教学互动中师生脑间同步性及其调节因素

doi:10.3724/SP.J.1042.2025.0452

摘要/Abstract

摘要：

教学互动是课堂教学的核心社会心理过程。本文聚焦于言语、非言语以及混合互动三种具体教学互动形式, 发现元认知加工、心理理论、工作记忆、言语加工、情绪等相关脑区的协同作用构成了教学互动的神经基础。特别是人际脑间同步性(IBS)在识别有效教学互动中具有重要的神经标记物意义, 且受到教学能力、教学策略、知识经验、情绪等多因素的调节。未来研究方向应侧重于细化这三种教学互动的共享和特异性神经机制, 进一步考察IBS的其他调节因素, 并在研究设计和方法拓展上凸显教学研究的生态效度, 以准确反映教学实践的真实情况。

关键词: 教学互动, 认知神经机制, 脑间同步性, 调节因素

Abstract:

Teaching interaction is the core social psychological process of classroom teaching, and this paper focuses on three specific forms of teaching interaction: verbal, non-verbal and mixed interactions. It is found that the synergy of metacognitive processing, theory of mind, working memory, language processing and emotion and other related brain areas form the neural basis of teaching interaction. Interpersonal Brain Synchronization (IBS) plays an important role as a neural marker in identifying effective teaching interactions. It is regulated by many factors such as teaching ability, teaching strategy, prior knowledge and emotion. Future research directions should focus on refining the common and specific neural mechanisms of these three types of teaching interactions, further investigating other moderators of IBS, and emphasizing the ecological validity of teaching research in terms of research design and methodological extension to accurately reflect the realities of teaching practice.

Key words: teaching interaction, cognitive neural mechanism, interpersonal brain synchronization, moderating factors

中图分类号:

B849: G44

巩芳颍, 孙逸梵, 贺琴, 石可, 刘伟, 陈宁. (2025). 教学互动中师生脑间同步性及其调节因素. 心理科学进展 , 33(3), 452-464.

GONG Fangying, SUN Yifan, HE Qin, SHI Ke, LIU Wei, CHEN Ning. (2025). Brain-to-brain synchronyduring teacher-student interactions and its regulatory factors in teaching interaction. Advances in Psychological Science, 33(3), 452-464.

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