"The' reading brain' is not a brain dedicated to reading, but a brain in reading, which is constantly formed in the process of learning to read." "Memory is also active in many areas of the brain, which is a dynamic process, accompanied by unconscious continuous strengthening and consolidation of contact." This passage in the study materials gave me a preliminary understanding of "reading the brain".
Teaching process:
Look at the pictures and say the words. (extract information)
? Second, compare the similarities between the two poems. Content, form, author, etc. (discovery, induction)
? Third, grasp "looking", "breaking", "returning" and "going out" to understand poetry. (semantic memory)
? Fourth, draw a picture of a poem in your mind. (situational memory)
? Fifth, reread poetry and feel poetry. (emotional memory)
? Sixth, recite "Looking at Tianmen Mountain". Some words appear, and I want to recite poems from the picture; Remove all the words in the picture and want to recite poems.
The teacher concluded that reading words and thinking about pictures are attributed to our brains, and introduced the functional division and activities of the brain during reading.
? Seven, use the method of "reading words and thinking pictures" to let students recite "Looking at Dongting".
? Eight, student feedback. Teacher: How to recite it?
? Health: I memorized it with the help of notes.
? Health: I memorized it by reading words and thinking about pictures. ……
Comparing our daily Chinese poetry teaching, we find the following similarities and differences:
First, the teaching links and teaching methods are basically the same.
Both courses have basic teaching processes such as initial reading, poem interpretation, poem feeling and reciting, and the teaching methods also adopt the methods of grasping keywords, reading aloud and imagining pictures, which are commonly used in learning ancient poems.
? However, in this class, the teaching is very clear about which memory types (induction, semantic memory, situational memory, emotional memory) are used, and also tells the students the participation of the brain in this process.
Second, the teaching objectives point to different emphases.
The teaching objective of this lesson is set at three points, 1. Understand the "reading brain" and how the brain cooperates in the reading process. 2. Know poetry. 3. Emotionally recite and recite ancient poems.
? In the usual class, we will set the teaching goal as: 1. Read poems and learn related vocabulary. 2. Understand poets and poems. 3. Feel the feelings of poetry and recite it.
It can be seen that the traditional classroom focuses on Chinese literacy, and this class focuses on understanding and developing from the perspective of "brain science".
How to treat these two teaching methods? Maybe I will continue to sum up in my future study and work, but I have the following basic experiences in today's study:
First, the intervention of "brain science" can make teachers more aware of the basis behind their actions, from "experience" to "scientific basis" behind their own education and teaching.
? Second, when solving some educational and teaching problems, we can seek some ways and support from the perspective of "brain science".
? Third, we can consciously and systematically train students' learning shortcomings and improve their learning ability.
? Fourth, the "brain science" classroom can help our teaching, but it cannot replace the more natural, broad and three-dimensional subject classroom.