The country attaches importance to children’s education, very concerned about the children’s academic performance in school, every semester section exams and periodical exams, the children’s parents will be staring at the children’s test scores, rankings in the class and grade, etc.; children’s achievements are naturally happy, but if the children’s academic performance is not ideal, it will bring parents countless troubles. What’s even more troubling is that many children slowly lose interest in learning because they don’t learn well. Many parents have their children tested for intelligence and are told that their children are of normal intelligence. My child has normal intelligence, why is he not good at learning? Many brain scientists have tried to decipher. The world famous cognitive neuroscience scholars of the University of Alberta, Canada, Professor JP Das, in the 1980s in Canada to carry out a series of research on children’s learning difficulties, he put forward the world famous intelligence theory PASS theory, he believes that the function of the human brain is to process a variety of information, the formation of external stimulus information decision-making, and command the body to make appropriate responses, the brain processing The process of information processing is divided into four processes: attention, planning, simultaneous processing and secondary processing, which include 12 kinds of information extraction and encoding processes in the brain; he found that children who have normal intelligence do not learn well and have difficulty in learning due to the problem of extracting and encoding information in one or more of these processes, so the overall performance of the intelligence is normal, but when they have difficulty in learning a certain subject or solving a certain task, they have difficulty in learning a certain subject or solving a certain task. When they have difficulty with a subject or make errors in solving a task, they are generally of normal intelligence. Existing research suggests that children between the ages of 6 and 12 who have poor planning and simultaneous processing of information will have difficulty solving application and complex function problems in math; children who have poor sequential processing of information will have difficulty remembering lessons; and children who have low attentional functioning will have difficulty staying attentive to the teacher in a class of 50 children; and children who have low attentional functioning will have difficulty staying attentive to the teacher in a class of 50 children; and children who have low attentional functioning will have difficulty staying attentive to the teacher in a class of 50 children. If the child’s brain has a low attentional function, during a class of 50 children, it will be difficult to keep track of what the teacher is explaining in class, and the problem of low efficiency in class will be manifested. Modern computer measurement technology has been able to present different brain cognitive processing tasks to assess the child’s brain in the attention, planning, simultaneous processing and secondary processing ability, and these evaluations will be conducive to our understanding of the characteristics of different children’s brain work, we are not difficult to understand from the intelligence of the PASS theory, different children’s brain, four processing processes and the brain’s 12 kinds of extraction of information and coding Processing ability is not the same, each combination of them will form the characteristics of the child’s brain on information processing, these characteristics of the brain on information processing, the performance of daily learning is the child to show the ability to learn different subjects. The ability to extract and encode information is determined by the way of nerve cell association, neurotransmitter transmission process and the brain’s acquired operating strategy; different brains have different ways of inter-synaptic association of nerve cells in the same brain area, and there are different concentrations of neurotransmitters inside and outside the nerve cell and neurotransmitter receptors, which determines the difference in the speed of the child’s brain to the same information processing; and the brain’s acquired operating strategy is determined by the child’s brain’s ability to process information. Acquired operating strategies are formed by the interaction between external information and the child’s specific extraction and encoding processing abilities. From this point of view, the same child, when receiving different education, the brain will eventually form different operating strategies. This is one of the reasons that in our lives, good teachers are often able to educate more students. To summarize the above discussion, we can distill the ideas about brain science research on the brain’s information processing ability: 1, different children’s brains have different characteristics of information processing; 2, different children’s brains have differences in information processing function; 3, the operating strategy of the child’s brain is the formation of the interaction between the external information and the child’s brain’s specific information extraction and coding processing ability, so education is very important. According to the knowledge of brain science above, let’s try to analyze “why children don’t learn well?”. Let’s try to analyze the question “Why don’t children learn well?” and explore the possible reasons why children don’t learn well. We believe that for most children, parents judge “my child is not learning well” because they have chosen the wrong criteria. Because these parents often use the top 5 and top 10 in the class to require their children to conclude that “their children are not learning well”, there are differences in the information processing function of different children’s brains, we can not use a similarly high level of requirements to be demanding of their own children, just as we can not require each adult to run as fast as Liu Xiang. Therefore, the child’s performance should be acceptable as long as it is within the normal range. We can point out learning goals to our children, but we cannot put unnecessary pressure on them, otherwise they will go to school happily on the first day and become reluctant to go to school on a certain day. We believe that for most children, parents judge that “my child is not learning well” because they have chosen the wrong indicators. Math, Language Arts, English, Physics and Chemistry are of course important subjects, but not every student’s brain is capable of learning these subjects well, and different children’s brains have different characteristics of information processing, so it’s normal for a child to be good at one subject, and less good at another. More importantly, the fact that some children may not be good at learning all of the above subjects does not mean that they have learning problems, as long as their cognitive processing is in the normal range. The likely reason is that their brains may be better equipped for extracting and encoding knowledge about things like art and sports. We believe that the possible reasons for “children not learning well” are related to our teaching. Our country’s education is still underdeveloped, and the size of class education is still dominated by large classes, so it is difficult for teachers to manage the education of 50-60 children in the teaching process according to the learning characteristics of each child (which are essentially the characteristics of the brain’s encoding and processing of information). Education, that is, can not be completely tailored to the individual, the teacher can only do according to the class 50-60 children’s average level and the general characteristics of the development of educational strategies, which will inevitably lead to some children can not form the optimal brain processing information operation strategy, showing that the child is very hard work, some of the homework is very hard, but the results of the situation is not good. It is often said that “parents are the first teachers of their children”. The child is the successor of the parents’ genetic inheritance, under the role of genes, the child’s brain structure and function will inherit some of the characteristics of the parents’ double hair, that is to say, the child’s brain processing information operation strategy is most likely to accept the influence of the parents’ brain processing information operation strategy, which is the main reason for the proverbial “this child speaks and does things exactly like his father”; the parents’ brain processing information operation strategy is most likely to accept the influence of the parents’ brain processing information operation strategy. This is the main reason why they say, “This child talks and acts exactly like his father”; the way parents deal with all the events around them is essentially the brain’s decision-making after processing the information related to the event, and the child spends time with his or her parents from birth, so the child learns from his or her parents’ words and deeds the processing strategy of the parent’s brain for processing the external information by osmosis from a very young age. Of course, as children grow up and come into contact with the outside world, they come into contact with more people and things other than their parents, they receive a different education from their parents, and they are in a different era from their parents’ teenage years, so all of this will lead to the improvement and establishment of their own unique brain processing strategies, which is when we say that this is the case of “the blue is better than the blue”. The blue is better than the blue”. “Children do not learn well” and the child may have a functional brain disease related to the more common diseases are children with neurodevelopmental disorders in children with attention deficit hyperactivity disorder (commonly known as ADHD), the incidence of this child brain developmental disorders in 5%, that is, an average of every 50 people in the classroom will be 2-3 children will occur this disease. This disorder occurs in an average of 2-3 children in every 50-person classroom. Nowadays, brain science research shows that children with attention deficit hyperactivity disorder (ADHD) have poor brain function in the frontal lobe of the brain due to problems with the neurotransmitter 5-hydroxytryptophan transportation, and the cognitive processing function of the brain shows that the planning function and attention function of the brain of these children are poor compared to that of children of the same age. When completing necessary learning tasks, they are unable to efficiently and consistently execute the processing of information in learning, and display actions and behaviors unrelated to the completion of the task; their brains are also often unable to accurately analyze and judge the facial expression information and emotional information of other classmates, and they often harass their classmates at school; in addition to the impairment of the planning and attentional functions of the attention deficit hyperactivity disorder, the brain is often combined with the simultaneous processing of information or secondary processing of information. In addition to impairments in planning and attentional functions, children with attention deficit hyperactivity disorder (ADHD) often have a combination of coding deficits in the simultaneous or sequential processing of information, in which case the child exhibits learning difficulties in math or language even in the presence of a serious learner. In the past, people did not understand why children had ADHD, why these children did not learn well, and they were not sure if this was a disease. With the development of modern brain science, as mentioned earlier, modern computerized measurement techniques have made it possible to assess the child’s brain in terms of attention, planning, simultaneous processing, and successive processing by presenting the child with different cognitive processing tasks, and the combination of these findings with the observations of the clinician can lead to an accurate diagnosis. The results of these tests, combined with the clinician’s observations, make it possible to accurately diagnose the disorder. The earlier the diagnosis and treatment the sooner the child’s brain can be helped to function at the level of a normal child, so that their brain is not going to build up the correct information processing strategies by the time they are in elementary and middle school. If there is a problem with information processing in a child’s brain, why are intelligence tests normal? The problem lies in the tools used in the IQ test. The IQ test tool used by many organizations is mainly the Wechsler Intelligence Scale, which is an evaluation tool in which many tasks are set up based on daily knowledge, and the results of its assessment are greatly influenced by the child’s daily knowledge accumulated in the past, so this tool is not able to sensitively respond to the problems that exist in the child’s brain in terms of cognitive processing of information. Is the Wechsler Intelligence Scale a bad instrument? Of course not, it’s just that “different scales should be used to weigh different things”. In conclusion, when you think your child is not doing well in school, you should think carefully about the following questions: I think by thinking about these questions, we will initially get the reasons why our children are not doing well in school, and then we can help our children to make progress in school as much as possible. “Let every child become a swan in the hearts of parents.