“友善用脑”:让学生成为快乐高效的学习者——“友善用脑”的教学原则与策略  

作　　者：克里斯蒂.沃德 戴婧晶[2] 

机构地区：[1]新西兰路易.艾黎学院 [2]北京教育科学研究院

出　　处：《中小学管理》2012年第11期4-7,共4页

基　　金：教育部"十一五"规划项目"友善用脑教育教学实践的基本理论研究"(课题号:FBB060236)的课题成果之一

摘　　要："友善用脑"教育理论强调:学习者要保障充足的睡眠时间,不给脑太大压力;教师要努力让学生带着积极情绪上课,成为积极的学习参与者;照顾学生不同的学习方式,主动挖掘学习与个体生活的相关性。提出了"友善用脑"的课堂教学策略:确保学生课前营养膳食,课上正常饮水,并保障教室的空气流通;创造一个安全、轻松、充满刺激的自主学习环境;组织学生在舒缓的器乐伴奏下进行连贯的、有节奏的肢体活动;留出一些时间让学生冥想。Brian-friendly theory brings up the notion that learners should release the brain from pressure by ensuring enough sleep. It encourages that students should become active learners participated the class activities in the positive emotional condition, and that teachers should pay attention to students＇ diverse learning styles and should develop the learning contents relevant to the students＇ personal experience. Brain-friendly theory also develops relevant teaching strategies such as ensuring that students are hydrated and oxygenated during class, and that they have good energy levels from nutritious food before class; brain- friendly teachers should develop ways to create necessary variety calmly and positively in the classrooms; smooth, rhythmic movements along with slow-beat ir^strumental music are encouraged to be applied in the classrooms; moments for imagination, visualisation and reflection should be built into every lesson so that personal plans can be developed, work reviewed, or personal memories retrieved.

关 键 词："友善用脑" 课堂教学策略 多感官教学 思维导图 冥想 克里斯蒂·沃德 

分 类 号：G633.6[文化科学—教育学]