How to become a qualified junior high school English teacher? You can use as many words as you want in English or Chinese.

Entering the Tunnel of Learning Success: How to Improve Memory Ability

Memory refers to the psychological process of retaining and reproducing experienced things in the mind.

Whether you remember it or not depends mainly on whether you can recognize it again, recall it and repeat it.

For example, when answering a multiple-choice question, after reading the question, the answer has not yet appeared in your mind, but when you look at the answers to choose from, you immediately recognize that one of them is the answer to the question. The phenomenon of being able to recognize the perceived things when they appear in front of you is called recognition. As for things experienced that are not in front of us and no one reminds us, but we can independently reproduce the impression of this thing, this phenomenon is called recollection. This situation abounds in learning, such as reciting texts, memorizing words, writing chemical equations, using formulas to solve problems, etc. The actions learned can be repeated accurately when needed, which is called repetition. Being able to "recall" it reflects a higher level of memory.

Memory plays a great role in learning. Without memory, learning cannot proceed. A French mathematician said: "Memory is necessary for all mental work." French writer Voltaire said: " Without memory, people cannot invent, create and associate."

Specifically, the main functions of memory in learning are as follows:

First of all, learning new knowledge is essential. Don't open the memory, why? Because knowledge is strictly systematic, learning is always gradual from shallow to deep, from simple to complex. Just like building a building, you start with the foundation and build it up layer by layer. Teachers require students to preview and review before giving lectures, precisely to enable students to remember the old knowledge needed to learn new knowledge, so as to connect the new and old knowledge. Forgetting relevant old knowledge but trying to learn new knowledge well is as ridiculous as trying to build a building in the sky. If you forget all the knowledge about electricity in junior high school when you study high school electricity, it will be difficult to continue studying electricity in high school. A Czech educator said: "All knowledge taught later is based on knowledge taught first." This shows how important it is to remember the knowledge taught first to continue learning.

Secondly, thinking is inseparable from memory. When facing a problem, it arouses thinking and strives to solve it. However, once the memory is separated, thinking cannot be carried out and the problem cannot be solved. If you forget the axioms or theorems for determining the congruence of triangles when doing exercises to prove the congruence of triangles, you will not be able to think about solving the problem. People often say that concepts are the cells of thinking. Sometimes the reason why you can't think anymore is because you forget the concepts and principles that need to be used when thinking. After searching or asking for advice and recalling it again, the interrupted thinking process can be continued. Zhang Zai, a scholar from the Song Dynasty, once said: "If you don't remember, you won't be able to think about it." This is very reasonable. Perceived things cannot be saved and reproduced in the mind, and the "processing" of thinking becomes water without a source and cooking without rice.

Third, improving learning efficiency is inseparable from memory. If you have a strong memory ability, you can build a storage warehouse in your mind - a "warehouse of wisdom". All valuable results obtained through learning are stored in this "warehouse". In new learning activities, when certain knowledge is needed, it can be accessed at any time, thus ensuring the rapid progress of learning and thinking about new knowledge. It saves a lot of time in searching, reviewing, and re-understanding, and greatly improves the efficiency of learning.

When an excellent student is reading or writing, he rarely looks up the dictionary; when doing exercises, he rarely looks up books to look for principles, laws, formulas, etc., because this knowledge has been firmly stored in him. in your brain and can be accessed at any time.

The secret of many outstanding students’ speed in solving problems is that they have memorized the results of commonly used operations and the coefficients of commonly used chemical equations in their minds. Therefore, when solving problems, they do not have to Time is spent on these simple calculations and balancing, so that more time can be spent thinking about the problem. Since the memory is firm and accurate, errors caused by temporary calculations are greatly reduced. No wonder there is a proverb: "Memory is the mother of intelligence." Intelligent students are often related to their good memory abilities.

So, how to improve memory ability?

(1) There must be a sense of urgency to "remember"

Many students have this experience: reading before asking questions in class will have better memory effect; studying before the exam will have better memory effect Better. The reason is that the purpose of memory is clear, and the fear of not being able to remember will directly affect academic performance. This sense of urgency to remember greatly improves the effectiveness of memory.

The practice of learning has proved that if the memory task is clear and the purpose is correct, various potentials can be explored and better memory effects can be achieved. Generally speaking, important things are less likely to be forgotten, that's why.

Many students always complain that their memory ability is too poor. In fact, the fundamental reason is that the motivation and purpose of learning are not correct, they lack strong motivation for learning, and they are not good at setting specific learning tasks for themselves. Therefore, when studying, there is no sense of urgency of "must remember", and it is not easy to concentrate, resulting in poor memory effect. But instead of looking for reasons from the motivation and purpose of learning, I blame my poor memory. When I go to study again, I lack the confidence that "I will definitely remember it". As a result, I can't remember it even more, which creates a vicious situation. The cycle makes academic performance worse and worse.

With the understanding of "must remember" and the confidence of "must remember", the memory effect will be good.

(2) Remember on the basis of understanding

Someone did such an experiment: 20 nouns were written on the blackboard - envelopes, buttons, cups, bowls, stamps , thread, tea leaves, spoon, paste, scissors, kettle, plate, letter paper, needle, stove, chopsticks, pen, clothes, matches, wine glass, let students memorize them for two or three minutes before dictating them. As a result, those who wrote better by dictation divided the 20 nouns into four groups according to their uses: those related to drinking tea (cups, tea leaves, kettles, stoves, matches) were written together; those related to sewing buttons (buttons, threads, Scissors, needles, clothes) are written together; things related to eating (bowls, spoons, plates, chopsticks, wine glasses) are written together; things related to correspondence (envelopes, stamps, paste, letter paper, pens) are written together. Because these students can connect with the life knowledge they have mastered and find the inner connection between these 20 nouns, the memory effect is better. This belongs to meaning memory, which is a memory method that requires understanding the meaning of things and using past knowledge and experience. Students who are not good at dictation do not use their brains and just stick to the original order of nouns on the blackboard that lacks internal connections and memorize them directly. This belongs to mechanical memorization, which is a method that does not require understanding the meaning of things or using past knowledge and experience, but only relies on repetition of things to remember.

These two memory methods are used in study and life. For example, the memory of principles, definitions, theorems, and rules relies on meaning memorization; the memory of historical dates, names of people, heights of mountains, and elemental symbols requires mechanical memorization.

At different ages, the proportions of the two memory methods in memory are also different. The proportion of mechanical memorization in memory is 72% in the first grade of elementary school, 55% in the second grade of junior high school, and 17% in the second grade of high school. The proportion of meaning recognition in memory is 28% in the first grade of elementary school, 45% in the second grade of junior high school, and 83% in the second grade of high school. It can be seen that as age increases, the percentage of meaningful memorization in middle school students' memories becomes higher and higher, while the percentage of mechanical memorization becomes smaller and smaller.

After understanding this characteristic, you should try your best to think through it when memorizing, and then remember after understanding. This is no longer a matter of rote memorization. Memorizing ready-made conclusions without understanding is called rote memorization.

Because the connection between old and new knowledge is grasped through understanding, new knowledge has a supporting point, which not only makes it easier to remember it firmly, but also enables new understanding of old knowledge.

By understanding and systematizing knowledge, the content to be memorized can be incorporated into the knowledge system and become part of the whole, making it easier to remember.

Sometimes there is no meaningful necessary connection between the things to be remembered. In order to facilitate memory, you can artificially use superficial associations to remember, or you can turn the content to be remembered into formulas to memorize.

(3) Review in time

Foreign language words, foreign language texts, mathematical and physical theorems, formulas, etc. that have been memorized will be forgotten after a period of time. What to do? An important method is to review in time after studying.

Why should we review in time?

Because the forgetting process has its own rules. Scientific experiments have proven that when the study material has just been memorized, after one hour of rechecking, it is found that only about 44% of the study material has been remembered, and 56% has been forgotten; after a day, when rechecked, only about 44% of the study material has been remembered. 33% of the content, and 67% had been forgotten; six days later, when checked again, only about 25% of the learning content was remembered.

It can be seen that after learning and remembering certain knowledge, it is followed by forgetting quickly and then slowly. Therefore, it is necessary to review before forgetting to deepen and consolidate the understanding and memory of the learning content, so as to strengthen the neural connections of the brain.

If you want to remember, it is not enough to understand it, you must review it in time, otherwise you will gradually forget it. There is also a problem to be recognized here. Although you have forgotten what you have learned, it is not completely forgotten. If you review it, because you have learned and understood it in the past, when the learned content reappears in front of you, you will It produces a "recognition" effect, so it is possible to recall it quickly. Even if the recall is incomplete, learning it again will be easier than learning it the first time. Because what has been learned has left traces in the brain after all, and these traces can still be restored under certain conditions. So once you forget what you have learned, don't think that all the hard work in the past has been wasted.

To sum up, in the learning process, insisting on after-class review, stage review, mid-term review and final review are effective countermeasures to combat forgetting and are very necessary learning activities.

(4) The learning load should be appropriate, and attention should be paid to the alternation of arts and science.

The greater the amount of material learned at one time, the smaller the percentage will be remembered after learning. In other words, the more content you learn, the higher the percentage of forgetting. Why? Because learning too much content at one time can easily cause excessive fatigue of the brain, resulting in inhibition, resulting in a decline in academic performance. If you learn too much content at one time, you will have to remember a lot. This will not only cause memory difficulties, but also shake your confidence in memory.

Therefore, every time you assign yourself a study task, don't overload it.

Some students do not rely on timely review when learning foreign languages. They only do surprises before exams and focus on memorizing words, phrases, sentence patterns and texts. Because there is too much knowledge to memorize, the effect is extremely poor. . Some students sit for a whole day while studying, which makes them dizzy and their memory is very poor.

In order to improve the efficiency of memory, you should also pay attention to the alternation of literature and science in the arrangement of learning content.

What is the alternation of arts and science? That is, subjects with similar content are not studied together, but liberal arts and science are intertwined.

Why do this? First, the learning content is similar, and the working parts of the cerebral cortex are also relatively similar. Using the same part for a long time will cause the consumption of substances and the accumulation of waste in local brain cells, thus causing fatigue in advance. Studying subjects with similar content for a long time causes monotonous stimulation in learning, just like listening to the monotonous sound of raindrops or the "ticking" of a clock. It can easily cause drowsiness, drowsiness, or inhibition, and then continue to study. It will be difficult to go down. Second, because similar subjects and similar materials are studied together, the neural connections in the brain are closer, resulting in overlap and interlacing, which leads to confusion and errors in recall. This is why nouns with similar meanings and writing methods, and concepts with similar meanings, are prone to confusion. Students who are good at learning pay great attention to the alternation of arts and science when arranging learning content to reduce mutual interference. For example, you can read physics after learning Chinese, read history after finishing mathematics, etc.

Of course, if the learning process is interspersed with cultural and sports activities and active rest, it will also be very beneficial to memory.

(5) Dispersed learning method

On the basis of basic understanding, if you want to remember what you have learned, you can use different methods in terms of study time arrangements.

One is the concentrated learning method, which means learning over and over again in a concentrated period of time until you remember it.

The other is the decentralized learning method, which divides the learning time into several stages, with a certain interval between stages, and then studies repeatedly during these periods.

For example, if you memorize an ancient text, take some time to translate it, eliminate word barriers, and then start reciting it. According to experience, we plan to spend 1 hour reciting. There are two ways to arrange this 1 hour:

One is to use the concentrated learning method, which is to repeat the study repeatedly within 1 hour. The second is to use the distributed learning method, which is to divide the recitation time into several times. For example, if you recite for 20 minutes every day and finish it in three days, the total recitation time will still be 1 hour. However, when the memory effect was checked after a period of time, it was found that the distributed learning method was significantly better than the concentrated learning method.

Why is the distributed learning method so effective? Now there is this explanation: If a learning process is relatively divided into three stages: front, middle and last, then the previous learning activities will affect the following learning activities, which is called proactive inhibition in psychology. For example, if you do your homework immediately after watching a movie, it is often difficult to concentrate. This is because although the previous activity is seemingly over, the neural activity has not stopped and will continue for a while, thus interfering with subsequent learning activities. . The stronger the excitement caused by the previous activity, the greater the interference with subsequent learning activities. Similarly, subsequent learning activities will also affect previous activities, which is called introjective inhibition in psychology. For example, if you memorize foreign language words, you have already memorized them. If you then learn a few words with similar meanings, you will forget or cannot remember the previous words. There are also situations in life. I wanted to say one thing, but was interrupted by someone else saying something else before I could finish it. When I wanted to say what I just wanted to say after the other person finished speaking, I suddenly thought Can't get up. This is caused by the excitement generated by subsequent activities inhibiting the activities performed before.

It seems that in the learning process, learning activities in the middle stage may be interfered by both front and back aspects. The initial stage of the learning process is free from interference from the front, and the final stage of learning is free from interference from the back. Practice has proved that in the learning process, the learning effect at the beginning and end is always the best. Many students get up early in the morning and achieve good results in memorizing foreign language words and reciting texts. The reason is not only clear-headed and energetic in the morning, but more importantly, the morning is the beginning of the day, and learning activities are not disturbed by the previous ones. Some students also have better results in memorizing foreign language words and memorizing texts during self-study in the evening or before going to bed. This is because they rest or sleep after memorizing and are no longer disturbed by other activities.

The reason why the decentralized learning method is effective is that it increases the first and last stages of the learning process with less interference. At the same time, because each learning time is short, it is not easy to cause fatigue of brain cells.

The reason for the poor effect of the concentrated learning method is that, in addition to having fewer beginnings and endings and more interference, it is also that continuous and concentrated learning of similar materials can easily fatigue brain cells and cause errors in neural connections.

When using the distributed learning method to study, you must master the interval time. If the interval is too long, it is easy to forget, and if the interval is too short, it is easy to be disturbed. Some studies believe that when memorizing the same material, the interval between each time is half an hour, it needs to be studied repeatedly 11 times before it can be memorized; when the interval between each time is 2 hours, it needs to be studied repeatedly 7.5 times before it can be memorized; when the interval between each time is At 10 hours, you only need to study it over and over 5 times to learn it by heart.

In the learning process, it is necessary to master the study interval according to the characteristics of the subject and the individual through learning practice. According to the characteristic of forgetting first quickly and then slowly, the interval between each time can be shorter at the beginning. In the future, you can gradually increase the number. If the material is too difficult, you can have more intervals. If the learning material is relatively easy and the content is relatively small, the number of intervals can be reduced.

(6) Try the recall method

Middle school students all want to remember what they have learned, but what method of memory is effective? There are generally two common methods.

One is to simply read, write, and read repeatedly. This method is called the simple repetitive memorization method.

The other is the reappearance of memories in the process of repeated memorization. In other words, in the process of memorizing, you are constantly "testing" yourself. There are many ways to take the test, the main methods are to use your own retelling, your own dictation, etc. For example, in the process of memorizing foreign language words, you can look at English and write Chinese silently, or you can look at Chinese and write English silently, and then compare them, correct the incorrect ones, and then memorize them again. When reciting the text, you can also keep trying to memorize it yourself, or ask others to help check it. If you don't memorize it correctly, read it again and memorize it again. When memorizing the answer to a question, you can summarize the content into several key points based on your understanding, then memorize it, and keep trying to repeat it independently until you know it by heart.

Practice has proved that in the learning process, using the trial recall method can greatly improve the memory effect.

Many students read books over and over again when studying, and rarely close the book to recall the key points, ideas, formulas, etc. in the book. As a result, the book is understood as soon as you read it and forgotten as soon as you put it down. Because the book is easy to understand and requires no effort, the brain cannot get excited. It is often seen that some students fall asleep while reading the book. If you keep trying to remember when studying, write down what you think of on paper first, and then read the book, so that the mind is in an active state, then the memory effect will be very good.

Of course, some students worry that trying to recall is too time-consuming. In fact, the time spent trying to recall is getting less and less. On the surface, trying to recall is a kind of "output of information". In fact, the information is further processed and strengthened in the process of "output". The more times you try to recall, the better the memory becomes. If you are eager to catch up and don't recall old content every day, it may seem like you are learning a lot of new content every day, but in fact you are forgetting more content every day. If you are calculating the general ledger, it is better to try the recall method to gain more. It takes less time and remembers more.

(7) Comprehensive learning method

If you are faced with a complex learning material with a large content and a wide range, what method can be used to obtain better memory effects?

Three methods are generally used:

(1) Segmented learning method

Divide the content into several parts evenly, and then arrange to learn them in several units of time. remember. This method is very good for memory. The disadvantage is that it artificially separates the intrinsically related knowledge from the beginning, which affects the understanding of knowledge. From this perspective, it reduces the effect of memory.

(2) Holistic learning method

Holistic learning is to memorize the content that needs to be memorized at one time, which is of great benefit to understanding and mastering the system and internal connections of knowledge. However, because there is too much content to be memorized at one time, the first and last stages of optimal memory are reduced, so the effect is not very good.

(3) Comprehensive learning method

This refers to understanding the entire learning content at the beginning and finding out the internal connections, and then dividing the material into several parts and memorizing them in batches. Focus on memorizing the difficult points and review them comprehensively at the end. Since the entire content has been memorized at the beginning, when memorizing each part of the content, you can grasp the relationship between the part of the content and the overall situation, which is very beneficial to understanding and memorizing each part of the content. Since memorization is divided into several parts, it can be combined with the distributed learning method and the trial recall method to achieve the best memory effect.

Of course, the specific method to use to memorize learning content depends on the specific situation.

If there is a lot of learning content but the internal connections are not strong, the segmented learning method can be used; if the learning content is not much but the internal connections are close, the overall learning method can be used; and for the content that is large, difficult and the internal connections are close, the overall learning method can be used. To study materials, it is best to use a comprehensive memory method.

(8) Use a variety of senses

During the entire memorization process, try to use a variety of senses. We know that reading uses the visual organ, listening to the tape recorder uses the auditory organ, attending classes mainly uses the visual organ and the auditory organ, and watching movies, TV, and videos also uses the visual organ and the auditory organ.

Due to the difference in the use of sensory organs, the effects of memory are different. Someone has provided the following data through experiments: in unit time, knowledge obtained through hearing can be remembered 15% of the time, knowledge obtained through vision can be remembered 25% of the same content, and the combination of visual and auditory organs can Memorize 65% of the same content.

When the teacher lectures, he affects the students’ senses through sounds, movements, and expressions; if coupled with intuitive means such as physical objects, photos, teaching aids, experiments, and slides, students can listen and watch at the same time, plus Use your brain, focus on understanding, and be diligent in thinking, and you can often get better memory results.

When learning a foreign language, why is there special emphasis on listening, speaking, reading and writing? One of the reasons is to make full use of various senses to improve the effectiveness of memory. The comprehensive activities of reading, reading aloud, listening to recordings, and writing can focus attention, input content into the brain through multiple channels, and quickly memorize foreign language words and texts. While some students learn foreign languages ??by just reading without speaking or using hands, resulting in poor memory performance. Others pick up books and read desperately without using their brains to think or understand, without trying to recall. If you do not use distributed learning methods, the results will still be difficult to remember, making foreign language a difficult subject for many students.

A research material shows that when different methods are used to identify a thing, the time required to memorize it is often different. It takes 0.4 seconds to memorize by directly looking at the physical object, 0.9 seconds to memorize using color photos, 1.2 seconds to memorize using black and white photos, 1.5 seconds to memorize using line drawings, and 2.8 seconds to memorize using verbal descriptions. It can be seen that if you want to improve the memory effect, you should try to perceive those concrete, vivid and vivid objects, because seeing the physical objects is deeply impressive, and they are often remembered more firmly. It can be seen that it is very necessary to arrange visits, interviews, looking at pictures, looking at models, looking at real objects, watching TV, watching videos, doing demonstration experiments and student experiments in teaching activities. This way of perceiving things makes you learn quickly, be interested in it, and remember it well.

Many students have this experience. To understand an experimental process through language and writing, it is better to do it yourself and take a look. If you do it yourself and see it in person, you won’t forget it easily.

(9) Use more and practice more memory methods

Consciously remember while using or practicing, and remember during activities. This is the best memory method and a positive way. method. In the process of applying knowledge to solve problems, it not only consolidates the memory of the knowledge learned, but also deepens the understanding of the knowledge. This deepening of understanding can also consolidate the memory of the knowledge.

Why do international students learn foreign languages ??so quickly? The reason is very simple. Because international students live in a foreign environment, they have to use foreign languages ????everywhere in their lives and studies. They are constantly strengthened and consolidated during use, which is very beneficial to the memory and mastery of foreign language words, phrases, sentence patterns and grammar. . Therefore, if you want to learn a foreign language well, you should create conditions for using more foreign languages, such as reading more foreign books, translating more, listening to more recordings, using more foreign language conversations, actively participating in foreign affairs activities, etc., so as to achieve the purpose of strengthening memory.

In the study of mathematics, physics and chemistry, if you choose good topics, that is, the exercises contain the knowledge you have learned, then if you do too many exercises, the relevant concepts, theorems, laws, and formulas will be enough Remembered firmly. The method of multiple uses and practice is beneficial to memory. This refers to memorizing in learning activities to solve problems, rather than memorizing statically. Excellent students rarely memorize theorems and formulas before taking the math, physics and chemistry exams, because they have already reached a proficient level by doing the questions on a daily basis and no longer need to rush.

It can be said that the knowledge in the brain's "storage bank" will not only not decrease due to frequent access, but will become more and more firmly stored in a more scientific place due to frequent access. Ready for quick access when needed.

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