Paper Keywords Brain Science Teaching Reform Teaching

In the new era, we need to re-examine the relationship between teaching and learning to make them more reasonable and meet the needs of the times and human development. Based on the traditional definition of teaching and learning, combined with the latest development and comments of related science, this paper clarifies the relevant context, tries to explore a new relationship between teaching and learning, and provides reference for improving the effectiveness of primary and secondary schools.

Since the implementation of quality education in China, school teaching is undergoing a profound change. In the new era, we need to re-examine the relationship between teaching and learning to make it more reasonable and meet the needs of the times and human development. The relationship between teaching and learning has been discussed, and people have been trying to find the best ratio between them. But both theory and practice have proved that it always keeps pace with the times, and there is no real conclusion. 2 1 century, the rapid development of brain science has taken another step to uncover the mystery of the brain. Many scientists have confirmed that the development of brain science provides evidence for science teaching. In the new century, the relationship between teaching and learning will be more scientific, and our classroom will be more scientific and effective.

1 Historical origin of teaching and learning

Education comes into being with the appearance of human beings and develops with the development of society. At first, "teaching" and "learning" appeared as independent words. "Teaching" means "teaching, teaching, remonstrating and ordering", while "learning" means learning, imitating, speaking and speaking. Later, the two words were used together, but at that time, the word did not have a proprietary explanation. With the use of the word "teaching", it is widely defined as the knowledge and skills that teachers impart to students, and at the same time it is extended to teachers' active guidance to students and teaching them to become useful people to society.

For us ordinary educators, "teaching" refers to the activities that teachers guide students to learn, and it is the combination or unity of teaching and learning. Only unilateral activities or the simple addition of these two activities without combination or unification are not what we call teaching activities in the strict sense. ②

2 the traditional relationship between teaching and learning

The relationship between teaching and learning is closely related to the development of the times. Traditionally, the most basic relationship between teaching and learning is the interdependent relationship between knowledge giving and receiving. Generally speaking, the function of "teaching" is to impart systematic scientific knowledge to students, train them to form basic skills and skills, develop their intelligence and ability, and cultivate their world outlook and moral quality. Enable students to develop normally and grow healthily. The main activity of learning is to master the content of the textbook and internalize it into your own experience system. In these relationships, students are recipients, or passive recipients. With the criticism of the disadvantages of this view, the view that teaching and learning are interactive and two-way relationship gradually appears. On the one hand, teachers' teaching affects students' learning, on the other hand, students' learning also affects teachers' teaching. Teachers not only use the contents of textbooks to influence students, but also influence students through their own personality characteristics, such as speech, behavior and emotion. They have a positive or negative impact on students' learning as a whole, thus subtly affecting the formation of students' personality. At the same time, students' behavior characteristics, needs, interests, attitudes and aspirations in teaching activities are also affecting teachers' teaching. Therefore, there is a close relationship between the two, and it is also a two-way relationship in the implied sense.

With the continuous progress of the times, the relationship between teaching and learning has undergone more profound changes, because we gradually realize that the essence of the teaching relationship is the relationship between leading and initiative, which is developed by determining the students' dominant position in the teaching process. The understanding of students as "a person", their physical and mental development and their social roles constitute the change of the whole view of students. It can be said that the change of students' understanding has reversed the relationship between teaching and learning in the traditional sense, and gradually regarded the teaching process as a process from teaching to learning, from relying on teachers to learning independently. This has become the most profound change in the relationship between teaching and learning!

3 changes in teaching and learning in the new era

Teachers' leadership should serve students' learning, and teachers' teaching should play a leading role in the teaching process, so students must really take the initiative to learn. We have always been committed to enabling students to take the initiative to learn, and then fall in love with learning, learn to learn, and learn independently. However, the widespread weariness of learning may give every educator a headache. Practice clearly tells us that teaching and learning still need to be improved. Perhaps we can find some clues in the debate about teaching instinct and learning instinct.

3. 1 Enlightenment of teaching instinct and learning instinct

Instinctists believe that people are natural people, and people have many instincts to accompany them all their lives. And learning and education itself is human instinct. However, in education, we often regard many things that originally belonged to children's instinct as teachable things to teach students to learn. This kind of teaching not only causes great waste, but also brings difficulties to teaching. If our teachers pay more attention to these unnecessary things in teaching, they will do a lot less useless work. For example, when we teach poetry, we will think that the method of appreciating poetry is very important. In fact, I don't know that poetry itself is the most important noumenon that touches us, because nothing is more direct and intense than the touch of life for the appreciation and writing of poetry. We rely on learners' instinct, let them learn by themselves, and let learners make good use of their instinct to achieve the purpose of education. Because education is for learners to achieve something, not for our teachers.

Instinctists believe that we have always only seen people's low-level instincts or acquired differences, while ignoring people's high-level instincts such as learning, language, creation and thinking. If we realize this, the whole educational life will be completely changed. Because we don't need so much education, most of them don't need teaching. Therefore, instinctive theorists advocate "teaching human instinct in education". This breaks the traditional definition of teaching and learning, and regards students' learning instinct as the essence of life, which not only has a perfect structure and framework, but also has unparalleled great energy. This learning instinct will make our education more humane, more conducive to learning, and will really make learning a happy thing, not a burden. What we do is to re-examine students' instinct as human beings, find methods and teaching materials to adapt to this instinct, reposition teachers' teaching, and let teaching really teach for learning. In short, to make learning an instinct is to make learning a science.

3.2 Changes brought about by the development of brain science research

With the maturity of brain science, people gradually realize that this kind of science will bring endless benefits to mankind. 2 1 century, the development of brain science also provides new opportunities for science teaching. The idea of moving from "brain decade" to "education decade" actively advocated by professional media and institutions in Europe and America is gradually being constructed.

American behavioral and brain science experts Gorman and Professor Ledu both found in the latest research that in our brains, not only intellectual factors affect our behavior, but also emotional factors are crucial. This kind of emotional intelligence plays an important role in our learners' learning, thinking and personality development. Their research makes us pay more attention to "emotion" entering the school, and emotional education courses entering the classroom, while rethinking the function and significance of the school. As Gorman said, "The content of emotional education course focuses on children's real life, which seems trivial, and our future education-cultivating healthy and sound next generation-depends on it." ⑤ As a special cognitive activity of students, the teaching process is mainly the acquisition of new information and new knowledge by the brain, so as to perceive, understand, consolidate and apply it. The recent infiltration of brain science research into teaching and learning can be summarized as follows: ⑥.