摘要：AbstractHere, we report the first survey of teachers’ ideas about the brain in East China (N=238), aimed at identifying the prevalence of “neuromyths” thought to detract from effective classroom practice. Analysis identified many neuromyths popular in Europe (e.g. value in teaching to learning styles, left-brained or right-brained learners and in using only 10% of the brain). However, some important differences with the European data also emerged (e.g. greater belief in the importance of attention and avoiding emotional disruption of thought). An inverse relationship between favouring genetic influence and a belief in a biological limit to student achievement was also observed.
