脑、认知、情绪与教育——情绪的神经科学研究进展及其教育意义  

Brain,Cognition,Emotion and Education: The Progress in Affective Neuroscience and Educational Application

作　　者：伍海燕[1] 王乃弋[2] 罗跃嘉[1] 

机构地区：[1]北京师范大学认知神经科学与学习国家重点实验室,北京100875 [2]北京师范大学教育学部教育心理与学校咨询研究所,北京100875

出　　处：《教育学报》2012年第4期48-54,共7页Journal of Educational Studies

基　　金：国家自然科学基金项目(项目编号:30930031;91132704);科技部支撑计划课题(课题批准号:2009BAI77B01);中央高校基本科研业务费专项资金(项目编号:2009AAT-3)资助

摘　　要：近年来,随着文理科交融与多学科交叉的大力提倡和高速发展,认知科学与教育学领域都对儿童发展观的理解发生了深刻的改变,并且意识到了脑和教育相关的密不可分,"教育神经科学"这一新的学科也应运而生。情绪认知神经科学的新进展主要包括基本情绪脑环路、情绪与认知的交互作用、情绪障碍的神经机制等方面。情绪神经科学知识的掌握可以使教育的实践建立在更加科学的基础上,从而更好地建构课程情感教育目标、评价和教育内容。采用积极教育理念,加强情绪神经科学与教育学的双向交流,将脑科学的最新技术应用到师生互动的教学活动中,无疑是今后发展的方向。In recent years, with integration of huaman and natural scicence and advocay and develop- ment of the cross-disciplinary approach, there has not only been significant changes in the views of child developement in the fields of ocognitive neuroscience and edcuation, but also a awareness of the relevance of brain and education. In such a context, ＂educational neuroscience＂ emerged as a new discipline. This paper reviews the progress in affective neuroscience in three aspects, brain circus and academical motiva- tion, the interaction between emotion and cognition, and the neuro mechanism of affective disorders. The mastery of neuroscience knowledge can be a scientific basis for educational practice and can be conducive to a better construction of the teaching objective and evalution and teaching content of affective curriculum. The paper proposes a future direction of development, that is, to adopt the idea of postive ducation, to strengthen the bi-directional communication between affective neuroscience and education and to apply the latest tecnology of neurosicience to teacher-student interaction in teaching activities.

关 键 词：情绪 认知 教育神经科学 

分 类 号：G40-056[文化科学—教育学原理]