科学创造思维的脑机制研究与教学模型构建

Brain mechanisms and teaching models for scientific creative thinking

摘要

科学创造思维是适应未来智能社会的关键素养.本研究融合脑科学与教育学视角,采用32导脑电技术(EEG)结合非线性格兰杰因果分析方法,对科学创造过程中想法生成与想法改进2个阶段的神经活动机制进行了实证探究.结果发现,想法生成阶段主要依赖颞叶驱动的自下而上加工,而想法改进阶段则表现为枕叶与前额叶之间的双向交互.基于此,研究遵循“神经机制-认知功能-教学策略”的转化逻辑,将视觉想象、知识重组等脑认知功能解码为具体教学干预点,构建了与之适配的科学创造思维教学模型,从而在神经科学证据的支持下为教学实践优化提供了新路径.

Abstract

Scientific creative thinking is a crucial competency for adapting to the future intelligent society. Integrating neuroscience and education, this study empirically investigates the neural mechanisms underlying the stages of idea generation and idea improvement during scientific creation, utilizing 32-channel electroencephalography (EEG) combined with nonlinear Granger causality analysis. The results indicate that the idea generation stage primarily relies on bottom-up processing driven by the temporal lobe, while the idea improvement stage is characterized by bidirectional interactions between the occipital and prefrontal lobes. Based on these findings and the translational logic of "neural mechanism-cognitive function-teaching strategy", this study decodes brain cognitive functions such as visual imagery and knowledge reorganization into specific teaching interventions. Consequently, a corresponding teaching model for scientific creative thinking is constructed, providing a new pathway for optimizing teaching practices supported by neuroscientific evidence.

关键词

科学创造思维 / 脑机制 / 教学模型

Key words

scientific creative thinking / brain mechanism / teaching model

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基金资助

重庆市2025年哲学社会科学文明互鉴重点项目“文明互鉴数智计算与决策”(2025WMHJ05)

重庆市2024年高等教育教学改革研究项目数字化转型专项“‘人工智能+教师教育’新质教师培养体系的构建与区域实践”(244022)