School of Psychology and Cognitive Science, Shanghai Changning-ECNU Mental Health Center, East China Normal University, Shanghai, 200062, China.
Aging in Vision and Action Lab, Institute of Vision, CNRS-INSERM-Sorbonne University, Paris, 75012, France.
Neuroimage. 2019 Jun;193:93-102. doi: 10.1016/j.neuroimage.2019.03.004. Epub 2019 Mar 7.
Teacher-student interaction allows students to combine prior knowledge with new information to develop new knowledge. It is widely understood that both communication mode and students' knowledge state contribute to the teaching effectiveness (i.e., higher students' scores), but the nature of the interplay of these factors and the underlying neural mechanism remain unknown. In the current study, we manipulated the communication modes (face-to-face [FTF] communication mode/computer-mediated communication [CMC] mode) and prior knowledge states (with vs. without) when teacher-student dyads participated in a teaching task. Using functional near-infrared spectroscopy, the brain activities of both the teacher and student in the dyads were recorded simultaneously. After teaching, perceived teacher-student interaction and teaching effectiveness were assessed. The behavioral results demonstrated that, during teaching with prior knowledge, FTF communication improved students' academic performance, as compared with CMC. Conversely, no such effect was found for teaching without prior knowledge. Accordingly, higher task-related interpersonal neural synchronization (INS) in the left prefrontal cortex (PFC) was found in the FTF teaching condition with prior knowledge. Such INS mediated the relationship between perceived interaction and students' test scores. Furthermore, the cumulative INS in the left PFC could predict the teaching effectiveness early in the teaching process (around 25-35 s into the teaching task) only in FTF teaching with prior knowledge. These findings provide insight into how the interplay between the communication mode and students' knowledge state affects teaching effectiveness. Moreover, our findings suggest that INS could be a possible neuromarker for dynamic evaluation of teacher-student interaction and teaching effectiveness.
师生互动使学生能够将先前的知识与新信息相结合，从而发展新知识。人们普遍认为，沟通模式和学生的知识状态都对教学效果（即更高的学生分数）有贡献，但这些因素的相互作用的性质和潜在的神经机制尚不清楚。在当前的研究中，我们在教师-学生对子参与教学任务时，操纵了沟通模式（面对面沟通模式/计算机中介沟通模式）和先前知识状态（有 vs. 无）。使用功能近红外光谱技术，同时记录了对子中教师和学生的大脑活动。在教学之后，评估了感知的师生互动和教学效果。行为结果表明，在有先前知识的教学中，与 CMC 相比，FTF 沟通提高了学生的学业成绩。相反，在没有先前知识的教学中则没有发现这种效果。相应地，在有先前知识的 FTF 教学条件下，左前额叶皮层（PFC）中发现了更高的任务相关人际神经同步（INS）。这种 INS 介导了感知到的互动与学生测试分数之间的关系。此外，仅在有先前知识的 FTF 教学中，左 PFC 中的累积 INS 可以在教学过程的早期（教学任务进行到 25-35 秒左右）预测教学效果。这些发现提供了有关沟通模式和学生知识状态的相互作用如何影响教学效果的深入了解。此外，我们的研究结果表明，INS 可能是动态评估师生互动和教学效果的潜在神经标记物。
