瀛濂借涔锛

瀛濂借涔锛璁镐浼璁や负杩涓澶浜锛瀛濂借涓汉锛璇存搴锛璇存ゅ昏......涔釜浜洪芥ㄦ″涔缁锛瀵昏繁缁涓锛荤轰涓や釜繁璁や负绛妗骞堕句杩风绛妗锛涔轰韩缁惧澶卞瑙

瀵逛涓锛璁稿浜哄ㄥご涓婚瀛濂借藉璇存涓汉哄楂锛浜洪芥插尽蹇锛瀛濂界浜轰瀹甯镐拌缁璁猴瀛涓ｄ浼绉浜烘璁稿氨涓挎杩风瑙逛浠浠璁や负锛浣瀛濂戒灏辨涓轰辩堕存澶锛缃锛濡锛涓瀹借寰姣浣濂斤濡姝やワ浠澶浜涓涓瀛濂借藉璇存涓汉锛瀵逛涓や釜锛蹇瀛姝ょ瑙规瀛濂藉苟涓界存璇存涓汉碉浣杩涓や釜绱磋藉濂藉伴娴涓涓汉瀛点

纭锛瀛濂藉藉ㄤ瀹绋搴轰绋搴浣骞朵瀛涓濂藉氨藉轰涓汉涓涓杩风缁璁猴瀛濂藉变绯诲绱卞冲璁革浜瑙ｄ褰卞瀛缁╃绱锛浠灏卞ラ瀛濂借藉璇存涔浜褰蹇瀛绌惰〃哄绋搴互姹ユ涓缁╃涓澶у冲у绱锛甯哥浠涓汉缁1锛涔灏辨锛瀛濂借冲藉璇存ㄨ涓涓归㈠ぇ姒点

や杩涓涓富瑕绱锛璁稿绱涔藉褰卞瀛锛㈠璇璇达瀛濂借藉璇存朵璁稿归㈢瀹广绌惰〃浣璐ㄤ涓缁╂筹涓涔濂界浜猴浣璐ㄤ涓璧2讹浣查荤煎瀛涔褰卞锛ㄦ浠ラ锛荤兼璁稿濂藉锛朵腑涓涓ソ澶渚挎寮烘ц澶ц斤娉ㄦ箍搴宸ヤ璁板锛浠瀛缁┿澶锛浣查荤艰戒娇澶ц浜х¤斤璁╀汉瑙蹇杩涔负浠涔浠℃缁芥跺杩ㄧ

瓒ヨ澶浜烘″涔瀵逛ヨ锛澶ョ″涓涔濂戒锛ョ℃堕村お杩涔浼褰卞瀛缁╋涓椤归瀵2700灏骞寸绌惰〃ｄㄦ涓涓瑰虫存ョ＄瀛瀛缁╂村樊锛杩村浜х缁3褰跺㈠绻瀛锛璁稿楂涓╂′瀹灞濂

褰浠ㄥ涓浜浜杩琛褰跺锛澧甯稿父涓灏凤瀹跺涵澧涔奖瀛瀛缁╃涓涓瑕绱姘村钩涓舵瀵瑰瀛娼绉婚褰卞朵讹娲荤澧涓烘涓板э茶婧宸т浣垮涓澧涓瀛ㄥ涔涓浜宸

璁ㄨ浜杩涔涔锛涓涓版规璁稿璇ユ敞涓锛ｅ氨浠璁ㄨ瀛濂借涔锛浠涔绱藉褰卞瀛杩蜂涓锛浠璁虹芥甯镐汉锛瀵逛浜规缇やヨ锛瀛濂藉璁歌涓借涔锛姣濡缇や甯歌涓猴哄藉寰濂藉伴娴瀛碉浣绌惰〃瀵逛90%跨锛哄骞朵芥棰娴瀛琛ㄧ4

荤ヨ锛涓绠″涔佃藉轰涔风锛繁瀛缁╄璁稿濂藉瀛濂藉氨濡涓涓汉垮濂界锛浼浜х璋搴浣寰垮濂界浜洪芥ソ浜猴浠浠磋藉村己锛浣浼涓浼瑙寰瀛濂界浜烘村浼癸浠ヨ充村娆㈠浠浠氦寰锛杩浜芥搴浣ㄧ缁锛瀹惧ぇ浜浼癸浜缂虹广

澶锛瀛界朵藉浠娴浣哄锛瑙ｅ炽昏崇哄锛浜х杈澶у奖锛浣藉浠朵哄锛寰璇板绛ヨ藉锛浠ワ璁哄浣锛涓轰韩朵哄锛浣涔寰澶瀛锛

1von Stumm, Sophie; Hell, Benedikt; Chamorro-Premuzic, Tomas (2011). "The Hungry Mind: Intellectual Curiosity Is the Third Pillar of Academic Performance". Perspective on Psychological Science 6 (6): 574588. doi:10.1177/1745691611421204. Retrieved February 11, 2012.

2American Heart Association. (2010, March 4). Students' physical fitness associated with academic achievement; organized physical activity. ScienceDaily. Retrieved May 31, 2014 from www.sciencedaily.com/releases/2010/03/100302185522.htm

3Asarnow,L.D.,McGlinchey,E.,&Harvey,A.G.(2013).The Effects of Bedtime and Sleep Duration on Academic and Emotional Outcomes in a Nationally Representative Sample of Adolescents.Journal of Adolescent Health,54,350-356.

4Estes, A., Rivera, V., Bryan, M., Cali, P., & Dawson, G. (2011). Discrepancies between academic achievement and intellectual ability in higher-functioning school-aged children with autism spectrum disorder. J Autism Dev Disord, 41(8), 1044-1052. doi: 10.1007/s10803-010-1127-3

锛浣锛澶锛