基于脑科学的教学设计原则研究  

Research on the Principles of Teaching Design Based on Brain Science

作　　者：程岭[1] 马翠 程琳[1] 时琦 郑海凤 CHENG Ling;MA Cui;CHENG Lin;SHI Qi;ZHENG Hai-feng(School of Education Science,Jiangsu Normal University,Xuzhou,Jiangsu,China 221116)

机构地区：[1]江苏师范大学教育科学学院,江苏徐州221116

出　　处：《现代教育技术》2021年第6期32-40,共9页Modern Educational Technology

基　　金：江苏高校哲学社会科学研究重大项目“新时代培养高校师范生专业阅读习惯的机制阶梯构建研究”(项目编号:2019SJZDA079);2020年江苏省“十三五”教育科学规划重点课题“陶行知美育思想导引下学校美育系统构建研究”(项目编号:B-b/2020/01/50)资助。

摘　　要：教学的核心目的在于培养人的大脑,所以,教学设计原则应契合大脑的认知特性。文章通过对脑科学成熟理论进行归纳总结,概括出人脑认知的三十种主要特性。基于相关特性并围绕教学设计六大要素分析,文章构建了目标设计的关联性原则、对象设计的分层性原则、内容设计的探究性原则、策略设计的多元性原则、环境设计的协同性原则和评价设计的参与性原则。如此能够为教师日常实践和创新行动提供理论支持和参考依据。The core purpose of teaching is to cultivate human brain,so the principles of teaching design should fit the cognitive characteristics of the brain.This paper summarized the mature theory of brain science and generalized the 30 main characteristics of human brain cognition.Based on the relevant characteristics and the analysis of six elements of teaching design,this paper constructed the relevance principle of goal design,the stratification principle of object design,the inquiry principle of content design,the diversity principle of strategy design,the coordination principle of environment design and the participation principle of evaluation design.This could provide theoretical support and reference basis for teachers’daily practice and innovative action.

关 键 词：脑科学 教学设计 教学设计原则 

分 类 号：G40-057[文化科学—教育学原理]