【作 者】：
冯丽萍， 张了原， 徐小雄， 田丽萍
【关 键 词 】：
线上； 线下； 互动情境； 概念性知识； 脑同步
【栏 目】：
其他
【中文摘要】：
不同教学互动情境影响学习者的认知和情感体验。本研究通过近红外超扫描实验，采用“人际神经同步”指标，探究了线上、线下不同互动情境下汉语二语概念性知识教学过程中的师生脑同步机制及其对学习效果的影响，并结合视频分析、访谈探讨了产生异同的原因。研究发现：（1）在知识的建构阶段，受知识特点和教学方式影响，线上教学时教师前额叶皮层与学生左侧颞顶联合区的脑同步显著强于线下；（2）在知识的能力生成阶段，线下视觉信息辅助提升话轮质量，教师右侧颞顶联合区和学生左侧颞顶联合区的脑同步显著强于线上；（3）能力生成阶段的脑同步能有效预测学习效果，主要由于这一阶段涉及更多有意义的互动话轮，高质量的问答使师生更好地基于信息传递、理解、预测、反馈等互动环节实现共享表征和社会关系的建立。基于研究结果，提出了线上教学中利用关键因素提高教学效率的相关建议。
【英文摘要】：
Different teaching interactive contexts affect learners' cognitive and affective experiences. Through near-infrared super-scanning experiments, this study uses the index of "interpersonal neural synchronization(INS)" to explore the brain synchronization mechanism between teachers and students in the process of teaching conceptual knowledge of Chinese as a second language in different interactive situations online and offline and its influence on learning results. Combined with video analysis and interviews, the causes of similarities and differences are discussed. It is found that (1) in the stage of knowledge construction, influenced by knowledge characteristics and teaching methods, the brain synchronization between teachers' prefrontal cortex and students' left temporoparietal junction area is significantly stronger in online teaching than offline teaching; (2) In the stage of ability generation, offline visual information assists to improve the quality of conversation rounds, and the brain synchronization of teachers' right temporoparietal junction area and students' left temporoparietal junction area is significantly stronger than that of online; (3) Brain synchronization in the stage of ability generation can effectively predict learning outcomes, mainly because this stage involves more meaningful interactive conversation rounds, and high-quality questions and answers enable teachers and students to better realize shared representations and establish social relationships based on interactive links such as information transfer, understanding, prediction and feedback. Based on the results, this paper puts forward some suggestions to improve teaching efficiency by using key factors in online teaching.