教育神经科学:创建心智、脑与教育的联结
Educational Neuroscience: Constructing the Connection between Mind, Brain and Education
-
摘要: 教育神经科学是将心智、脑与教育联结起来为教育奠定科学基础的具有巨大发展潜力的新兴学科。目前,人们用多种术语来指称这个领域,如“心智、脑与教育”、“学习科学”、“教育神经科学”、“神经教育学”、“教育生物学”等,这些名称之间意义不同。教育神经科学将脑功能、脑结构与行为的研究结合起来,其研究方式包括科学研究、转化研究与实践研究。
-
表 1 环境因素与个体内部因素的交互作用
环境因素举例 学习者个体内部因素举例 受到影响的因素 氧气、营养、毒素 → 突触形成、修剪、神经联结 脑
↓↑教学、文化机构、社会因素 → 学习、记忆、情绪 心智
↓↑暂时性的限制(如教学工具) → 成绩、错误、提高 行为 注:箭头表示因果关系,个体的外部因素与内部因素之间的交互作用可以进行因果解释。
资料来源:Morton, J. and Frith, U. (1995). Causal Modelling: A Structural Approach to Developmental Psychopathology, in D. Cicchetti & D.J. Cohen (eds.) Manual of Developmental Psychopathology: Volume 1. New York:Wiley. -
[1] Battro, A. M., Fischer, K. W., Léna, J. P.(2008)The educated brain: essays in neuroeducation. Pontifical Academy of Sciences and Cambridge University Press. [2] Bruer, J.(1997) Education and the Brain: A bridge too far. Educational Researcher, Vol.26, No.8 doi: 10.3102/0013189x026008004?related-urls=yes&legid=spedr%3B26%2F8%2F4&cited-by=yesl26%2F8%2F4p26%2F8%2F4p26%2F8%2F4 [3] Chall, J.S. & Mirsky, A. F. (1978). Education and the Brain. Chicago: The University of Chicago. p.377. [4] Connell, M. W.(2004)A Response to John Bruer's "Bridge Too Far": Linking Neuroscience to Education via Computational Neuroscience. Paper Presented to the Neuroscience and Education SIG at the American Educational Research Association Annual Conference. San Diego, California. [5] Fischer, K. W., Goswami, U., Geake, J. (2010)The future of educational neuroscience. Mind, Brain, and Education, 4(2):68-80. doi: 10.1111/mbe.2010.4.issue-2 [6] Friedman, S. L., Klivington, K. and Peterson, R.W. (eds.) (1986). The Brain, Cognition, and Education, New York: Academic Press. pp. 19-119. [7] Howard-Jones, P. (2010) Introducing neuroeducational research: Neuroscience, education and the brain from contexts to practice. Abingdon: Routledge. Pp.98-121. [8] Howard-Jones, P.A., Blakemore, S.J., Samuel, E., Summers, I.R., Claxton, G. (2005) Semantic divergence and creative story generation: an fMRI investigation.Cognitive Brain Research, 25, 240-250. doi: 10.1016/j.cogbrainres.2005.05.013 [9] Meltzoff, A.N., Kuhl, P. K., Movellan, J and Sejnowski, T.J.(2009)Foundations for a new science of learning. Science. (325): 284-288. http://www.sciencemag.org/content/325/5938/284.figures-only?cited-by=yesl325/5938/284 [10] Morton, J. & Frith, U. (1995). Causal Modelling: A Structural Approach to Developmental Psychopathology, in D. Cicchetti & D.J. Cohen (eds.) Manual of Developmental Psychopathology: Volume 1 [M]. New York:Wiley. [11] Skinner, B. F. (1954)The science of learning and the art of teaching. Harvard Educational Review, 24, 86-97. http://profiles.wizfolio.com/robertalt/publications/36169/216542/ [12] Szucs, D. and Goswami, U.(2007). Educational neuroscience: defining a new discipline for the study of mental representations. Mind, Brain, and Education, 1, 114-127. doi: 10.1111/mbe.2007.1.issue-3 [13] 周加仙(2008).学习科学:内涵, 研究取向与特征.全球教育展望. 253:17-19. http://kns.cnki.net/KCMS/detail/detail.aspx?filename=wgjn200808006&dbname=CJFD&dbcode=CJFQ [14] 周加仙(2009).教育神经科学引论.上海:华东师范大学出版社. [15] 周加仙(2013).教育生物学的领域建构.教育生物学.(2).