心理教师:神经科学与教育学间的转化桥梁

Psychology Teachers: A Translational Bridge between Neuroscience and Education

在学科交融进一步发展的同时,神经科学与教育学之间存在的巨大鸿沟使得人们对神经科学的许多研究结果产生了误解、误读和误用。缺乏连接神经科学和教育学的转化桥梁,是造成这一差距的主要原因。心理教师在他/她们的知识、技能以及学科地位方面,代表着尚未开发的潜力,在建立神经科学和教育之间的桥梁作用方面存在重要意义。本文就当下神经科学研究转化为教育实践的多重障碍因素,进一步探讨心理教师存在的桥梁意义。文章主要探讨了心理教师作为转化桥梁,在甄别“神经神话”,协助教师群体脑科学素养提升;促进教学更加科学化以及促进神经科学研究成果向特殊教育领域转化等方面的效应。为更好地助力心理教师成为“桥梁”,研究最后也提出了不同学科、不同领域间的可行性合作方向,以期为教育神经科学的进一步发展,提供一定的学术见解。

While disciplinary convergence has further developed, the large gap that still exists between the fields of neuroscience and education has led to misunderstandings, misinterpretations, and the misuse of many findings in neuroscience. The lack of a translational bridge connecting neuros-cience and education is the main reason for this gap. Psychology teachers represent untapped potential in terms of their knowledge, skills, and status in the discipline and have an important role to play in building a bridge between neuroscience and education. This article explores the significance of psychology teachers in narrowing the gap between the fields of education and neuroscience and minimizing the multiple barriers to the translation of contemporary neuroscience findings into educational practice. This article details how psychology teachers can help dismiss “neuromyths”, which assists teacher groups in brain science literacy enhancement, promote better teaching and learning practices, and enable the translation of neuroscience research findings into special education policies. This paper concludes by suggesting possible directions for collaboration across these two fields in order to help psychology teachers become a means of further uniting them and provide insights for the future development of educational neuroscience.