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1.
脑的可塑性研究及其对教育的启示 总被引：5，自引：0，他引：5
大脑是一个复杂而动态的系统,受学习、训练以及各种经验等因素的影响,其结构和功能都会出现动态的修复或重组,也就是体现出所谓的可塑性。当前认知神经科学研究表明,在个体发展的生命全程中枢神经系统都具有一定的可塑性,如儿童大脑、成人大脑以及非正常人大脑均具有可塑性。由于在个体发展的不同阶段可塑性是动态变化的,而且不同脑区在不同时间其功能活性以及可塑性本身也不一样,所以,在制定相关的教育方案或干预措施时,必须综合考虑影响大脑可塑性的这些因素,加强教育的针对性和实效性,实现科学的保护脑、使用脑、开发脑;充分利用大脑的可塑性,重视早期教育;提供丰富而适宜的教育环境,全面开发大脑的潜能,促进大脑的整合式发展;全面了解影响大脑可塑性的因素,寻求大脑可塑性与教育的最佳结合点。 相似文献
2.
Educational Neuroscience: Defining a New Discipline for the Study of Mental Representations 总被引：1，自引：0，他引：1
ABSTRACT— Is educational neuroscience a “bridge too far”? Here, we argue against this negative assessment. We suggest that one major reason for skepticism within the educational community has been the inadequate definition of the potential role and use of neuroscience research in education. Here, we offer a provisional definition for the emerging discipline of educational neuroscience as the study of the development of mental representations. We define mental representations in terms of neural activity in the brain. We argue that there is a fundamental difference between doing educational neuroscience and using neuroscience research results to inform education. While current neuroscience research results do not translate into direct classroom applications, educational neuroscience can expand our knowledge about learning, for example, by tracking the normative development of mental representations. We illustrate this briefly via mathematical educational neuroscience. Current capabilities and limitations of neuroscience research methods are also considered. 相似文献
3.
功能主义在西方教育史研究中占有独尊的地位,它规范着教育史研究的框架并指导着它的方向.几乎所有教育史学家都受功能主义的影响,他们认为近代以来普及教育的兴起是为了满足某种或某一阶级的社会需求.但是,从功能主义角度把普及教育与工业化、城市化以及现代国家建设联系起来,有许多无法解释的例外.本文认为要真正解释普及教育的兴起就必须超越功能主义,必须不限于研究社会需要与教育满足需要这样的联系,而是把教育的功能置放在一定历史语境当中. 相似文献
4.
教育的起始问题是“什么是教育”或“什么是正确的教育”。正确的教育绝不会脱离教育所属的人,应站在对人进行教育的起点上,透过认识人脑和教育的关系问题来把握教育的正确性与科学性：根据人脑演化规律,把握一个人在教育起点上那种不可颠倒的教育时机（教育秩序）,选择恰切的教育内容,采用与时机、内容契合的教育方法,才能在人接受教育的开端上使左脑教育为右脑教育留有余地,才能从根源上反思并理顺真正的人才培养之道。 相似文献
5.
冉祥华 《商丘师范学院学报》2011,27(8):86-90
近十几年来,随着认知神经科学和脑功能检测技术的飞速发展,音乐与大脑之间的关系日渐引起神经科学家的关注。越来越多的研究表明,音乐学习和训练对人的影响不止于情感,它对脑的发育、认知发展确有一种积极效应。对这一问题的深入研究,不仅可以帮助人类解密大脑＂黑匣＂,而且还能深化人们对音乐教育价值的认识,使音乐教育在更加广义的人类发展和人类潜能开发方面表现出更大的作为。 相似文献
6.
Kurt W. Fischer Usha Goswami John Geake the Task Force on the Future of Educational Neuroscience 《Mind, Brain, and Education》2010,4(2):68-80
The primary goal of the emerging field of educational neuroscience and the broader movement called Mind, Brain, and Education is to join biology with cognitive science, development, and education so that education can be grounded more solidly in research on learning and teaching. To avoid misdirection, the growing worldwide movement needs to avoid the many myths and distortions in popular conceptions of brain and genetics. It should instead focus on integrating research with practice to create useful evidence that illuminates the brain and genetic bases as well as social and cultural influences on learning and teaching. Scientists and educators need to collaborate to build a strong research foundation for analyzing the “black box” of biological and cognitive processes that underpin learning. 相似文献
7.
Miriam Rosenberg‐Lee 《Mind, Brain, and Education》2018,12(1):12-22
The promise of educational neuroscience lies in its potential to uncover mechanistic insights into the science of learning. However, to realize that promise, the field must overcome a fundamental difference between the constituent disciplines: neuroscience is primarily concerned with understanding how the brain works; whereas education attempts to change the brain regardless of its workings. Learning is one domain where these orientations align: it is a deep feature of nervous systems and a target outcome of education. This article proposes coupling training studies with neuroimaging to assess the impact of real‐world learning on brain activity patterns, and simultaneously ask fundamental questions about the causal role of specific patterns of brain activity in academic skill acquisition. Finally, planning and implementing these studies requires multiple forms of expertise and collaborating across disciplines, which will contribute to a more cohesive educational neuroscience research community. 相似文献
8.
Richard E. Mayer 《Educational Psychology Review》1998,10(4):389-396
Byrnes and Fox (1998) present the case for the relevance of cognitive neuroscience in educational psychology, including both logical and empirical arguments. In this commentary, I begin by briefly reviewing the history of the case for including the brain in educational psychology: Early educational psychology—as reflected in Thorndike's (1926) educational psychology textbook—emphasized the neuronal basis of learning; contemporary educational psychology—as reflected in educational publications—tends to ignore the brain; and future educational psychology will need to overcome the pitfalls encountered in previous misuses of brain research. Next, I examine two logical arguments for Byrnes and Fox's case, namely, that including cognitive neuroscience research makes educational psychology more complete and more plausible. Then, I examine the empirical argument of Byrnes and Fox by focusing on the value of cognitive neuroscience research in attention and memory as well as in reading and arithmetic. Finally, I suggest criteria for evaluating the contributions of cognitive neuroscience research in educational psychology, including the need for research on educationally relevant tasks and issues. 相似文献
9.
Tom Billington 《International Journal of Inclusive Education》2017,21(8):866-880
Momentum is continuing to grow in the circulation of neuroscientific discourse, informing aspects of how we live but affecting too how we think about education and learning. Neurologically informed intrusions into education frequently align with psychology which has until now largely adopted a ‘medical model’, supporting policies and practices which ultimately invoke psychopathology and arguably render individual young people more vulnerable to various forms of social and educational exclusion. This paper urges caution in respect of understandings of educational neuroscience that focus on individual deficits and diagnoses. Rather it holds in mind the broader historical context for neuroscience and its implications for our understandings of what it is to be human in the twenty first century and thereafter for education and learning. Theoretical resources from critical and affective neuroscience but also critical educational psychology are brought together specifically to support the principles of inclusionist policies and practices in education. 相似文献
10.
Compared to the book, the electronic screen has had a very brief history as an educational aid, but its development and use in educational contexts has generated considerable comment in the few decades of its existence. It is therefore possible for historians of education to consider the statements and claims which have been made for the merits of screen‐based learning, as against more traditional modes of education. This paper analyses differing strands of the discourse on screen based learning in the United Kingdom over the past two decades, and contrasts the claims and views of politicians and educationalists on the benefits and potential of screen based learning. Analysis of what has been written and said over the past two decades casts doubt on the Department of Education and Employment's claim that “there is no room for scepticism” about the promotion of screen based learning, and reveals differing conceptions about what learning is and how it takes place. Consideration of these differences might help to inform the ongoing debate about the role of new technology in education. 相似文献
11.
教育史研究的教育学内涵是一个需要澄清的问题,这将有利于教育史研究自身的进化。超越具体的教育历史事实,用思辨的方式追寻教育历史发展的逻辑,是教育史研究具有教育学内涵的重要途径。这种努力具体体现为通过教育活动史、教育思想史、教育制度史研究,对教育活动、教育思想、教育制度历史发展逻辑的追寻。为此,研究者需要拥有教育学的立场和哲学的方法。 相似文献
12.
Paul Smeyers 《Journal of Philosophy of Education》2016,50(1):62-75
For a decade or so there has been a new ‘hype’ in educational research: it is called educational neuroscience or even neuroeducation (and neuroethics)—there are numerous publications, special journals, and an abundance of research projects together with the advertisement of many positions at renowned research centres worldwide. After a brief introduction of what is going on in the ‘emerging sub‐discipline’, a number of characterisations are offered of what is envisaged by authors working in this field. In the discussion that follows various problems are listed: the assumption that ‘visual proof’ of brain activity is supposedly given; the correlational nature of this kind of research; the nature of the concepts that are used; the lack of addressing and possibly influencing the neurological mechanism; and finally the need for other insights in educational contexts. Following Bakhurst and others, a number of crucially relevant philosophical issues are highlighted. It is argued that though there are cases where neuroscience insights may be helpful, these are scarce. In general, it is concluded, not a lot may be expected from this discipline for education and educational research. A reminder is offered that the promise of neurophilia may be just another neuromyth, which needs to be addressed by philosophy and education. 相似文献
13.
Noah W. Sobe 《History of education》2013,42(5):689-695
This exploratory paper was prepared for a symposium held at the 2011 ISCHE conference in which participants were asked to envision future challenges in the historiography of education, to predict where the field was moving, and to imagine what innovations and new interests would arise in the subsequent 30 years. While the paper is playfully written from the vantage point of 30 years in the future and pretends to offer a retrospective review of what happened in the field over that period, its primary purpose is to seriously suggest a number of ways that historians of education might engage with the history of emotion and affect in their work. The first section of the paper describes the consolidation of the history of emotions as a field of historical study and discusses the importance of a ‘governmentality' approach. It is then suggested in the second section that historians of education increasingly drew on the concept of ‘affect' and developed ‘affective histories' of education that both built upon and departed from earlier histories of emotions. The third section of the paper discusses some of the ways in which historians of education incorporated into their work insights from neuroscience into consciousness and choice-making as well as an increased awareness of the object-mediated body. 相似文献
14.
The centralisation of French educational institutions is more in keeping with a political and social model than with reality. The construction of a complete school system under state supervision started early but has been a process of more than a century and a half long, which until 1880 mostly concerned the education of the elite (higher education and the lycées), and which left an important role to cities. Part of the educational action of the state has long been based on the idea that training courses should be adapted to the needs of cities and regions. Towns were entrusted with a great part of the state educational policies while influencing the private sector at the same time. But although their school policies had abiding features and their financial commitments increased considerably during the nineteenth century, cities have never been independent of the state. Moreover, a great many other local groups and individuals took part in school development. Urbanisation in France has been gradual, which accounts for the lack of interest in urban educational studies on the part of French historians. The shift of the past few years has given us a whole new insight into our knowledge of the history of schooling and has brought to light its institutional, material and financial factors - overlooked until now. One of these factors is the permanent threat of pupil shortage which weighed heavily on most nineteenth century public and private post-elementary schools. Until public education became free - in 1881 in primary schools and in the 1930s in secondary schools - all schools were basically self-supporting. Recruiting a sufficient number of pupils was both a crucial necessity and one of the driving forces behind the creation and the renewal of educational provision, especially when several schools were in competition. Free education did not bring about any profound changes: the growth of school attendance reduced the unitary cost of studies and remained a major criterion by which the value of school management was judged. 相似文献
15.
武翠红 《南通师范学院学报》2011,(6):81-88
马克思主义是我国学者进行教育史研究的前提假设,我们不仅要坚持这个理论方向,更需要探索在新时期中国马克思主义教育史学理论体系的构建,以便更好地坚持和发展马克思主义对教育史研究的理论指导作用。构建中国马克思主义教育史学理论体系,必须发扬我国史学经世致用的优良传统,重温经典马克思主义著作,肯定马克思主义理论在教育史研究中的主导地位,明确教育史研究对象的范围,进而对教育史学的目的、方法论以及价值诸方面作深入探讨,避免西方马克思主义教育史学理路体系的困境。 相似文献
16.
On the Relevance of Research Findings in Cognitive Neuroscience to Educational Practice 总被引：1，自引：0，他引：1
In their target article, Byrnes and Fox (1998) argue that many of the recent findings from the field of cognitive neuroscience have particular importance for education. In our commentary, we lend support to their contention by reporting on some of our work that has potential relevance to the proposed interface between cognitive neuroscience and education. Specifically, we discuss the findings from several studies investigating the neuropsychology of intellectual giftedness, and sex differences in the brain, each of which suggest a unique functional organization that differentiates gifted from average ability adolescents, as well as males from females. We further propose that the translation of cognitive neuroscience findings into specialized classroom instructional methods which capitalize on the plasticity of the brain, as well as the apparent individual differences in its functional organization, may be the most significant challenge facing those in the front-lines of educational practice. 相似文献
17.
教育史研究者的素养是教育史学科建设与人才培养领域中的重要议题之一,其应兼备史学的厚实学理修为和教育学的实践性智慧。教育史研究者五维素养的内涵为:由兴趣触发之"才"以撰教育史之文;勤于习练之"学"以练教育史之事;富有创新性思维之"识"以见人所不见;责任担当之"德"以求教育史之公;理解与觉悟并存之"道"以适天下育人之用。五者相辅相成,有机结合,其次序为:才、学、识、德、道。探讨五维素养是为培养卓越的当代教育史研究者提供学理支持和实践进路。 相似文献
18.
Usha Goswami 《Mind, Brain, and Education》2009,3(3):176-184
Neuroscience has the potential to make some very exciting contributions to education and pedagogy. However, it is important to ask whether the insights from neuroscience studies can provide "usable knowledge" for educators. With respect to literacy, for example, current neuroimaging methods allow us to ask research questions about how the brain develops networks of neurons specialized for the act of reading and how literacy is organized in the brain of a reader with developmental dyslexia. Yet quite how these findings can translate to the classroom remains unclear. One of the most exciting possibilities is that neuroscience could deliver "biomarkers" that could identify children with learning difficulties very early in development. In this review, I will illustrate how the field of mind, brain, and education might develop biomarkers by combining educational, cognitive, and neuroscience research paradigms. I will argue that all three kinds of research are necessary to provide usable knowledge for education. 相似文献
19.
吴大红 《湖州师范学院学报》2002,24(4):103-105
陶瓷艺术是人类文化的重要组成部分，它折射出人类丰富的文化历史及文明发展进程。它所具有的文化性、参与性、直观性、愉悦性、多变性等特点赋予了它独特的教育功能。在中小学中开展陶艺教育，能发挥学生的学习主体性，培养学生的创新精神，拓展智力及思维能力，养成良好的个体心理品质，以促进学生的素质教育。 相似文献
20.
The future of educational provision for pupils with special educational needs can be seen to be central to educational debate across Europe and the USA. Legislation from many countries has focused upon the means by which the achievement of a more inclusive education system can be achieved. This article suggests that whilst the socio‐political and moral arguments for inclusion have been well established, insufficient attention has been given to the development of an understanding of classroom practices which are conducive to creating an inclusive education system. The moral imperative for inclusion is clear and few teachers would deny that a move towards a more equitable education system should be regarded as a priority. Yet, moves towards the achievement of greater inclusion have been slow. Existing research has demonstrated that under some circumstances inclusion can be efficacious, yet many teachers remain uncertain with regard to its implementation in their schools. This article argues that there is a need to move forward from debating the justification of inclusion and to shift efforts in the direction of an analysis of effective classroom practice to meet the needs of those pupils who are currently presenting the greatest challenges to teachers. 相似文献