Mahan John D, Stein David S
Department of Pediatrics, Ohio State University College of Medicine, Columbus, OH.
Workforce Development & Education, School of Education, The Ohio State University, OH.
Curr Probl Pediatr Adolesc Health Care. 2014 Jul;44(6):141-9. doi: 10.1016/j.cppeds.2014.01.003.
It is important in teaching adults to recognize the essential characteristics of adult learners and how these characteristics define their learning priorities and activities. The seven key premises and practices for teaching adults provide a good guide for those interested in helping adults learn. The emerging science of the neurobiology of learning provides powerful new insights into how learning occurs in the complex integrated neural network that characterizes the adult. Differentiation of the two types of thinking: System 1 (fast, intuitive, and, often, emotional) and System 2 (slower, deliberate, and logical). System 1 thinking helps explain the basis for quick decisions and reliance of humans on heuristics (or rules of thumb) that leads to the type of convenient thinking associated with errors of thinking and judgment. We now know that the learning experience has an objective location-in the temporal and parietal lobes-as persistent dynamic networks of neurons and neuronal connections. Learning is initially stored in transient working memory (relatively limited capacity and time frame) and then moved under the right conditions to more long-lasting/stable memory (with larger capacity) that is stored for future access and development. It is clear that memories are not static and are not destined, once developed, to forever remain as stable constructs; rather, memories are dynamic, always available for modulation and alteration, and heavily invested with context, emotion, and other operant factors. The framework for such neural networks involves new neuronal connections, enhanced neuronal synaptic transmission, and neuron generation. Ten key teaching and learning concepts derived from recent neurobiology studies on learning and memory are presented. As the neurobiology of learning is better defined, the basis for how adults best learn, and even the preferences they display, can be employed as the physiological foundation for our best methods to effectively teach adults and facilitate their learning.
在教授成年人时，认识到成年学习者的基本特征以及这些特征如何界定他们的学习重点和活动非常重要。成人教学的七个关键前提和实践为那些有兴趣帮助成年人学习的人提供了很好的指导。新兴的学习神经生物学科学为学习如何在构成成年人特征的复杂综合神经网络中发生提供了强有力的新见解。区分两种思维类型：系统1（快速、直观且通常情绪化）和系统2（较慢、深思熟虑且合乎逻辑）。系统1思维有助于解释快速决策的基础以及人类对启发式方法（或经验法则）的依赖，这种依赖会导致与思维和判断错误相关的便捷思维类型。我们现在知道，学习体验在颞叶和顶叶有一个客观位置，是神经元和神经元连接的持久动态网络。学习最初存储在短暂的工作记忆中（容量和时间框架相对有限），然后在合适的条件下转移到更持久/稳定的记忆中（容量更大），以便日后访问和发展时使用。很明显，记忆不是静态的，一旦形成，也不会注定永远保持为稳定的结构；相反，记忆是动态的，随时可供调节和改变，并且大量融入了背景、情感和其他操作因素。这种神经网络的框架涉及新的神经元连接、增强的神经元突触传递和神经元生成。本文介绍了从最近关于学习和记忆的神经生物学研究中得出的十个关键教学概念。随着学习神经生物学的定义更加明确，成年人最佳学习方式的基础，甚至他们表现出的偏好，都可以作为我们有效教授成年人并促进他们学习的最佳方法的生理基础。
