教育专业本科生脑科学素养现状调研——以昆明文理学院为例
A Study on the Current Situation of Brain Science Literacy among Undergraduate Edu-cation Majors—Based on Research from the College of Arts and Science of Kun-ming

脑科学与教育的交叉融合，推动了教育领域向着更为科学的方向迈进。然而，现有研究中，对于职前教师脑科学素养的研究较少，未能为教育领域的有效实践提供相应的实践证据。本研究通过自编教育类本科生脑科学素养问卷，对昆明文理学院575名在校教育类本科生，进行了脑科学素养现状调研。研究结果一方面显示出教育类专业本科生脑科学素养普遍偏低，男女生在“神经神话”以及脑科学通用知识等方面存在显著的性别差异；另一方面，研究认为高校有关教育专业课程的设置，仍需加强不同学科知识间的融合与发展，并应注重脑科学素养的重要程度及运用意义等。本研究响应国家号召，对进一步促进教育科学和自然科学交叉融合，进一步补充职前教师教育的实证证据，具有一定程度的研究及现实意义。
The cross-fertilization of brain science and education has propelled the field of education in a more scientific direction. However, existing research on pre-service teachers’ brain science literacy is scarce and fails to provide corresponding empirical evidence for effective practice in the field of education. In this study, a self-administered brain science literacy questionnaire was used to investigate the current state of brain science literacy among 575 undergraduate education students enrolled in the College of Arts and Science of Kunming. On the one hand, the results of the study showed that the brain science literacy of education undergraduates was generally low, and there were significant gender differences between male and female students in terms of “neuromyths” and general knowledge of brain science; on the other hand, the study suggested that the curriculum of education majors in colleges and universities should strengthen the integration and development of knowledge among different disciplines, and should reinforce brain science literacy. This study responds to the government policy to further promote the integration of education and brain science; it puts forward further empirical evidence of the need to improve preservice teacher education.