Feng Xiaodan, Xu Xinran, Meng Zhaonan, Jiang Jiahao, Pei Miao, Zheng Yonghe, Lu Chunming
State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, 100875, China.
Center for Teacher Education Research, Beijing Normal University, Beijing, 100875, China.
Adv Sci (Weinh). 2025 May;12(18):e2416610. doi: 10.1002/advs.202416610. Epub 2025 Feb 7.
Classroom teaching is essential for cognitive development and cultural evolution, yet its neurocognitive mechanisms remain unclear. Here, this is explored in a university graduate course by combining wearable functional near-infrared spectroscopy (fNIRS) and machine learning models. The results show that blended teaching involving both students' recalling and teachers' lecturing leads to better learning outcomes than lecturing alone. Moreover, during the same lecturing phase, blended teaching induces knowledge construction in the middle frontal cortex (MFC), while lecturing alone induces knowledge representation in the right temporoparietal junction (TPJ), with the former significantly correlating with the final learning outcomes. Additionally, the MFC's construction begins during earlier recalling but is significantly facilitated by later lecturing. Finally, when teacher's TPJ activity precedes that of students' MFC, significant teacher-student neural synchronization is observed during lecturing of blended teaching and is correlated with learning outcomes. These findings suggest that, in the real classroom teaching, the MFC serves as a hub of a rapid cortical learning process, supporting knowledge construction through a projection from the teacher's TPJ.
课堂教学对认知发展和文化演进至关重要，但其神经认知机制仍不清楚。在此，通过在大学研究生课程中结合可穿戴式功能近红外光谱（fNIRS）和机器学习模型对此进行了探索。结果表明，与单纯讲授相比，将学生回忆与教师讲授相结合的混合式教学能带来更好的学习效果。此外，在同一讲授阶段，混合式教学在额中回（MFC）诱导知识构建，而单纯讲授在右侧颞顶联合区（TPJ）诱导知识表征，前者与最终学习效果显著相关。此外，MFC的构建在早期回忆阶段开始，但在后期讲授时得到显著促进。最后，当教师的TPJ活动先于学生的MFC活动时，在混合式教学讲授过程中观察到显著的师生神经同步，且与学习效果相关。这些发现表明，在实际课堂教学中，MFC作为快速皮层学习过程的枢纽，通过教师TPJ的投射支持知识构建。
