جلسه-27.نوروبیولوژی تدریس (4)تقسیم‌بندی فیزیولوژیک دستگاه عصبی با رویکرد آموزشی و یادگیری

The Role of Key Brain Structures in Learning The neurobiology of teaching serves as a bridge between neuroscience, learning psychology, and the art of instruction. Familiarity with this approach strengthens a set of core competencies that define professional teaching. It helps educators develop: 1- Understanding effective models of constructive challenge, as the foundation of durable learning. 2- Shifting from role-modeling to active participation, as a transformative method of engagement. 3- Recognizing the emotional triggers that enhance learning, rather than disrupt it. 4- Applying the skills of conceptualization and modeling, as essential tools in instruction. 5- Utilizing problem-solving and interactive environment-building, as mechanisms for meaningful learning. The neurobiology of teaching reminds educators that: A)Deep learning requires challenge, not mere imitation. B)Active participation drives the brain to build stable synaptic networks. C)Positive emotions elevate dopamine and open pathways for learning. D)Threat and anxiety increase cortisol and shut down learning processes. E)Meaning-making creates long-term memory; repetition without purpose does not. F)Social interaction is not a peripheral element—it is the engine of human learning. Where does the brain begin learning? Why are emotions prioritized over cognition? Which structures govern attention, memory, motivation, and motor behavior? What behaviors activate or suppress learning? How can we build neural processes instead of merely transmitting content? What forms of instruction lead to true cognitive growth? How can parents cultivate motivation without pressure? Anyone who works in education understands that the quality of teaching depends on the neurochemistry of the brain, the type of emotions elicited, attentional systems, memory consolidation, and social interaction. We must ask: How and where do fear and anxiety block learning? A classroom succeeds when the learner’s brain is chemically prepared for learning (through dopamine and emotion),attentively engaged (via prefrontal networks),supported in memory formation (through the hippocampus and meaningful repetition),and immersed in a socially safe and interactive environment (facilitated by oxytocin and mirror neurons). Thus, effective teaching can be defined as the scientific management of emotion, attention, memory, and social connection.