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教育神经科学的理论与实践
——从“实验室”到“教室”的学习科学
姜永志1,2
（1.内蒙古民族大学教育科学学院，内蒙古通辽 028043；
2.内蒙古民族大学民族教育研究所，内蒙古通辽 028043）
[摘要]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”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”。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”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。
[关键词]教育神经科学；实验室；教室；教育理论；教育实践
[中图分类号]G442
[文献标识码]A
[文章编号]1007-2179(2013)03-0071-07
[基金项目]2009年教育部重点课题“民族文化的学校传承和教育评价改革研究”(DMA090347)。
[作者简介]姜永志，心理学硕士，内蒙古民族大学教育科学学院讲师（psy_yongzhi@126.com)。
Theory and Practice of Educational Neuroscience:
Learning Science from the "Laboratory" to the "Classroom"
JIANG Yongzhi1,2
(1.School of Education Sciences, Inner Mongolia University for Nationalities, Tongliao 028043,China;
2.Institute of Ethnic Education,Inner Mongolia University for Nationalities,Tongliao 028043,China)
Abstract: 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.
Key words: educational neuroscience;laboratory; classroom; educational theory; educational practice |
