摘要
在当前神经科学、心理学等科学学科的研究中,研究成果难以重复、教育政策与实践缺乏严谨的科学依据等问题严重困扰着这些学科的研究者与实践者。本文从历史的角度出发,分析了亚里士多德三种知识创造的方法,进而阐述了伽利略的实证研究方法在教育研究中的运用,比较了实证研究与思辨研究两种知识创造的方法。教育神经科学的知识判断标准需要同时考虑研究成果的教育意义和科学意义。教育神经科学作为脑科学时代教育研究的新前沿,为解决传统的神经科学、心理学与教育学研究中存在的诸多不足提出了一种跨学科的综合性研究方法,为教育政策与实践提供了严谨、可靠、科学的实证研究证据。
The replication crisis challenges the researchers in neuroscience and psychology and lack of rigorous evidences puzzles the practitioners in education. From a historical point of view, this paper analyses Aristotle’s three methods of knowledge creation,then expounds the application of Galileo’s empirical research method in educational research, and compares the two methods of knowledge creation: empirical research and speculative research. The knowledge judgment criteria of educational neuroscience need to consider both the educational and scientific significance of research results. Educational neuroscience, as a new frontier of educational research in the era of brain science, provides a comprehensive interdisciplinary research method to solve the shortcomings of traditional neuroscience, psychology and pedagogy, and provides rigorous, reliable and scientific empirical evidence for educational policy and practice.
作者
周加仙
Zhou Jiaxian(Department of Educational Psychology,Center for Educational Neuroscience,Faculty of Education, East China Normal University,Shanghai 200062)
出处
《教育发展研究》
CSSCI
北大核心
2018年第24期48-53,72,共7页
Research in Educational Development
基金
国家自然科学基金项目(61877019)
上海市哲学社会科学规划课题(2017BYY017)的部分成果
关键词
教育神经科学
知识创造
重复性危机
educational neuroscience
knowledge creation
replication crisis
