教育神经科学的理论与实践——从“ 实验室冶到“ 教室冶的学习科学

Theory and Practice of Educational Neuroscience:Learning Science from the " Laboratory" to the " Classroom "

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“教室冶中走出的神经科学,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“神经神话冶。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“数字鸿沟冶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。

Integrated studies of mind, brain and education had established a permanent connection between educational researchers, behavioral researchers, cognitive science researchers, neurobiology researcher and psychological science researchers. The prosperity of these disciplines and interdisciplinary cooperation promoted a deeper understanding of learning sciences. As a result, a new neuroscience-oriented educational research areas named educational neuroscience was formed. It studies practical education from an integrated neuroscience perspective. However, the integration between education, psychology and neuroscience was not smooth. The knowledge of neurobiology was often misinterpreted by education practitioners, and formed “neuro-mythologies”. The communication barriers between researchers and practitioners of neuroscience could not be eliminated in a short time. But, we are able to promote the development of educational neuroscience through building a mutual connection between neuroscience researchers and educational practice, and making a substantial contribution to educational practice.