DOI: 10.14704/nq.2018.16.6.1544

Discussion and Analysis on the Postgraduate Classroom Teaching Method Based on Brain Science

Li Wang


As one of the most cutting-edge, important and active disciplines in the current scientific research field, brain science has been rarely applied in education, despite its fruitful research results. This paper, based on brain science and according to the physiological characteristics of the brain and the latest related research results, discusses five teaching methods to address the common problems in postgraduate classroom teaching, including the attention capture, mechanical repetition, elaborative rehearsal, movement and emotional methods. These five methods demonstrate good effects in keeping students’ attention to learning, improving their ability to memorize knowledge, maintaining their interest and developing their learning motivations. They provide new ideas and also theoretical basis for postgraduate classroom teaching and effectively improve the efficiency of teaching and learning between postgraduate students and teachers. Therefore, this study is a useful exploration of teaching based on brain knowledge and specific teaching scenarios.


Brain Science, Classroom Teaching, Postgraduate Education, Teaching Method

Full Text:



Bauer F, Koerd S, Hölzle F, Mitchell DA, Wolff KD. Eight free flaps in 24 hours: a training concept for postgraduate teaching of how to raise microvascular free flaps. British Journal of Oral & Maxillofacial Surgery 2016; 54(1): 35-39.

Morris EJ. Classroom demonstration of behavioral effects of the split-brain operation. Teaching of Psychology 1991; 18(4): 226-28.

Esler WK. Physiological studies of the brain: Implications for science teaching. Journal of Research in Science Teaching 2010; 19(9): 795-803.

Goswami U. Principles of learning, implications for teaching: A cognitive neuroscience perspective. Journal of Philosophy of Education 2008; 42(3‐4): 381–99.

Graves J, Graves V. Postgraduate teaching in academic centres. Lancet 1965; 287(7432): 315-315.

Hardiman M, Rinne L, Gregory E, Yarmolinskaya, J. Neuroethics, neuroeducation, and classroom teaching: where the brain sciences meet pedagogy. Neuroethics 2012; 5(2): 135-43.

Himmelseher S, Schubert A. Brain-friendly teaching in postgraduate neuroanaesthesia: A new model for a sample lecture on management of brain arteriovenous malformations: 7AP4-4. European Journal of Anaesthesiology (EJA) 2008; 25: 99-99.

Lesný I, Vlach V. Postgraduate teaching of child neurology in Czechoslovakia. Brain and Development 1982; 4(6): 479.

Lawson AE. Deductive reasoning, brain maturation, and science concept acquisition: are they linked? Journal of Research in Science Teaching 2010; 30(9): 1029-51.

Niekerk JV, Webb P. The effectiveness of brain-compatible blended learning material in the teaching of programming logic. Computers & Education 2016; 103: 16-27.

Saleh S. The effectiveness of brain-based teaching approach in dealing with the problems of students’ conceptual understanding and learning motivation towards physics. Educational Studies 2012; 38(1): 19-29.

Stewart PC. This is your brain on psychology: wireless electroencephalography technology in a university classroom. Teaching of Psychology 2015; 42: 234-41.

Zou G. Ant colony clustering algorithm and improved markov random fusion algorithm in image segmentation of brain images. International Journal Bioautomation 2016; 20(4): 505-14.

Supporting Agencies

| NeuroScience + QuantumPhysics> NeuroQuantology :: Copyright 2001-2019