A related example:
Musicians often turn pictures into sounds when they see beautiful scenery, which is the transformation from visual ability to auditory ability, while writers turn pictures into words when they see beautiful scenery, which is the transformation from visual ability to language ability. When people close their eyes and touch something round, images like eggs and balls will appear in their brains, which is the transformation from touch to vision. There are many more. . . . . . . . . . .
Thinking 2: Are all kinds of sensory abilities interrelated? The functional areas of the human brain are also interrelated?
Nowadays, children, senior high school students and adults all emphasize making full use of various sensory abilities such as listening, speaking, reading, writing, seeing and touching, and learning with multi-sensory systems. Sometimes performances, experiments and so on are added.
Thinking 3: Is learning an interactive activity between multiple senses and various functional areas of the brain? Is it information input and processing output?
Take that scenery as an example. First, I saw beautiful scenery and pictures, and input information. Then musicians can turn the pictures into music output, play them into music or write music scores. Writers can turn pictures into language and write words, but the output of playing the piano, composing music and words here should be the output function of the brain, so the sports ability such as running and dancing is also the output function of the brain.
Thinking 4: Is the output function and motor ability of the brain related to the five senses or other functional blocks?
Will the development of one functional area drive the development of another functional area?
According to this inference, the motor function area, the facial features area or other areas in the brain are all related, but the correlation is large or small. Most activities of the human body are the comprehensive effects of various functional areas, and there is basically no activity involving only a single functional area.
Take the game of basketball players as an example. In the competition, he must observe, listen and feel his physical changes, adjust his movements at any time, and communicate and cooperate with other players. There is input, output, language, exercise, listening, talking, watching and exercising.
Summarized the related conclusions and problems:
1. People are an organic whole, and the functional areas in the brain are interrelated.
2. Human activity is the comprehensive function of different functional areas in the brain.
3. If the development level of some functional areas is unbalanced or low, will it affect some corresponding abilities of children? Because abilities are synthetic. It is the result of various functional areas of the brain and many different thinking.
Therefore, comprehensive, balanced and in-depth sensory training, motor ability training and language training are of great significance to the development of corresponding functional areas of children's brains. I emphasize that I am talking about comprehensive, balanced and in-depth sensory ability and the development and training of various functional blocks of the brain.
Early education activities should best involve children's sensory abilities such as sight, hearing, taste, touch and smell, sports abilities such as running, jumping and crawling, and language abilities such as speaking, reading and singing, so that children's various abilities can be exercised and various functional areas can be developed. Only when children's various functional areas are fully developed can children's various abilities be synthesized without hindrance.
Limit a range: what I said here is more inclined to physical development than physical hardware. As we know, the brains of children before the age of three are far from mature, and the development of children's bodies and brains before the age of six is far from stopping. Therefore, early education activities should emphasize the all-round development of children's brain and body.
If we analyze some current early education methods, you will find that many different early education schools actually emphasize the balanced development of the five senses and various functional areas. For example:
Vision: Du Man's flash cards, encyclopedia cards and point cards, Montessori's sensory training, Qitian's speed reading, Mrs Steiner's keen sensory training and observation.
Observation ability training, input of famous paintings, color discrimination, picture books, color stimulation of natural environment emphasized in infancy. . . . . . . . .
Hearing: famous songs, listening to the sky quickly, Montessori sensory training, telling stories to children, the voice of nature, the rhythm and pitch of music, etc.
Training.
Touch: touch, swim, wind and rain, and distinguish between soft, hard, rough and smooth.
Taste: Montessori sensory training, various fruit tasting, sour, sweet, bitter and salty tasting, Montessori taste bottle training, etc.
Smell: the discrimination of various smells, the taste of traditional Chinese medicine, and the discrimination and training of various spices.
Sports: Du Man's balance, grasping, climbing, walking, running, jumping, seven-field sports training, Montessori's various activities and early education.
Sports ability training schools, fine movements, big movements, follow-up ballet, swimming, flower skating, speed skating and other training.
Language: Tell children stories from birth, natural books, picture books, story books and all-around books, read, sing, speak, argue and write, and move forward step by step.
Remember: language is the carrier of human thinking, and the development of language functional areas and language ability is extremely important to the development of human intelligence.
Output training: specifically, this is an extremely important aspect.
. . . . . . . . . . . . . . . . . . . . . . . . . . (Omitting a lot of brain functions I don't know)
To sum up:
The good development of brain functional areas can not only shorten the input time and speed of information, but also promote each other's development and form strong information processing ability and output ability. Isn't this fast, powerful and correct input and output ability and powerful information processing ability a kind of learning ability?