“脑科学与人工智能”技术师资培训的实践研究——基于科研反哺教学机制的专业能力提升路径

Practical Research on Teacher Training in “Brain Science and Artificial Intelligence” Technology—Pathways for Enhancing Professional Competence Based on the Mechanism of Research Feeding Back into Teaching

摘要: 在心理学学科交叉融合与智能化转型背景下，提升高校心理学专业教师的神经科学技术素养成为教师发展的重要议题。本研究基于“脑科学与人工智能”技术师资培训项目的实践，系统探讨了眼动追踪、脑电(EEG)、功能性近红外光谱(fNIRS)等技术的培训路径及其对科研与教学的双重赋能机制。研究发现，通过“技术精进–科研深化–教学创新”的螺旋式发展模式，参训教师不仅实现了研究方法的升级迭代，更形成了将前沿科研成果转化为优质教学资源的有效机制。研究揭示了科研反哺教学的三重逻辑，即知识生产逻辑促进课程内容更新、方法训练逻辑推动教学模式变革、思维培养逻辑引领育人理念革新。本研究为新时代心理学教师专业发展提供了理论框架与实践参考。

Abstract: Against the background of interdisciplinary integration and intelligent transformation in psychology, improving neuroscience technological literacy among university psychology teachers has become an important issue in faculty development. Based on the practice of a teacher training program focusing on “brain science and artificial intelligence”, this study systematically explores the training paths of techniques such as eye-tracking, electroencephalography (EEG), and functional near-infrared spectroscopy (fNIRS), as well as their dual empowering mechanisms for research and teaching. The results show that through the spiral development model of “technological proficiency-research deepening-teaching innovation”, participating teachers not only upgraded their research methods but also formed an effective mechanism for translating cutting-edge research findings into high-quality teaching resources. This study reveals three logics of research feeding back into teaching: the logic of knowledge production promotes curriculum content renewal, the logic of methodological training drives the reform of teaching models, and the logic of thinking cultivation leads to the innovation of educational concepts. This study provides a theoretical framework and practical reference for the professional development of psychology teachers in the new era.