Exploration of Experiencing Teaching Modes of College Public English Curriculum Based on Cognitive Neuroscience

Abstract

Under the background of the development of cognitive neuroscience, the disciplinary nature and structure of linguistics should be re-examined in order to clarify the hierarchical relationship of the research direction in linguistics. Based on the methodology of complex scientific research and the development model of interdisciplinary knowledge, this study takes the experiencing teaching reform of public English curriculum in colleges and universities as an example, discusses the necessity of systematically integrating linguistic studies in different dimensions, and proposes a tentative plan for the reform of graduate curriculum system in linguistics. The characteristic of experiential English teaching based on neuroscience is to make students participate in learning actively and become the center and initiative participants of learning by simulating the real situation. By creating different future jobs and simulating situations, students of different specialties can learn English through experience, which is conducive to the students’ natural integration into teaching and active learning of English knowledge and practical skills required in their future employment.