本系列英文內(nèi)容來自https://www.edx.org/course/the-science-of-learning-what-every-teacher-should-know，翻譯是自己練習(xí)，如有發(fā)現(xiàn)不妥請批評指正！
Retrieval Practice
檢索練習(xí)
How does the science of learning inform the day-to-day instructional choices of teachers and how they might design learning experiences for their students? This is a question that until relatively recently was not easy to answer.
學(xué)習(xí)科學(xué)如何告知教師的日常教學(xué)選擇以及他們?nèi)绾螢樗麄兊膶W(xué)生設(shè)計學(xué)習(xí)體驗？這是一個直到最近都不容易回答的問題。
The research about how children learn was not readily accessible to the typical classroom teacher.
對于典型的課堂教師來說，關(guān)于兒童如何學(xué)習(xí)的研究并不容易。
What was available didn't translate easily into ready-to-use teaching strategies.
可用的東西并不容易轉(zhuǎn)化為現(xiàn)成的教學(xué)策略。
Fortunately, that's no longer the case.
幸運的是，情況已不復(fù)存在。
Cognitive science research now provides a rich body of work that can enhance immediately the effectiveness of any teacher.
現(xiàn)在認(rèn)知科學(xué)研究提供了豐富的內(nèi)容，可以立即提高任何教師的效能。
More and more of that research is being translated into books and articles designed for classroom teachers.
越來越多的研究正在被翻譯成為課堂教師設(shè)計的書籍和文章。
In this session and those that follow, we will show practical implications of the science of learning as it relates to teaching strategies.
在本次課程和隨后的課程中，我們將展示與教學(xué)策略相關(guān)的學(xué)習(xí)科學(xué)的實際影響。
Before we begin, however, we want to acknowledge that reflective teachers everywhere may already understand many if not all of the learning principles these teaching strategies are based on.
然而，在我們開始之前，我們要承認(rèn)，各地的反思性教師可能已經(jīng)理解了這些教學(xué)策略所基于的許多（如果不是全部）學(xué)習(xí)原則。
Cognitive science research can affirm and deepen that existing understanding and in some cases provides us with counterintuitive insights.
認(rèn)知科學(xué)研究可以肯定和深化現(xiàn)有的理解，并在某些情況下為我們提供違反直覺的見解。
First, let's do a quick review of our model of memory that you, by now, should be quite familiar with.
首先，讓我們快速回顧一下我們現(xiàn)在應(yīng)該非常熟悉的記憶模型。
Incoming sensory information makes its way through the attention bottleneck and enters into our working memory.
傳入的感官信息通過注意力瓶頸進入我們的工作記憶。
It then either begins to be processed in some way or is lost after a brief period of time.
然后它會以某種方式開始處理，或者在短暫的時間后丟失。
Recall that the real learning action occurs between working memory and long-term memory.
回想一下，真正的學(xué)習(xí)行為發(fā)生在工作記憶和長期記憶之間。
We encode memories through the dialogue that happens between the two.
我們通過在兩者之間發(fā)生的對話來編碼記憶。
Learning is when information from working memory is transferred to long-term memory through what is usually called conscious processing.
學(xué)習(xí)是指工作記憶中的信息通過通常所說的意識處理轉(zhuǎn)移到長時記憶中。
We use the phrase, "You have to think to learn," with regard to memory formation.
關(guān)于記憶形成，我們使用“你必須思考去學(xué)習(xí)”這句話。
That's what active learning is all about: linking new knowledge to what's already in our memory, what we call prior knowledge.
這就是主動學(xué)習(xí)的全部內(nèi)容：將新知識與我們記憶中已有的內(nèi)容聯(lián)系起來，我們稱之為先前知識。
It's really that simple and profound.
這真的很簡單和深刻。
If you'd like a fuller explanation, please refer to our earlier sessions on learning strategies.
如果您想要更全面的解釋，請參閱我們之前關(guān)于學(xué)習(xí)策略的課程。
Now we're going to look at some different teaching strategies that are based on learning principles emerging from cognitive science.
現(xiàn)在我們將看看一些基于認(rèn)知科學(xué)的學(xué)習(xí)原理的不同教學(xué)策略。
You will be familiar with three of these strategies: retrieval practice, spaced practice, and interleaving.
您將熟悉以下三種策略：檢索練習(xí)，間隔練習(xí)和交錯。
We discussed them earlier when we talked about student learning strategies.
當(dāng)我們談?wù)搶W(xué)生學(xué)習(xí)策略時，我們先討論了它們。
Two additional strategies that are important for teachers to know are elaboration and promoting metacognition.
另外兩個對教師來說很重要的策略是闡述和促進元認(rèn)知。
Let's begin with retrieval practice.
我們從檢索練習(xí)開始。
Few cognitive strategies are as well-researched, simple to understand, and easy to apply, yet its impact on learning is powerful.
很少有認(rèn)知策略被充分研究，簡單易懂，易于應(yīng)用，但其對學(xué)習(xí)的影響是強大的。
It's basic premises are threefold.
?它的基本前提是三倍。
First, the act of retrieving a memory can modify, reorganize, and consolidate it better in our long-term storage.
首先，檢索記憶的行為可以在我們的長期存儲中更好地進行修改，重組和整合。
Second, recalling a memory often creates secondary retrieval pathways to that memory and makes it easier to retrieve later.
其次，回憶一個記憶通常會創(chuàng)建輔助的檢索通道，并且可以在稍后檢索。
Third, by searching for a memory, we frequently activate information connected to that memory and link it in a more networked context for easier future access.
第三，通過搜索記憶，我們經(jīng)常激活連接到該記憶的信息，并將其鏈接到更加網(wǎng)絡(luò)化的環(huán)境中，以便將來訪問。
It's as if our overall memory was a dark storage room that we enter with a flashlight to look for things.
就好像我們的整體記憶是一個黑暗的儲藏室，我們用手電筒進入尋找東西。
For example, in this analogy, let's say it's a picture from an old box of photos we'd like to find.
例如，在這個比喻中，讓我們假設(shè)這是一張我們希望找到的舊照片。
As we enter the dark storage room, we scan with our flashlight and peer about.
當(dāng)我們進入黑暗的儲藏室時，我們用我們的手電筒進行掃描和同行。
We see some boxes off in a corner that look as if they might contain the photos and begin to rummage around.
我們在角落看到一些盒子，看起來好像他們可能包含照片并開始翻找。
In the process, we might organize the boxes a bit as we examine them and poke around inside.
在這個過程中，我們可能會在我們檢查它們并在里面徘徊時將它們組織起來。
Finally, we find our box of photos, retrieve the picture we're look for, and leave.
最后，我們找到我們的照片箱，找回我們要找的照片，然后離開。
Chances are, the next time we go into the storage room, we'll be much more likely to find the box of photos.
很可能，下一次我們進入儲藏室時，我們將更有可能找到一盒照片。
Likewise with retrieval practice.
與檢索練習(xí)一樣。
All the cognitive processing it creates, which can be a struggle, strengthens memories and make them more likely to be retrieved in the future.
它所創(chuàng)造的所有認(rèn)知過程，可能是一場斗爭，會加強記憶，并使它們更有可能在未來被找回。
In basic ways, the act of retrieving a memory is a learning event.
從基本方面來說，檢索記憶的行為是一個學(xué)習(xí)事件。
But there is an important caveat to consider.
但有一個重要的警告需要考慮。
It has to do with the retrieval cues used to recall the memories.
它與用于回憶記憶的檢索線索有關(guān)。
It makes a difference where the retrieval cue comes from.
它在檢索提示來自哪里方面有所不同。
It could be an outside source like a question in a book or on a study guide, or even a teacher's verbal question.
它可能是一本外部資料，如書本或?qū)W習(xí)指南中的問題，甚至是教師的口頭問題。
Those prompts or cues are what the learner then uses to search their memory.
這些提示或線索是學(xué)習(xí)者用來搜索記憶的東西。
For example, a history student might study for a test by rereading material they highlighted in their text or looking over their notes or even reading textbook passages.
例如，歷史專業(yè)的學(xué)生可能會通過重讀他們在文本中突出顯示的材料或查看他們的筆記或甚至閱讀教科書段落來學(xué)習(xí)測試。
These are three of the most common study strategies used by students.
這是學(xué)生使用的三種最常見的學(xué)習(xí)策略。
The recall cues used to retrieve the relevant information in their memory comes from the text or the notes themselves.
用于檢索記憶中相關(guān)信息的召回提示來自文本或筆記本身。
We call this cued recall because the learner is being cued or prompted by these outside sources.
我們稱之為召回提示，因為學(xué)習(xí)者正被這些外部消息來源提示或提醒。
On the other hand, the learner can supply the retrieval cues.
另一方面，學(xué)習(xí)者可以提供檢索提示。
In this case, the student first tries to recall what they remember about the important material in their text or notes without looking at them.
在這種情況下，學(xué)生首先試圖回憶他們對文本或筆記中的重要內(nèi)容的記憶，而不看它們。
They would ask themselves, "What are the most important ideas "in my notes or what I highlighted "that I need to remember for tomorrow's test?" We call this free recall.
他們會在我的筆記中問自己：“什么是最重要的想法”，或者我強調(diào)“我需要記住為了明天的測試？”?我們稱之為自由回憶。
The cues are entirely coming from the learner.
線索完全來自學(xué)習(xí)者。
If we hearken back to the dark storage room analogy, during free recall, the learner is the one holding the flashlight, looking for the wanted item in the room and also doing the work finding it.
如果我們回到黑暗的儲藏室比喻，在自由回憶期間，學(xué)習(xí)者是拿著手電筒的人，在房間里尋找想要的物品，并且在做這項工作。
In cued recall, someone else is holding the flashlight and the learner is much less active.
在線索回憶中，別人正在拿著手電筒，學(xué)習(xí)者的活動也少得多。
Free recall is usually much harder for the learner because they have to struggle to find the information without the benefit of specific cues.
對于學(xué)習(xí)者來說，自由回憶通常要困難得多，因為他們必須努力尋找沒有特定線索的信息的信息。
But it's precisely in that struggle where the learning happens, for all the reasons we've described.
但正是在這種的斗爭中發(fā)生學(xué)習(xí)，出于我們所描述的所有原因。
Unfortunately, cued recall often creates the illusion of knowing in learners.
不幸的是，提示回憶經(jīng)常會在學(xué)習(xí)者中產(chǎn)生認(rèn)識的錯覺。
They look at their highlighted text or notes and these cues help them go directly to those areas in their long-term memory containing that information.
他們看著他們突出顯示的文字或筆記，這些線索幫助他們直接進入包含該信息的長期記憶中的這些區(qū)域。
They find that information if it's there and affirm its presence and then move on.
他們發(fā)現(xiàn)那些信息，并確認(rèn)其存在，然后繼續(xù)前進。
Little if any cognitive processing or struggle happens, but this act of recognition does little to strengthen and consolidate the memory.
如果發(fā)生任何認(rèn)知處理或斗爭，這一點很少，但這種表現(xiàn)對加強和鞏固記憶沒有多大作用。
It's not that cued recall has no positive learning attributes.
這不是說線索回憶沒有積極的學(xué)習(xí)屬性。
It just doesn't have the significant learning benefits of free recall.
它只是沒有自由回憶的重要學(xué)習(xí)好處。
So, how we do incorporate this understanding of retrieval practice in our teaching? It's actually fairly simple.
那么，我們?nèi)绾螌⑦@種對檢索實踐的理解融入到我們的教學(xué)中？這其實很簡單。
We encourage students to practice retrieval whenever they can, both in and out of class.
我們鼓勵學(xué)生盡可能在課堂內(nèi)外進行檢索。
Here are some examples.
這里有些例子。
The beginning of class is a good time to do your retrieval practice.
課堂開始是進行檢索練習(xí)的好時機。
If the students had a homework reading or problem set, ask them to think about the most important concept or skills they learned.
如果學(xué)生有作業(yè)閱讀或問題集，請讓他們思考他們學(xué)到的最重要的概念或技能。
Be sure they know they can't look at their notes or readings as they do this.
確保他們知道他們無法看到他們的筆記或閱讀，當(dāng)他們這樣做。
You could also ask them to recall the most important ideas we talked about in class yesterday.
你也可以讓他們回想一下我們昨天在課堂上談到的最重要的想法。
Be sure to have students think first on their own and perhaps write down what they come up with.
一定要讓學(xué)生先自己思考，也許寫下他們的想法。
Remember, you want them to struggle some, and let them know that struggle is okay and even productive.
請記住，你希望他們掙扎一些，讓他們知道斗爭是可以的，甚至是有生產(chǎn)力的。
Once they've thought for a bit, they could share their thoughts with a partner and compare notes.
一旦他們想到了一點，他們可以與合作伙伴分享他們的想法并比較筆記。
This is another form of cognitive processing.
這是認(rèn)知處理的另一種形式。
So far, we've used no more than four or five minutes of class time.
到目前為止，我們所用的課程時間不超過四五分鐘。
Next, you could talk as a whole class or students could go back and review their notes or reading.
接下來，你可以作為一個整體課堂講話，或者學(xué)生可以回去復(fù)習(xí)他們的筆記或閱讀。
However you do it, you want them to be sure to check on whether their retrieval was both accurate and complete.
然而，你這樣做，你希望他們確定檢查他們的檢索是否準(zhǔn)確和完整。
This is a key point.
這是一個關(guān)鍵點。
Students must always have some way to verify the quality of their retrieval practice.
學(xué)生必須總是有一些方法來驗證他們的檢索練習(xí)的質(zhì)量。
We wanna be sure they confirm what they know and identify what they may have forgotten or misconstrued.
我們要確保他們確認(rèn)他們所知道的內(nèi)容，并確定他們可能忘記或誤解了他們的內(nèi)容。
You're probably thinking, "This takes a lotta time." Well, yes and no, depending on the nature of the material we're dealing with.
你可能會想，“這需要很多時間?！?嗯，是的，不是，取決于我們處理的材料的性質(zhì)。
It could take anywhere from five to 15 minutes, but the long-term learning gains for the students are well worth the investment of time.
這可能需要5到15分鐘的時間，但學(xué)生的長期學(xué)習(xí)收益非常值得投入時間。
And let me emphasize, the gains are in long-term memory storage and in the ability to flexibly retrieve what's in our memory.
讓我強調(diào)一下，這些收益是在長期記憶儲存和靈活檢索我們記憶中的能力上。
What we call forgetting is often an inability to retrieve what's in memory or was never consolidated in memory in a durable way.
我們所說的遺忘通常是無法檢索記憶中的內(nèi)容，或者永遠無法以持久的方式整合到記憶中。
Here's another example.
這是另一個例子。
During a class discussion or lecture, you could pause partway through and ask students to think about their questions or the most important things that have been said thus far.
在課堂討論或講座期間，你可以暫停一下，讓學(xué)生思考他們的問題或迄今為止所說的最重要的事情。
Writing this down, drawing a diagram or concept map, or talking with a neighbor will help solidify the learning.
寫下來，繪制圖表或概念圖，或與鄰居交談將有助于鞏固學(xué)習(xí)。
Teachers need to encourage students to use retrieval practice during homework, pausing periodically to free recall the most important ideas they've been learning.
教師需要鼓勵學(xué)生在作業(yè)期間使用檢索練習(xí)，定期暫停以回憶他們已經(jīng)學(xué)習(xí)的最重要的想法。
After doing a homework reading or problem set, students can move on to other homework but then circle back and try to recall the most important ideas and concepts they studied before.
在完成作業(yè)閱讀或問題集之后，學(xué)生可以繼續(xù)進行其他作業(yè)，但之后回過頭去嘗試回憶他們之前研究過的最重要的想法和概念。
Expecting and teaching students to develop these habits of studying should become a part of your teaching repertoire, even though you're not usually with your students when they do their homework.
期望并教導(dǎo)學(xué)生培養(yǎng)這些學(xué)習(xí)習(xí)慣應(yīng)該成為你教學(xué)曲目的一部分，即使你在做作業(yè)時通常不會和你的學(xué)生在一起。
In other words, you take class time to help students become more effective learners when they're away from you.
換句話說，你需要上課時間幫助學(xué)生在離開你的時候變得更有效率。
Recall that the growth mindset is only useful in enhancing student learning if the mindset is accompanied by effective effort.
回想一下，如果思維模式伴隨著有效的努力，那么成長思維只會對提高學(xué)生的學(xué)習(xí)有用。
The nice thing about retrieval practice is that it's portable.
關(guān)于檢索練習(xí)的好處是它是可移植的。
Students can do it anywhere: sitting on the bus, standing in line, taking a shower, even right before falling asleep.
學(xué)生可以在任何地方做到這一點：坐在公共汽車上，排隊，洗澡，甚至在睡著之前。
A few caveats before we move on to spaced practice, the next learning strategy.
在我們開始進行間隔練習(xí)之前，有一些注意事項是下一個學(xué)習(xí)策略。
First, as we've said, it's essential that students receive feedback about the accuracy and completeness of their retrieval practice.
首先，正如我們所說，學(xué)生必須收到有關(guān)其檢索練習(xí)的準(zhǔn)確性和完整性的反饋。
Second, it's important that retrieval practice isn't graded.
其次，檢索實踐不分級是很重要的。
We're not advocating simply doing a lot of quizzing.
我們不主張僅僅進行大量的測驗。
Retrieval practice is a learning strategy, not an assessment form.
檢索實踐是一種學(xué)習(xí)策略，而不是評估形式。
We want students to use it whenever they can.
我們希望學(xué)生在任何時候都能使用它。
By grading retrieval practice, anxiety, and other performance issues become attached to what should be a remarkably effective and flexible formative tool for learning.
通過對檢索練習(xí)進行分級，焦慮和其他表現(xiàn)問題成為了一個非常有效和靈活的學(xué)習(xí)形式工具。
Finally, it's important that students have something in memory to retrieve in the first place.
最后，重要的是學(xué)生有記憶的東西來檢索。
If they don't know how to strategically read, for example, they may come into class with very little in memory after reading a homework assignment.
例如，如果他們不知道如何進行策略性閱讀，例如，他們可能會在閱讀家庭作業(yè)后很少記到腦中。
That's why knowing how to actively learn in the ways we've discussed in this course is important.
這就是為什么知道如何主動學(xué)習(xí)本課程中討論的方法非常重要。
Finally, done appropriately, retrieval practice is difficult and it involves struggle.
最后，做得適當(dāng)，檢索實踐很困難，充滿了斗爭。
Let students know that this struggle is good for learning.
讓學(xué)生知道這場斗爭對學(xué)習(xí)有好處。
Durable and long-lasting learning that can be retrieved and used later when we need it doesn't happen easily.
持久和長久的學(xué)習(xí)可以在我們需要時隨時檢索和使用，這種學(xué)習(xí)不容易發(fā)生。
