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本书第一部分侧重与心脑问题有关的历史与认识论问题以及神经教育所涉及的范畴；第二部分提供了教育中脑科学基础研究的基本观点、脑成像技术的运用以及对脑与认知发展的研究；第三部分主要关注不同文化中语言和阅读的神经机制研究以及基本数学概念的习得。
受教育的脑 : 神经教育学的诞生 : essays in neuroeducation【正版】
（阿根廷）安东尼奥·M.巴特罗，（美）库尔特·W.费希尔，（法）皮埃尔·J.莱纳主编Neuroethics, Neuroeducation, and Classroom Teaching: Where the Brain Sciences Meet Pedagogy | SpringerLink
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Neuroethics, Neuroeducation, and Classroom Teaching: Where the Brain Sciences Meet PedagogyMariale HardimanLuke RinneEmma GregoryJulia YarmolinskayaOriginal Paper
The popularization of neuroscientific ideas about learning—sometimes legitimate, sometimes merely commercial—poses a real challenge for classroom teachers who want to understand how children learn. Until teacher preparation programs are reconceived to incorporate relevant research from the neuro- and cognitive sciences, teachers need translation and guidance to effectively use information about the brain and cognition. Absent such guidance, teachers, schools, and school districts may waste time and money pursuing so called “brain-based” interventions that lack a firm basis in research. Meanwhile, the success of our schools will continue to be narrowly defined by achievement standards that ignore knowledge of the neural and cognitive processes of learning. To achieve the goals of neuroeducation, its proponents must address unique ethical issues that neuroeducation raises for five different groups of individuals: a) practicing teachers, b) neuroscience researchers whose work could inform education, c) publishers and the popular media, d) educational policy-makers, and e) university-level teacher educators. We suggest ways in which these ethical challenges can be met and provide a model for teacher preparation that will enable teachers themselves to translate findings from the neuro-and cognitive sciences and use legitimate research to inform how they design and deliver effective instruction.Educational neuroethics Neuroeducation Pedagogy Classroom instruction This is a preview of subscription content,
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