教育生物学杂志
教育生物學雜誌
교육생물학잡지
Journal of Bio-Education
2015年
2期
76-79
,共4页
陈幼平%张富洪%辛勇%熊倩
陳幼平%張富洪%辛勇%熊倩
진유평%장부홍%신용%웅천
生物反馈%英语学习%脑电波
生物反饋%英語學習%腦電波
생물반궤%영어학습%뇌전파
biofeedback%English learning%brain wave
目的 研究不同英语学习成绩汉语母语者脑电特征, 探索生物反馈训练对英语学习成绩的影响.方法 24名汉语母语大学生根据最近一次英语测试成绩分为高分组和低分组, 每组12名. 对其进行生物反馈训练(每周1次、 每次约50 min、 共计5次), 采用Spirit-8A 型生物反馈仪分析两组生物反馈训练前后脑电特征,使用非参数检验方法对数据进行统计分析. 结果 ①生物反馈训练前两组脑波差异不显著(Z=0.508~0.744, P>0.05). 高分组的左右脑脑波相关显著(r=0.587~0.832, P<0.05); 低分组的左右脑脑波除Beta波(r=0.718, P=0.013)外, 其余脑波相关均不显著(r= 0.071~0.273, P> 0.05). ② 生物反馈训练后两组脑波差异不显著(Z=0.508~1.089, P>0.05). 高分组的左右脑脑波相关显著(r=0.629~0.895, P<0.05), 低分组的左右脑波相关显著(r=0.927~0.964, P<0.05). ③ 生物反馈训练前后英语测试成绩差异比较: 高分组Z=-1.381(P>0.05),低分组Z=-3.066(P< 0.05). 结论 生物反馈训练能有效提高英语成绩较低者的英语成绩和左右脑脑波的相关度; 但对英语成绩较高者, 训练效果不显著.
目的 研究不同英語學習成績漢語母語者腦電特徵, 探索生物反饋訓練對英語學習成績的影響.方法 24名漢語母語大學生根據最近一次英語測試成績分為高分組和低分組, 每組12名. 對其進行生物反饋訓練(每週1次、 每次約50 min、 共計5次), 採用Spirit-8A 型生物反饋儀分析兩組生物反饋訓練前後腦電特徵,使用非參數檢驗方法對數據進行統計分析. 結果 ①生物反饋訓練前兩組腦波差異不顯著(Z=0.508~0.744, P>0.05). 高分組的左右腦腦波相關顯著(r=0.587~0.832, P<0.05); 低分組的左右腦腦波除Beta波(r=0.718, P=0.013)外, 其餘腦波相關均不顯著(r= 0.071~0.273, P> 0.05). ② 生物反饋訓練後兩組腦波差異不顯著(Z=0.508~1.089, P>0.05). 高分組的左右腦腦波相關顯著(r=0.629~0.895, P<0.05), 低分組的左右腦波相關顯著(r=0.927~0.964, P<0.05). ③ 生物反饋訓練前後英語測試成績差異比較: 高分組Z=-1.381(P>0.05),低分組Z=-3.066(P< 0.05). 結論 生物反饋訓練能有效提高英語成績較低者的英語成績和左右腦腦波的相關度; 但對英語成績較高者, 訓練效果不顯著.
목적 연구불동영어학습성적한어모어자뇌전특정, 탐색생물반궤훈련대영어학습성적적영향.방법 24명한어모어대학생근거최근일차영어측시성적분위고분조화저분조, 매조12명. 대기진행생물반궤훈련(매주1차、 매차약50 min、 공계5차), 채용Spirit-8A 형생물반궤의분석량조생물반궤훈련전후뇌전특정,사용비삼수검험방법대수거진행통계분석. 결과 ①생물반궤훈련전량조뇌파차이불현저(Z=0.508~0.744, P>0.05). 고분조적좌우뇌뇌파상관현저(r=0.587~0.832, P<0.05); 저분조적좌우뇌뇌파제Beta파(r=0.718, P=0.013)외, 기여뇌파상관균불현저(r= 0.071~0.273, P> 0.05). ② 생물반궤훈련후량조뇌파차이불현저(Z=0.508~1.089, P>0.05). 고분조적좌우뇌뇌파상관현저(r=0.629~0.895, P<0.05), 저분조적좌우뇌파상관현저(r=0.927~0.964, P<0.05). ③ 생물반궤훈련전후영어측시성적차이비교: 고분조Z=-1.381(P>0.05),저분조Z=-3.066(P< 0.05). 결론 생물반궤훈련능유효제고영어성적교저자적영어성적화좌우뇌뇌파적상관도; 단대영어성적교고자, 훈련효과불현저.
Objective To investigate the features of brain waves of college students with different English achievements, and explore the effect of biofeedback training on English learning. Methods Twenty-four Chinese native speakers were enrolled from a college, and were divided into high English score group and low English score group according to the results of the latest English tests, with 12 students in each group. The biofeedback training which lasted for about 50 min each time was conducted among these students once a week for 5 weeks. Spirit-8A biofeedback instrument was utilized to explore the features of brain waves, and statistical analysis was carried out with non-parametric tests. Results ① There was no significant difference in brain waves between two groups before training (Z= 0.508 -0.744, P>0.05). The relationship between the left and right brain waves was significant in high English score group (r=0.587 -0.832, P < 0.05) , while the relationship between the left and right brain waves was not significant in low English score group (r = 0.071 -0.273, P> 0.05) except the Beta wave (r = 0.718, P= 0.013). ② There was no significant difference in brain waves between two groups after training (Z= 0.508 -1.089, P> 0.05) . The relationship between the left and right brain waves was significant in high English score group (r =0.629 -0.895, P<0.05), and the relationship between the left and right brain waves was also significant in low English score group ( r = 0.927 -0.964, P< 0.05) . ③ The differences in English test scores before and after training were as follows: for high English score group, Z = -1.381 ( P> 0.05); and for low English score group, Z= -3.066 ( P < 0.05) . Conclusion The biofeedback training can effectively improve the English achievement and the relationship between left and right brain waves for the students with lower English learning performance, but the same effect can not be achieved in the students with higher English learning performance.
