神经科学知识在教育中的迷思与解蔽

The Myth and Explication of Neuroscience Knowledge in Education

近年来,随着多模态神经影像技术为脑认知活动提供创新性见解,神经科学开始受到教育研究者与实践者的普遍关注,但同时也滋生了一些广为流传的迷思与悖论。这些迷思与悖论主要来源于原始的科学发现,且在术语差异和认知偏见的诱导下逐渐形成,而大众媒体是其传播与扩散的主要渠道。为有效甄别和规避此类问题,提升神经科学知识在课堂教学中的实践转化,亟需从教师专业发展入手,重构教师学科教学知识、增设教育神经科学课程并加强神经科学素养培训。

In recent years,with the innovative insights into brain cognitive activities enabled by multi-modal neuroimaging technology,neuroscience has begun to be widely valued by educational researchers and practitioners.However,it has also given rise to several myths and paradoxes which have been circulating widely.Mainly based on raw discoveries of scientific enquiries,these myths and paradoxes gradually come into being as their believers are being misguided by terminological discrepancies and cognitive biases.The mass media serves as the major channel for their dissemination and diffusion.In order to effectively identify and avoid such problems and to enhance the practical transformation of neuroscience knowledge in classroom instruction,efforts are urgently required to promote teachers’professional development and to reconstruct their pedagogical content knowledge by supplying educational neuroscience courses and strengthening neuroscience literacy training.