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教育神经科学研究进展 总被引:1,自引:0,他引:1
教育神经科学通过探索有关学习的脑机制,为学习科学研究提供生理学研究视角。文章首先对教育神经科学的内涵、发展及脑功能成像技术进行简要的介绍;继而对教育神经科学的主要研究内容进行论述,包括脑的功能结构与发展研究、语言学习的脑机制研究、数学学习的脑机制研究,以及情绪发展的脑机制研究;最后,描述了教育神经科学面临的困境,并提出教育神经科学未来的研究方向。 相似文献
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《课程.教材.教法》2014,(5)
正近年来,教育神经科学渐渐受到大众注目,研究者不仅致力于用神经科学解答教育上的问题,还致力于用数据研究一些挑战性的教育教学问题,如教学过程中教学效率的认知量化,脑的功能和网络工作,脑的结构功能与学习困难的诊断和补救等问题,获得了一些开创性的成果,同时用新的理念与思想挑战了传统的教学观念,对教学概念进行了再认识研究。过去认为教学仅仅是学习的工具,教师是给学生知识充电的插座。而随着学习理论的发展,认识到脑 相似文献
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阮学永 《河南师范大学学报(哲学社会科学版)》2012,39(5):36-39
最近几十年来,借助科技革命提供的先进设备和研究手段,神经科学获得了突破性发展.其中,视觉系统以其在动物和人类生命活动中的极端重要性,得到了神经科学研究者更为全面、深入的探究.视觉审美研究,应积极吸收其成果,以促进相关研究的有效深入. 相似文献
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情绪调节是青少年社会化和心理健康教育的核心。所谓认知型情绪调节方式,是指个体为了达到情绪调节目的而采取的有意识的认知努力。单独研究这种认知取向的情绪调节方式,不仅可以进一步加深对情绪调节方式的理解,而且有助于教师从认知角度实施科学的情绪情感教育,指导青少年形成成熟的认知型情绪调节模式,增强情绪的自我调控能力,具有重要的教育意义。 相似文献
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阐释认知对情绪影响、情绪对认知影响的相互作用,提出认知与情绪之间的关系是相互依赖、相互作用的。指出对认知与情绪的关系、现有情绪研究方法的总结以及对二者关系的未来研究趋向的探讨具有重要意义。 相似文献
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一、神经科学有关脑发育的研究自20世纪90年代以来,神经科学在脑发育方面的研究日新月异,但在许多研究结果还没有到下结论的时候,研究者在许多方面还都各持己见。比较一致的看法在于:(1)在生命的早期,神经联结(突触)在大脑中迅速地形成;(2)神经结构突触机构终生都存在可塑性;(3 相似文献
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智慧教学是新时代智慧教育发展的主阵地,而智慧教学活动设计是智慧教学的核心组成。缺少底层理论机制指导的智慧教学活动设计,往往可移植性较差、实践应用价值有限。基于此,文章首先探讨了教育神经科学、心流理论与智慧教学之间的背景关联;随后,从教育神经科学视角下剖析了心流体验的促发条件;最后,针对不同心流理论层次,从积极满足心流前兆、高效维持心流体验、科学评估心流结果三个方面展开智慧教学活动设计。文章为促进心流体验的智慧教学活动设计提供了理论参考,并为智慧教学活动设计提供了教育神经科学方面的证据。 相似文献
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文化塑造着人脑,人脑也建构着文化。人类学的理论与方法为教育神经科学研究文化、脑与教育的关系拓展了新的领域。对"文化中的脑"与"脑中的文化"的关注已经推动了人类学的新分支——"神经人类学"的诞生。在人类学的启迪下,中国教育神经科学研究将有助于加深对不同文化族群中儿童学习的内在机制的理解,为尊重文化多样性的教育实践和推动教育公平的政策制定提供科学依据。 相似文献
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We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education 总被引:1,自引:0,他引:1
ABSTRACT— Recent advances in neuroscience are highlighting connections between emotion, social functioning, and decision making that have the potential to revolutionize our understanding of the role of affect in education. In particular, the neurobiological evidence suggests that the aspects of cognition that we recruit most heavily in schools, namely learning, attention, memory, decision making, and social functioning, are both profoundly affected by and subsumed within the processes of emotion; we call these aspects emotional thought . Moreover, the evidence from brain-damaged patients suggests the hypothesis that emotion-related processes are required for skills and knowledge to be transferred from the structured school environment to real-world decision making because they provide an emotional rudder to guide judgment and action. Taken together, the evidence we present sketches an account of the neurobiological underpinnings of morality, creativity, and culture, all topics of critical importance to education. Our hope is that a better understanding of the neurobiological relationships between these constructs will provide a new basis for innovation in the design of learning environments. 相似文献
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Culturally appropriate education focuses on educational competence needed in a global world and respect for different world views of learners and teachers from different cultural contexts. The relationship between gene, brain, and culture is complex and dynamical. Cultural experience and learning sculpts the anatomy and function of the human brain and shapes human behavior. This neuroplasticity is the basis of educability in human beings. Education reform should reflect cultural diversity and embed teaching practices into the cultural history of a nation and should promote positive inclusion of minority and indigenous history so as to maximize successful adoption by teachers and parents. This tenet is at the core of the concept of “culturally appropriate education.” Successful educational reform and pedagogy require that teachers become culturally and neuroscientifically literate. 相似文献
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As the field of Mind, Brain, and Education seeks new ways to credibly bridge the gap between neuroscience, the cognitive sciences, and education, various connections are being developed and tested. This article presents a framework and offers examples of one approach, predictive modeling within a virtual educational system that can include representations from the neural level to the policy level. Researchers could calibrate, test, and question the model, potentially providing quicker, more efficient, and more responsible ways of making advances in the developing educational field. Virtual investigations using models with this sort of capability can supplement the valuable information derived from carrying out policy and instructional experiments in real educational contexts. 相似文献
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Investigating the Educational Implications of Embodied Cognition: A Model Interdisciplinary Inquiry in Mind,Brain, and Education Curricula 下载免费PDF全文
Elisabeth Osgood‐Campbell 《Mind, Brain, and Education》2015,9(1):3-9
Much educational neuroscience research investigates connections between cognition, neuroscience, and educational theory and practice without reference to the body. In contrast, proponents of embodied cognition posit that the bodily action and perception play a central role in cognitive development. Some researchers within the field of Mind, Brain, and Education (MBE) explore this theory by researching the impact of sensorimotor activity on academic competencies such as language comprehension, mathematics, and scientific thinking. In this article, I call for this work to be highlighted more centrally in MBE training programs. Toward this end, I model an investigation of the concept of embodied cognition that can be used in MBE curricula with a dual purpose: to train future practitioners in the seminal metaphor of mind as an embodied system, and to demonstrate effective interdisciplinary research, which is critical to advancing the field of Mind, Brain, and Education. 相似文献
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网络教育中情感教育的思考 总被引:6,自引:0,他引:6
网络教育日益成为一种重要的教育形式,正确理解网络教育中的情感教育问题是正视网络教育的一个关键.本文认为网络教育对情感发展影响是巨大的,但这种影响不能仅仅只看到负面作用,还应当看到网络教育对情感发展的正面作用. 相似文献
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论网络教育的缺失:认知与情感的分裂 总被引:7,自引:0,他引:7
网络教育作为一个新生事物,对弥补传统教育的不足发挥了积极的作用。但是,由于网络教育本身的病理、网络行为者以及近代科学主义教育思潮的综合作用,网络教育中显现出了严重的认知与情感的分裂问题,导致网络教育功能的执行、学生完整人格的形成受到了限制。 相似文献
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近年来,随着科学技术,特别是影像学技术的快速发展,脑科学与认知科学呈现出蓬勃发展态势,同时数学认知的脑科学研究也取得了大量的重要研究成果,主要表现在早期数学学习经验对脑功能具有塑造作用、计算障碍的顶内沟结构或功能缺陷的脑机制、语言对数学认知的作用具有层次性、数学与空间能力在顶叶的密切关系以及数学的性别差异脑机制探析五个方面.数学认知脑科学研究为理解数学学习的本质以及教育实践提供了如下启示:重视儿童早期经验对大脑的数学功能的塑造作用;充分发挥语言、空间能力在数学学习中的作用,针对男女生倾向于使用不同的认知策略,制定适合其自身的学习策略;对患有计算障碍的儿童,教师需要掌握一些针对这些孩子的特殊的教学方法. 相似文献