教育神经科学视野下的有害压力研究及教育对策  

Researches on stress from the perspectives of educational neuroscience and its implication to education

作　　者：周加仙[1] 王臻璐[2] 

机构地区：[1]华东师范大学心理与认知科学学院,上海200062 [2]华东师范大学脑功能基因组学教育部重点实验室,上海200062

出　　处：《华东师范大学学报（教育科学版）》2014年第4期71-79,共9页Journal of East China Normal University:Educational Sciences

基　　金：教育部人文社科一般项目"教育神经科学的前沿研究:科学的教育均衡政策与实践研究"(编号:10YJAZH139)

摘　　要：儿童在成长过程中必定会经历压力,适当的压力有利于儿童的成长,压力过大会诱发机体的生理变化,导致机体压力响应系统过于敏感,体内激素分泌紊乱,大脑发育也会受到一定的影响。从生物学角度理解儿童早期经历有害压力对健康和认知的影响,并通过照料者、儿童和教育法规三个角度来减轻或缓解有害压力的影响显得尤为重要。Experience of stress is unavoidable during the development of children with the appropriate stress facilitating the growth of children whereas excessive stress will induce the physiological change causing too sensitive stress response system and disordering hormone secretion,which effects their brain development,that is toxic stress. It is important to understand the effects of early life toxic stress on the development of children from the biological perspectives,and some constructive suggestions are put forward to the caregiver,children,and educational; policy makers.

关 键 词：儿童 有害压力 生理变化 照料者 教育法规 

分 类 号：B844.1[哲学宗教—发展与教育心理学]