Cui Yulu, Zhang Hai
School of Information Science and Technology, Northeast Normal University, Changchun, China.
School of Media Science, Northeast Normal University, Changchun, China.
Front Psychol. 2021 Dec 24;12:792723. doi: 10.3389/fpsyg.2021.792723. eCollection 2021.
The attention to the laws of the brain and the mechanism of learning in the smart education era becomes the starting point for the convergence and development of education and neuroscience, which also inspired educational neuroscience (EN) affecting the teacher's development. Although teachers always have a general curiosity about EN and its applications, the limited knowledge hinders their general practice, neuromyths begin to emerge, and there is no evidence to directly show the connection between EN and teachers' technological pedagogical content knowledge (TPACK) knowledge. Based on an EN teacher training program for 216 teachers, this study verifies that EN training programs can promote teachers' understanding of EN-related knowledge, and EN is also correlated to teachers' TPACK. However, the EN training program does not promote high well-being and satisfaction. The research also analyzes the process of teachers' EN knowledge dissemination based on interviews, and the research conclusion can further reveal the necessity of EN training for teachers in the future.
在智能教育时代，对大脑规律和学习机制的关注成为教育与神经科学融合发展的起点，这也催生了影响教师发展的教育神经科学（EN）。尽管教师们一直对教育神经科学及其应用普遍怀有好奇心，但知识的局限阻碍了他们的普遍实践，神经迷思开始出现，且尚无证据直接表明教育神经科学与教师的技术教学内容知识（TPACK）之间的联系。基于一项针对216名教师的教育神经科学教师培训项目，本研究证实教育神经科学培训项目能够促进教师对教育神经科学相关知识的理解，且教育神经科学与教师的技术教学内容知识也存在关联。然而，教育神经科学培训项目并未提升教师的高幸福感和满意度。该研究还基于访谈分析了教师教育神经科学知识的传播过程，研究结论能够进一步揭示未来对教师进行教育神经科学培训的必要性。
