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师生互动是教育教学过程的核心环节，对学生的知识获取、技能培养、情感态度及价值观的形成具有重要影响，但师生互动过程的认知神经机制尚不明确。教育神经科学的发展以及超扫描(Hyperscanning)的运用使得在微观层面研究师生互动过程与机制成为可能。本文综述了近十年的时间里功能性近红外光谱技术(functional Near-Infrared Spectroscopy, fNIRS)在国际师生互动领域的研究，阐述fNIRS技术的原理和优势，深度解析师生互动的认知神经机制和脑间同步指标(Interpersonal Brain Synchronization, IBS)的计算原理，归纳总结出影响师生脑间同步的两大因素，分别为个体差异和教学策略，并且突出了前额叶皮层(Pre Frontal Cortex, PFC)和颞顶联合区(Temporo-Parietal Junction, TPJ)在师生互动中的关键作用。尽管fNIRS技术在国际师生互动研究中展现了广阔前景，但其在探测深部脑区和研究结果生态效度等方面仍存在局限。本研究不仅深化了对fNIRS技术在师生互动研究中应用的理解，还为真实课堂情境下的多模态教学测评的实施和增强师生互动的教育干预措施提供了有益借鉴。
Abstract：Teacher-student interaction is the core part of teaching and learning, which has an important impact on students′ knowledge acquisition, skill development, and the formation of affective attitudes and values. However, the underlying cognitive neural mechanisms of teacher-student interaction are still unclear. The development of educational neuroscience and the application of hyperscanning methods have made it possible to study the processes and mechanisms of teacher-student interaction at the micro level. This review summarizes the research on the application of functional near-infrared spectroscopy(fNIRS) in the field of international teacher-student interaction in the past decade, and explains the principles and advantages of fNIRS. It provides an in-depth analysis of the cognitive neural mechanisms of teacher-student interaction and the calculation principles of interpersonal brain synchronization(IBS). Two main factors affecting IBS between teacher and student are identified: individual differences and teaching strategies. This review also highlights the crucial roles of the prefrontal cortex(PFC) and the temporoparietal junction(TPJ) in facilitating teacher-student interaction. Although fNIRS has shown great promise in the study of international teacher-student interaction, it still has limitations in detecting deep brain regions and ensuring high ecological validity in natural environments. This study not only deepens the understanding of the application of fNIRS in teacher-student interaction research and provided practical implications for multimodal assessment of teaching but also offers valuable insights for the implementation of multimodal assessments of teaching and learning in real classrooms and the design of educational interventions to enhance teacher-student interaction.
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基本信息:
DOI：
中图分类号:G420
引用信息:
[1]任婧涵,郭建军,胡新怡等.功能性近红外光谱技术在国际师生互动领域的应用[J].山东师范大学学报(自然科学版),2024,39(04):377-384.
基金信息:
中国科学院学部咨询评议资助项目(211910118); 中国科协研究生科普能力提升资助项目(KXYJS2024013)