教育神经科学的理论与实践——从“实验室”到“教室”的学习科学

发布时间：2018-04-25 11:16

本文选题：教育神经科学 + 实验室　；参考：《开放教育研究》2013年03期

【摘要】：心理、脑与教育的整合研究,已经在教育研究者与行为研究者、认知科学研究者、神经生物学研究者、心理科学研究者之间建立了永久性连接,这些学科的繁荣以及这些研究领域之间的跨学科合作交流,促进了我们对学习科学的更深层次理解,形成了一个神经科学取向的教育学研究领域,即教育神经科学。教育神经科学被誉为是从"教室"中走出的神经科学,它通过神经科学的技术和研究方法,研究来自教学实践中的学习问题。然而,教育科学、心理科学与神经科学的整合并不十分顺利,神经科学的知识往往被教育实践者错误解读,并形成"神经神话"。神经科学研究者与教学实践者之间的沟通障碍,导致神经科学理论与教育实践者之间的"数字鸿沟"在短时间内不可能根本改变。但是,通过加强神经科学研究者与教育实践者的双向交流,能推动教育神经科学的发展,促进教育神经科学对教育实践做出实质性的贡献。
[Abstract]:Research on the integration of psychology, brain and education has established a permanent connection between educational researchers and behavioral researchers, cognitive scientists, neurobiologists, and psychological researchers. The prosperity of these subjects and the interdisciplinary cooperation and exchange among these research fields have promoted our deeper understanding of learning science and formed a neuroscience-oriented pedagogy research field, that is, educational neuroscience. Educational neuroscience is regarded as the neuroscience that comes out of the classroom. It studies the learning problems from teaching practice through the technique and research method of neuroscience. However, the integration of educational science, psychological science and neuroscience is not very smooth. The knowledge of neuroscience is often misinterpreted by educational practitioners and forms a "nerve myth". The communication obstacle between neuroscience researchers and teaching practitioners leads to the "digital gap" between neuroscience theory and educational practitioners can not be fundamentally changed in a short period of time. However, by strengthening the two-way communication between neuroscience researchers and educational practitioners, the development of educational neuroscience can be promoted and the educational neuroscience can make substantial contributions to educational practice.
【作者单位】：内蒙古民族大学教育科学学院;内蒙古民族大学民族教育研究所;
【基金】：2009年教育部重点课题“民族文化的学校传承和教育评价改革研究”(DMA090347)
【分类号】：G420

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