三种脑学习教育方法的原理、机制和评价
A Review on Theory, Application and Evaluation of Three Brain Learning Methods

作者: 徐 琳 , 陈国鹏 :华东师范大学心理与认知科学学院,上海;

关键词: 基于脑的学习健脑操赫尔曼全脑学习脑学习教育Brain-Based Learning Brain Gym Herrmann Whole Brain Learning Brain Learning Pedagogy

摘要:
近年来脑科学领域发展迅速,在教育领域的应用日益广泛。本文对三种应用最广泛、影响力最大的脑学习方法——基于脑的学习、健脑操和赫尔曼全脑学习方法的理论依据、应用方法和实证结果进行介绍和评价,并对脑学习方法在教育领域的发展进行了展望。

Abstract: Brain science is developing fast in recent decades, and having broader application in education field. This article introduces and evaluates theoretical foundation, application rules and empirical researches of brain-based learning, brain gym, and Herrmann whole brain learning, which are three most widely accepted methods of brain learning. Furthermore, we propose the forecast to future research and development on brain learning in pedagogy field.

文章引用: 徐 琳 , 陈国鹏 (2017) 三种脑学习教育方法的原理、机制和评价。 教育进展, 7, 6-13. doi: 10.12677/AE.2017.71002

参考文献

[1] Ozturk, N. (2014) A Brief Review of Theory and Research on Brain-Based Learning. Journal of Educational Research, 2, 31-40.

[2] 程虹. “基于脑的学习”研究性课程的开发与实践[D]: [硕士学位论文]. 上海: 华东师范大学, 2011.

[3] Caine, R.N. and Caine, G. (1990) Understanding a Brain-Based Approach to Learning and Teaching. Educational Leadership, 48, 66-70.

[4] 周加仙. “基于脑的教育”理论述评[J]. 外国教育研究, 2007, 34(2): 1-6.

[5] Saleh, S. (2011) The Effectiveness of the Brain-Based Teaching Approach in Generating Students’ Learning Motivation towards the Subject of Physics: A Qualitative Approach. US-China Education Review, 63-72.

[6] Gözüyeşil, E. and Dikici, A. (2014) The Effect of Brain Based Learning on Academic Achievement: A Meta-Analyti- cal Study. Educational Sciences: Theory and Practice, 14, 642-648.

[7] Hyatt, K.J. (2007) Brain Gym®Building Stronger Brains or Wishful Thinking? Remedial and Special Education, 28, 117-124. https://doi.org/10.1177/07419325070280020201

[8] Spaulding, L.S., Mostert, M.P. and Beam, A.P. (2010) Is Brain Gym® an Effective Educational Intervention? Exceptionality, 18, 18-30. https://doi.org/10.1080/09362830903462508

[9] Dennison, P.E. and Dennison, G. 健脑操26式[M]. 何兆灿, 蔡慧明, 译. 南京: 江苏教育出版社, 2007.

[10] Cancela, J.M., Vila Suárez, M.H., Vasconcelos, J., Lima, A. and Ayán, C. (2015) Efficacy of Brain Gym Training on the Cognitive Performance and Fitness Level of Active Older Adults: A Preliminary Study. Journal of Aging and Physical Activity, 23, 653-658. https://doi.org/10.1123/japa.2014-0044

[11] Moore, H. and Hibbert, F. (2005) Mind Boggling! Considering the Possibilities of Brain Gym in Learning to Play an Instrument. British Journal of Music Education, 22, 249-267. https://doi.org/10.1017/S0265051705006479

[12] Watson, A. and Kelso, G.L. (2014) The Effect of Brain Gym® on Academic Engagement for Children with Developmental Disabilities. International Journal of Special Education, 29, 75-83.

[13] Kariuki, P.N. and Kent, H.D. (2014) The Effects of Brain Gym® Activities and Traditional Teaching Strategies on Students’ Performance in Comprehension in a 4th Grade Classroom. Annual Meeting of the Mid-South Educational Research Association.

[14] Hall, S., Lewith, G., Brien, S. and Little, P. (2008) A Review of the Literature in Applied and Specialised Kinesiology. Forsch Komplementärmed, 15, 40-46. https://doi.org/10.1159/000112820

[15] Herrmann, N. The Theory behind the HBDI and Whole Brain Technology. http://www.hbdi.co.za/documents/Theory-Behind-The-HBDI1.pdf

[16] Bawaneh, A.K.A., Zain, A.N.M. and Saleh, S. (2011) The Effect of Herrmann Whole Brain Teaching Method on Students’ Understanding of Simple Electric Circuits. European Journal of Physics Education, 2, 1-23.

[17] 王萍. 教育现象学方法及其应用[D]: [博士学位论文]. 河南: 河南大学, 2010.

分享
Top