教育中神经神话的可视化分析及教育启示

doi:10.16382/j.cnki.1000-5560.2023.08.007

摘要/Abstract

摘要：

丰富的教育神经科学成果促进了教育事业的纵深发展和改革。而在这个过程中，对神经科学成果的误解和误读却造成了一个亟需清除的障碍——“神经神话”。神经神话在教育系统中普遍存在的这一现状，严重影响到教师的教学效率和学生的发展。目前这方面的研究还没有引起国内学者的足够重视。因此，本研究对2012—2022年来发表的关于神经神话的文献进行了可视化分析与总结，揭示了神经神话流行的现状、影响因素及干预措施，最后提出了一些教育启示和建议。

关键词: 神经神话, 教师教育, 可视化分析, 教育神经科学

Abstract:

The wealth of educational neuroscientific results has contributed to deeper development and reform in education. In the process, however, misunderstandings and misinterpretations of neuroscience results have created an obstacle that has to be addressed - “neuromyth”. The current situation of the prevalence of neuromyth in the education system has seriously affected the teaching efficiency of teachers and the development of students. The current research in this area has not attracted sufficient attention from domestic scholars. Therefore, this study summarizes and compares the literature on neuromyths published from 2012-2022 and conducts a visual analysis to point out the current status and influencing factors of neuromyths and interventions. It concludes with some educational insights and recommendations.

Key words: neuromyth, teacher education, visual analysis, educational neuroscience

周加仙, 张志聪, 陈丹, 沈洁. 教育中神经神话的可视化分析及教育启示[J]. 华东师范大学学报(教育科学版), 2023, 41(8): 63-78.

Jiaxian Zhou, Zhicong Zhang, Dan Chen, Jie Shen. A Visual Analysis of Neuromyths in Education and Educational Inspiration[J]. Journal of East China Normal University(Educational Sciences), 2023, 41(8): 63-78.

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表 1

2012—2022年神经神话在各国教育者中的流行率调查结果及影响因素"

作者/年份	范围/人数/对象	流行率调查结果	影响因素
Ruiz-Martin et al. (2022)	西班牙/807名在职中小学教师	教师同意30.3%的神经神话，对14.8%的神经科学常识项目回答错误。只有1.1%的参与者能认出“通过精神运动练习可以提高阅读能力”的说法是错误的。只有20.2%和25.1%的参与者能够判断出关于记忆训练和多元智能的错误陈述。	性别、受教育水平、专业背景、教学层次都产生了显著差异，只有阅读神经科学书籍和论文、阅读科学期刊、拥有科学学位或拥有博士学位才能产生显著的中等差异。更多的教学年限虽然有差异，但效应量非常小。阅读普通报刊和教学期刊的习惯也没有显著差异。
Bissessar & Youssef (2021)	加勒比地区/338名在职中小学教师	三分之二的样本无法辨认出至少50%的神经神话。	性别、学校类型、教育水平和教学年限都没有显著差异；一般的脑科学知识、教师培训和在职教育神经科学培训是神经神话信仰的重要预测因素。
Craig et al. (2021)	加拿大、美国、英国等/253名在职和职前中小学教师	最普遍认同的神经神话是使教学适应学生的学习风格。	加拿大教师对神经神话回答的正确率显著高于美国；北美以外地区的教师与美国或加拿大的教师之间没有显著差异。各组正确率在教学年限、对神经科学的兴趣以及当前教学分工的人口学变量方面没有显著差异。
Krammer et al., (2021)	奥地利/255名职前教师	相信神经神话和拒绝神经神话的职前教师在学习成绩上没有实质性差异，自我报告的神经神话信仰并不能区分成绩好的和成绩差的初始师范教育学生。	—
Mahmoudi et al. (2021)	伊朗/449名大学在职和职前教师	神经神话在学生和教师中普遍存在，有8个神经神话是最普遍的。	—
Painemil et al. (2021)	西班牙、智利/99名职前幼儿教师	两国被试大多数都相信神经神话，相信五个神经神话的比例超过50%。	并没有在国别上发现显著差异。
Carter et al., (2020)	澳大利亚/1359名职前教师	在调查的15个神经神话描述中，参与者表现出对神经神话的广泛认同，正确识别神经神话的准确率仅为33.2%。	教师对脑科学的常识负向预测了更准确的神经神话得分，但影响作用不大。
Ching et al. (2020)	中国香港/968名职前教师	大多数职前教师的脑科学知识有限，并认同许多常见的神经神话，他们对在教育中应用神经科学持积极态度。	阅读科学学术期刊习惯不同的职前教师神经神话得分存在显著差异，每月阅读5次科学学术期刊的职前教师得分显著降低；一般的脑科学知识是唯一能显著地对神经神话有预测作用的因素。
Gülsün & K?seo?lu, (2020)	土耳其/146名在职生物教师	大多数生物教师对脑科学的正确知识能答对三分之一以上，但对神经神话判断正确的不超过七分之三。	—
Hughes et al. (2020)	澳大利亚/228名中小幼教师	超过50%的样本相信15个神经神话中的7个。	男性教师相信神经神话的比例低于女性教师；研究生学历的教师相信神经神话的比例显著最低；教学年限和教学地区都没有显著的差异。
Idrissi et al. (2020)	摩洛哥/330名在职小学教师	有一半的教师相信12个神经神话中的9个。	脑科学知识充足会减少对神经神话的认可；女性教师比男性教师更容易相信神经神话；理科教师比其他学科教师更不相信神经神话。
Tovazzi et al. (2020)	意大利/174名在职中小幼学教师	教师对神经神话的平均接受度达到了约40%，其中关于学习科学的神经神话达到了92%。	—
van Dijk & Lane (2020)	美国/169名教育领导者、大学教师和在职、职前中小学教师	受访者只对三分之一的神经神话做出了正确回答。最常被误解的神话与提高识字能力的运动协调练习、右脑-左脑神话和学习风格有关。	大学教师的神经神话识别率要显著高于其他类型的教育者，其他类型教育者组别之间没有显著差异。
Grospietsch & Mayer (2019)	德国/550名职前理科教师	超过50%的职前理科教师认可11个神经神话中的10个。对学习风格的存在（93%）和脑力训练的有效性（92%）的信念是最普遍的。	对神经神话的认可在很大程度上与教师的专业知识无关，也与关于学习科学和神经科学的学习信念无关，无论这种信念是来自于理论还是来自于自己的学习经历。
Sarrasin et al. (2019)	加拿大/972名中小幼教师	大多数教师同意“学习风格”“多元智力”和“大脑半球优势”的说法。	教师的神经神话获取来源主要是大学教育、直觉和基于教学经验的感知。拥有硕士或博士学位的教师似乎并不比只接受过初步培训的同事更少相信神经神话；幼儿园的教师比小学和中学教师更倾向于相信神经神话。
Zhang et al. (2019)	中国/253名中小学校长	校长们对神经科学感兴趣，他们普遍相信神经神话。最普遍的神经神话是关于学习风格、学前儿童的丰富环境和运动改善脑功能的神话。	重点学校校长比普通学校校长更容易相信神经神话，而学历水平高的校长比学历水平低的校长更不容易相信神经神话。教学年限、学校地点或拥有脑科学的一般知识都不能预测神经神话的流行率。
Horvath et al. (2018)	英国、美国、澳大利亚/50名获奖和865名未获奖教师	这两个群体对神经神话的接受程度几乎相同。	—
Kim & Sankey (2018)	澳大利亚/1144名职前教师	在调查的五个神经神话中，97.1%的参与者相信学习风格的存在，超过80%的参与者相信三个神经神话，几乎一半的参与者相信所有五个神经神话。	教师的神经神话来源主要有自己的教师、培训讲师、教育组织/团体、商业电视广告以及自己的父母。一般神经科学知识与对神经神话的信仰之间具有一个小的正相关关系。
Ruhaak & Cook (2018)	美国/129名特殊教育职前教师	在8条神经神话中，34.8%的参与者对3.48条神经神话回答不正确，35.6%的参与者对3.56条神经神话回答正确，28.8%的参与者对2.88条神经神话回答不知道。	与学习有关的脑结构和功能信息的大学课程数量与对神经神话的准确反应之间存在正的、显著的相关。
Torres & Alvarado (2018)	厄瓜多尔/328名职前教师	平均而言，参与者未能识别56% （SD = 27%）的神经神话，并正确回答54%（SD = 25%）的常识性问题。	参与者对神经神话的信仰在性别上没有显著差异。
Canbulat & Kiriktas (2017)	土耳其/752名在职和职前教师	参与者错误地回答了31个问题中几乎50％的问题。	在职教师对神经神话的认同在性别、教学年限和教学层次上没有显著差异，参加教育神经科学研讨会或课程的在职教师判断出神经神话的比率更高；女性、学习成绩和参加教育神经科学研讨会或课程的职前教师判断出神经神话的比率更高。
Macdonald et al. (2017)	美国/598名教育工作者、234名接触神经科学多的人、 3045名普通大众	普通大众认同的神经神话数量最多（68%），教育工作者认同的数量明显较少（56%），而高神经科学接触组认同的数量更少（46%）。所有小组中最常认同的两个神经神话与学习风格和阅读障碍有关。	年龄（更年轻）、学历（有研究生学位）、接触过神经科学课程和接触过同行评议的科学，都预示着对神经神话有更准确的表现。
Papadatou-Pastou et al. (2017)	希腊/573名职前教师	职前教师认为神经科学知识对教师是有用的，在22个神话中，有8个被至少50%的参与者回答不正确。	脑科学常识更少的教师更有可能相信神经神话。研究生学历、就读的大学、阅读的科普书籍或每月阅读的书籍数量都不能预测对神经神话的判断错误。
Varas-Genestier & Ferreira ( 2017)	智利/91名中小学教师	教师有一些神经科学的一般知识，但他们也认为，7个神经神话中的83.7%是真实的，特别是那些与学习风格、脑训练和大脑半球优势有关的误解。	阅读流行的科普期刊和教师的神经科学知识都能显著预测神经神话的出现；一般的神经科学知识与神经神话的流行率存在高度的正相关。
Dündar & Gündüz (2016)	土耳其/2932名职前小学、中学数学和理科教师	神经神话在职前教师中存在普遍性。神经神话的得分因学科而异，职前理科教师中更为普遍。	职前教师的神经神话信仰在性别、年级、专业，是否阅读书籍、科学期刊和报纸因素上具有显著差异。
Ferrero et al. (2016)	西班牙/284名中小幼、职业教师	教师平均未能识别49.1%的神经神话。	女性比男性更容易相信神经神话；对大脑常识问题做出正确回答的教师也更有可能相信神经神话；虽然阅读科学杂志会减少对神经神话的信仰，但阅读教育杂志却会增加神经神话信仰。其余因素（性别、年龄、教学年限、阅读书籍、查阅网站和博客）不能预测神经神话的信仰。
Hermida et al. (2016)	阿根廷/204名幼儿教师	对教师来说，对脑记忆、可塑性和“我们只使用大脑的10%”的神话似乎并不清楚。	—
Park et al. (2016)	韩国/521名小学、初中职前教师	只有不到1%的参与者正确回答了关于学习风格的问题，只有不到10%的人对丰富学习环境、左脑或右脑的学生以及迁移效应等问题回答正确。	在认为脑科学知识非常有帮助、对脑可塑性有很多了解、通过媒体和学术文章获得脑科学知识的职前教师中，关于这四个问题的神经神话得分更高。
Deligiannidi & Howard-Jones (2015)	希腊/217名中小学教师	包括近71%的教师认为，大脑半球优势的差异有助于解释学习者之间的个体差异，97%的教师认可根据学习风格进行教学的有效性。	—
Gleichgerrcht et al. (2015)	拉丁美洲/3451名各级教师	教师对有关脑的一般陈述做出判断的平均正确率为66.7%，平均未能识别50.7%的神经神话。	在拉丁美洲中，秘鲁的神经神话流行率显著最高，其他国家不存在显著差异；教师的教育水平有显著差异，但效应较小；阅读一般科学文本和初级科学文献以及是否接触神经科学的材料对正确识别神经神话的能力没有影响；年龄与教学年限与识别神经神话的能力无关；关于脑的一般陈述与对神经神话的信念之间发现了一个小的显著正相关性。
Pei et al. (2015)	中国/238名中小学教师	华东地区的教师持有许多关于脑的神经神话和误解，其中包括大脑半球优势的差异，相信脑功能整合的协调训练，还有97%的教师认同根据学习风格进行教学的有效性。	—
Tardif et al. (2015)	瑞士/283名小学实习教师、在职高中、大学教师和教师培训师	绝大部分人同意大脑半球优势和学习风格的假设；相信“脑训练”的教师中，大部分认为这个方法受到脑研究的支持，同意它有利于学生的学习，对他们的学生使用（或打算使用）这种方法。	大学教师与高中教师对与大脑半球优势和模式优势的神经神话认同没有差异；教师比实习教师更同意“有些人更多地使用左半球—左脑，而其他人更多地使用右半球—右脑”这一事实和基于左脑和右脑功能区分的教学方法有利于学习的说法；教师比实习教师更相信大脑偏侧化优势的正确性。
Karakus et al. (2015)	土耳其/278名中小学教师	在总共32条陈述中，参与者平均正确回答了14.56条。其中，教师相信15条神经神话中的53.02%。	—
Rato et al. (2013)	葡萄牙/583名中小幼教师	在六个神经神话中，被相信较多的是左右脑半球优势、多元智力和学习风格。	—
Dekker et al. (2012)	英国、荷兰/242名中小学教师	教师相信49%的神经神话，特别是与商业化教育项目有关的迷信。15个神话中的7个被50%以上的教师所相信。	科学知识对神经神话信仰有显著的预测作用，脑科学知识得分越高的教师越有可能相信神经神话；其他因素(国家、性别、年龄、学校类型[小学/中学]，以及阅读科普书籍、科学期刊或在职培训)都无法预测神话的流行率。

表 1

表 2

2012-2022年对教育者进行神经神话干预研究的结果"

文献	干预对象	人数	性别/年龄	干预形式	干预时长	干预效果
Ferreira & Rodríguez ( 2022)	职前大学教师	43	35名女性 M_age= 25.39	学习科学课程	32周，每周 2小时40分钟	长时间干预措施显著提高了职前教师的整体神经科学素养，并减少了神经神话的信念，但由于规模相对较小，神经神话陈述的可变性较高，因此效果不大。但一些最受欢迎的神经神话确实随着时间的推移出现了至少15%的明显下降。
Ruiz-Martin et al. (2022)	在职小学和中学教师	509	— —	教育神经科学在线课程	一个月，共计15小时	在培训后不久和长期内（3个月），干预措施对降低神经神话的流行率有很大影响。
Tan & Amiel ( 2022)	在职1-6年级教师	5	— —	学习研究项目	24-25小时	教师加深了对人类知识建构和理论神经科学的理解以及对神经神话的对抗。神经科学的知识可以提升教师在学习和教学法方面的科学理论。
Cui & Zhang ( 2021)	在职小学和中学教师	216	145名女性 M_age= 25.39	教育神经科学培训项目	1周	培训项目可以促进教师对教育神经科学相关知识的理解，而且教育神经科学相关知识与教师教学内容知识也有关联性。
Chang et al. (2021)	在职中小学教师	14	— —	教育神经科学概念课程	3周	在课程结束后一年进行调查，结果发现，教师一致认为，教育神经科学概念课程在他们的教学中作为组织原则是有用的，并影响了教师对学生的看法，以及课堂教学和行动。
Ferrero et al. (2020)	在职特殊教育、幼、小、中学、职业教育和从事一个以上教育层次的教师	45 研究1	40名女性 M_age= 39.08	阅读反驳文本	平均20分钟 (包括测试)	与没有被反驳的错误概念相比，当教师看到反驳文本中的错误概念时，他们对这些概念的信念显著降低。
Ferrero et al. (2020)	在职幼、小、中学教师	35 研究2	26名女性 M_age= 40.91	阅读反驳文本，30天后再测	—	反驳文本的影响是短暂的，并在30天后消失。
Howard-Jones et al. (2020)	在职教师	585	— M_age= 25.39	专业发展培训课程	90分钟	参与者对神经科学概念具有的教学价值有了更多的感知，并且在随访153人的子样本中，这种效应在6-12周后依然存在。
McMahon et al. (2019)	实习教师	130	102名女性 M_age= 25.39	“学习科学”研讨会	8个月	受训者对神经神话的信念有所下降，并转变为不确定性的反应。
Schwartz et al. (2019)	在职中小学幼儿园教师和课程专家或管理人员	14	11名女性 —	基于教育神经科学概念的暑期课程	12天，共计 36小时	教师对神经科学的理解显著提高。此外，教师在课程结束后修改他们的教案，显示出更多以学生为中心的教学方法的整合。
Friedman et al. (2019)	在职K-12教师和教育人员	80	— —	神经教育学适应项目	一个学期	该项目表明，在职教师有能力将神经科学知识应用到他们的课堂教学中，而不存在任何困难，他们表现出高度的理解力，并证明了神经科学对教育的重要性。
Tan et al. (2019)	在职小学教师	8	— —	学习研究项目	10个月	“学习研究”被证明是一种有效的教师专业发展模型，其中理论知识（如神经科学），可以在课堂环境中使用和测试，以深度支持教师的实践。这种教学与研究的关系支持探索理论知识与教育之间富有成效的联系，以推进学习和教学的科学性。
Im et al. (2018)	职前小学教师	50	女性35人 M_age= 20.86	教育心理学课程	3个月	参加教育心理学课程提高了神经科学的素养，但并没有减少对神经神话的信仰。
Anderson et al. (2018)	在职5年级数学教师	40	— —	包含神经科学转化的在线专业发展课程；7次面对面会议；月度培训	30-40小时	不同形式的教学计划有助于消除阻碍教师和学习者的神经神话。
Ergas et al. (2018)	在职中学教师	30	28名女性 29-55岁	基于脑科学理论和正念方法的教师培训	3个月，平均每次91分钟	该项目促进了教师从固定心态到成长心态的转变，教师对脑可塑的信念显著增加。
Grospietsch & Mayer ( 2018)	职前生物教师	40	— 20-32岁	“可持续学习”的大学课程，在课后接受概念反驳文本的家庭作业	3个学期，每学期14周，每周90分钟	符合专业概念改变模式的大学课程对职前生物教师在学习和脑主题上的专业知识、基于学习理论的信念和错误概念（神经神话）有积极影响。明确反驳错误观念（如通过概念改变文本）似乎是使职前教师抵制和脑主题有关的错误观念的合适方法。
Roehrig et al. (2012)	在职小、中学理科教师	107	— —	神经科学系列讲习班(BrainU项目)	一次(2周)，另外两次(各1周)，为期3年；每次工作坊后1年随访 1-3天	在BrainU项目之后，教师们对神经科学的内容知识有了显著的提高。课堂观察表明，教师不仅在他们的课程中实施了神经科学课程，而且他们采用了许多改革教学法的技术。持续的、以探究为基础的科学专业发展可以对科学教学质量产生积极影响，教师可以让学生经常参与高质量的、研究性的神经科学活动。

表 2

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