers should fully understand the brain and the brain cognitive law, on the basis of establishing or choose to adapt to the students' cognitive law of development of teaching mode. In the education of teaching from the neuroscience, able to guide students based on the empirical study, based on this, this study based on the education of neuroscience research results, build the education of high school physics classroom teaching strategies from the neuroscience, try to apply these strategies the overall design of electrostatic field and its application chapter of unit teaching framework, In addition, teaching cases of specific class hours are designed for implementation and reflection, providing reference teaching design samples for further application of teaching strategies from the perspective of educational neuroscience to physics classroom teaching in senior high schools, and striving to explore more efficient physics teaching methods. In this thesis, the main theories of educational neuroscience are summarized by literature review: (1) the brain can grow new neurons, and the neural connections in the brain can be strengthened by our continuous use; (2) Emotions have a huge impact on learning, and positive emotions can help better cognition; (3) Brain function is divided, different brain regions develop at different times, and different types of learning have critical periods; (4) Abundant environmental stimuli can promote the formation of new synapses, and complex situations can help the brain learn. Combined with the developmental characteristics of high school students' brain nerves and the subject characteristics of physics teaching, the teaching strategies of high
山东师范大学硕士学位论文 school physics from the perspective of educational neuroscience are constructed as follows:(1) Help students construct meaning:(2)Construct multiple learning situations;(3)Create a positive emotional atmosphere:(4)Build a timely and specific feedback mechanism. In this thesis,the chapter electrostatic Field and Its Application,which can better reflect the high school physics with high abstractness and difficult teaching.is selected as an example to conduct the teaching design research,aiming to apply teaching strategies from the perspective of educational neuroscience to chapters that can better reflect the characteristics of high school physics.It also highlights the superiority of educational neuroscience in guiding the practice of physics teaching in senior high school.According to the theory of educational neuroscience, teaching design and practice emphasize the integration of teaching content and strengthen the connection of knowledge.Therefore,in teaching design,the chapter of Electrostatic Field and Its Application is taken as a whole to carry out the unit teaching design,and the classroom implementation is carried out.Then,based on the multiple teaching strategies of educational neuroscience,the thesis takes theoretical classroom teaching "Electric field intensity"and applied classroom teaching "Prevention and Utilization of static electricity"as examples to discuss,involve,classroom teaching and evaluation.After two lessons of teaching practice,it is found that students in the classroom learning under the guidance of educational neuroscience theory.learning atmosphere is active,learning attitude is positive.learning effect is good. Teaching experience or suggestions obtained from classroom teaching practice,after-class interview and reflection:(1)actively construct multiple learning situations in class,especially physics subject is highly abstract and difficult to teach.The construction of multiple learning situations can help students understand and master knowledge concepts more easily:(2)Teachers should actively prepare lessons,deeply understand the teaching content,integrate the course structure,adjust the teaching order and do a good job of connecting the teaching links based on the students brain cognitive logic,(3)In teaching design,teachers should pay attention to the connection between old and new knowledge.pay attention to the connection between theory and life practice,and promote the better construction of students'brain neural network;(4)Teachers should have a positive attitude in class,adjust the classroom atmosphere,and be good at using humor to create a lively emotional atmosphere for students,which can greatly improve students' interest in learning and achieve better teaching results:(5)To put students in the main position, C)1994-022 China Academie Joural Electronic Publishing House.All rights reserved.http://www.enki.net
山东师范大学硕士学位论文 IV school physics from the perspective of educational neuroscience are constructed as follows: (1) Help students construct meaning; (2) Construct multiple learning situations; (3) Create a positive emotional atmosphere; (4) Build a timely and specific feedback mechanism. In this thesis, the chapter electrostatic Field and Its Application, which can better reflect the high school physics with high abstractness and difficult teaching, is selected as an example to conduct the teaching design research, aiming to apply teaching strategies from the perspective of educational neuroscience to chapters that can better reflect the characteristics of high school physics. It also highlights the superiority of educational neuroscience in guiding the practice of physics teaching in senior high school. According to the theory of educational neuroscience, teaching design and practice emphasize the integration of teaching content and strengthen the connection of knowledge. Therefore, in teaching design, the chapter of Electrostatic Field and Its Application is taken as a whole to carry out the unit teaching design, and the classroom implementation is carried out. Then, based on the multiple teaching strategies of educational neuroscience, the thesis takes theoretical classroom teaching "Electric field intensity" and applied classroom teaching "Prevention and Utilization of static electricity" as examples to discuss, involve, classroom teaching and evaluation. After two lessons of teaching practice, it is found that students in the classroom learning under the guidance of educational neuroscience theory, learning atmosphere is active, learning attitude is positive, learning effect is good. Teaching experience or suggestions obtained from classroom teaching practice, after-class interview and reflection: (1) actively construct multiple learning situations in class, especially physics subject is highly abstract and difficult to teach. The construction of multiple learning situations can help students understand and master knowledge concepts more easily; (2) Teachers should actively prepare lessons, deeply understand the teaching content, integrate the course structure, adjust the teaching order and do a good job of connecting the teaching links based on the students' brain cognitive logic; (3) In teaching design, teachers should pay attention to the connection between old and new knowledge, pay attention to the connection between theory and life practice, and promote the better construction of students' brain neural network; (4) Teachers should have a positive attitude in class, adjust the classroom atmosphere, and be good at using humor to create a lively emotional atmosphere for students, which can greatly improve students' interest in learning and achieve better teaching results; (5) To put students in the main position
山东师范大学硕士学位论文 design a variety of teaching activities,and strive to mobilize students'multi-sensory participation in the teaching process.can deepen the students'brain neural network,promote the occurrence of long-term memory;(6)Attach importance to feedback,pay attention to give students timely and positive feedback,strive to build a multi-evaluation system integrating process evaluation, formative evaluation and interval evaluation,help students form the habit of introspection, improve the learning effect. Key words:educational neuroscience.teaching strategies,electrostatic fields,unit instructional design,instructional suggestions Classification:G633.7 (C)1994-022 China Academie Journal Electronic Publishing House.All rights reserved.http://www.enki.net
山东师范大学硕士学位论文 V design a variety of teaching activities, and strive to mobilize students' multi-sensory participation in the teaching process, can deepen the students' brain neural network, promote the occurrence of long-term memory; (6) Attach importance to feedback, pay attention to give students timely and positive feedback, strive to build a multi-evaluation system integrating process evaluation, formative evaluation and interval evaluation, help students form the habit of introspection, improve the learning effect. Key words: educational neuroscience, teaching strategies, electrostatic fields, unit instructional design, instructional suggestions Classification: G633.7
山东师范大学硕士学位论文 第一章绪论 1.1选题背景 “尊重教育规律和中学生身心发展规律，为每一位中学生提供合适的教育。”是教育 部自2012年开始试行的《中学教师专业标准》中对每位教育工作者的要求。而从上个世 纪90年代开始，以功能磁共振成像为代表的无创性脑成像技术的迅速发展，促进了神经 科学、心理学和教育学等学科的充分交融与整合，逐步形成了崭新的交叉学科一一教育神 经科学。教育神经科学为高质量的课堂教学提供了更为先进和坚实的理论基础。这就要求 教育工作者在充分了解脑的结构功能、认知功能、大脑学习规律的基础上，建立起适应学 生认知能力发展特点的教育教学方法、教学组织策略和教育评价方式等 有关大脑结构和功能成像技术的研究，可以让人们更加深刻地认识人类的大脑是如何 学习和思考、怎样产生情绪情感以及如何产生其他各种社会行为的。人们对大脑和学习的 理解进入了前所未有的新阶段。脑科学与认知科学的研究表明，教师在课堂上所使用的不 同教学方法与策略能够对学生大脑的结构与功能发挥重要的可塑性影响。教师通过对大 脑认知和学习的各种神经机制深入了解，可以给教学质量的提高提供更加科学的依据和方 法。 以教育神经科学的发展为契机，脑神经科学与教育学进一步实现融合，神经科学研究 成果在教育中的应用得以强化，进而促进了教育研究、教育决策与教育实践的科学化。回 目前关于大脑的结构以及大脑学习的机制等都已有了丰富成果，将此应用于课堂教学，教 师在充分了解大脑的认知功能、情绪功能和自我意识等的情况下，可以根据学生大脑发育 和活动的规律及大脑认知的进阶规律进行教学，以此进行的课堂教学设计能够更加符合学 生的大脑认知规律。更重要的是，这可以根据学习者的不同年龄层、不同性别的不同需求 设计出高效的学习课程，形成更加科学有效的教育教学方法、教学组织策略和教育评价方 式。通过“基于脑、适于脑、促进脑”的教学设计，教学质量和效率将大大提高，大脑的 学习潜能也得以充分发挥。 高中物理中的“静电场及其应用”章节的教学，一直是让教师和学生都觉得比较困难 的部分。0“静电场及其应用”是高中物理电磁学的开端，与之前学习的力学与运动学的 内容相比，该部分的学习内容更加抽象，不易观察和探究，具有抽象内容多、综合性强的 特点，更加需要教师利用科学合理的教学策略和方法，做出科学高效的教学设计，更好地 1 (C)1994-02 China Academie Joumal Eleetronic Publishing House.All rights reserved.http://www.enki.net
山东师范大学硕士学位论文 1 第一章 绪论 1.1 选题背景 “尊重教育规律和中学生身心发展规律，为每一位中学生提供合适的教育。”是教育 部自 2012 年开始试行的《中学教师专业标准》中对每位教育工作者的要求。而从上个世 纪 90 年代开始，以功能磁共振成像为代表的无创性脑成像技术的迅速发展，促进了神经 科学、心理学和教育学等学科的充分交融与整合，逐步形成了崭新的交叉学科——教育神 经科学。教育神经科学为高质量的课堂教学提供了更为先进和坚实的理论基础。这就要求 教育工作者在充分了解脑的结构功能、认知功能、大脑学习规律的基础上，建立起适应学 生认知能力发展特点的教育教学方法、教学组织策略和教育评价方式等。 有关大脑结构和功能成像技术的研究，可以让人们更加深刻地认识人类的大脑是如何 学习和思考、怎样产生情绪情感以及如何产生其他各种社会行为的。人们对大脑和学习的 理解进入了前所未有的新阶段。脑科学与认知科学的研究表明，教师在课堂上所使用的不 同教学方法与策略能够对学生大脑的结构与功能发挥重要的可塑性影响。 [1]教师通过对大 脑认知和学习的各种神经机制深入了解，可以给教学质量的提高提供更加科学的依据和方 法。 以教育神经科学的发展为契机，脑神经科学与教育学进一步实现融合，神经科学研究 成果在教育中的应用得以强化，进而促进了教育研究、教育决策与教育实践的科学化。 [2] 目前关于大脑的结构以及大脑学习的机制等都已有了丰富成果，将此应用于课堂教学，教 师在充分了解大脑的认知功能、情绪功能和自我意识等的情况下，可以根据学生大脑发育 和活动的规律及大脑认知的进阶规律进行教学，以此进行的课堂教学设计能够更加符合学 生的大脑认知规律。更重要的是，这可以根据学习者的不同年龄层、不同性别的不同需求 设计出高效的学习课程，形成更加科学有效的教育教学方法、教学组织策略和教育评价方 式。通过“基于脑、适于脑、促进脑”的教学设计，教学质量和效率将大大提高，大脑的 学习潜能也得以充分发挥。[3] 高中物理中的“静电场及其应用”章节的教学，一直是让教师和学生都觉得比较困难 的部分。[4]“静电场及其应用”是高中物理电磁学的开端，与之前学习的力学与运动学的 内容相比，该部分的学习内容更加抽象，不易观察和探究，具有抽象内容多、综合性强的 特点，更加需要教师利用科学合理的教学策略和方法，做出科学高效的教学设计，更好地