本系列英文內(nèi)容來(lái)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(qǐng)批評(píng)指正！
Making Memorie.
產(chǎn)生記憶
How do we help our students create memories that last and can be retrieved when they need them.
我們?nèi)绾螏椭覀兊膶W(xué)生產(chǎn)生持續(xù)可隨時(shí)調(diào)用的記憶。
Cognitive scientist Daniel Willingham in his book Why Students Don't Like School makes the simple but profound statement, "Memory is the residue of thought." Let's explore the deeper meaning of what he is saying.
認(rèn)知科學(xué)家Daniel Willingham在他的“為什么學(xué)生不喜歡學(xué)?！币粫?shū)中做出了簡(jiǎn)單而深刻的陳述，“記憶是思想的殘余。”?讓我們來(lái)探索他所說(shuō)的更深層的意義。
We'll begin by reviewing the elements of the simple model of memory we described in earlier sessions.
我們首先回顧一下在早期課程中描述的簡(jiǎn)單記憶模型的元素。
Incoming information is perceived by our senses and whittled down by our attentional filters.
傳入的信息被我們的感官所感知，并被注意力過(guò)濾削弱。
As this information enters working memory, it can begin to be processed in interaction with long term memory.
當(dāng)這些信息進(jìn)入工作記憶時(shí)，它可以開(kāi)始與長(zhǎng)期記憶相互作用。
If it's not, within a relatively short period of time, it will be lost, since our working memory lasts usually less than 30 seconds.
如果不是，在相對(duì)較短的時(shí)間內(nèi)，它會(huì)丟失，因?yàn)槲覀兊墓ぷ饔洃洺掷m(xù)時(shí)間通常少于30秒。
This is why students can be paying rapt attention to what is going on around them in class, like listening to their teacher present a lesson, but at the end of 15 minutes, not remember much of anything.
這就是為什么學(xué)生可以在課堂上對(duì)周圍發(fā)生的事情表現(xiàn)出高度的關(guān)注，比如聽(tīng)老師上課，但在最后結(jié)束15分鐘時(shí)，卻不記得什么。
How is this possible? If students haven't engaged and processed in an active way what they are hearing or seeing, it's simply lost as it disappears from short term memory.
這怎么可能？如果學(xué)生沒(méi)有積極參與和處理他們所聽(tīng)到或看到的內(nèi)容，它就會(huì)因短期記憶消失而丟失?！竞軐Ｐ牡脑诼?tīng)，但是問(wèn)你聽(tīng)到什么時(shí)發(fā)現(xiàn)說(shuō)不出來(lái)呢】
But what do we mean by process in an active way? Well, to learn something, that is, to make durable memories, we need to transfer information from working memory into our long term memory.
但是，我們說(shuō)的通過(guò)積極的方式進(jìn)行處理意味著什么？那么，為了學(xué)習(xí)一些東西，也就是說(shuō)，要想獲得持久的記憶，我們需要將工作記憶中的信息轉(zhuǎn)化為我們的長(zhǎng)期記憶。
In other words, to link the new to what is already existing in our memories, as we discussed in the last session.
換句話說(shuō)，就像我們?cè)谏弦徽n程上討論的那樣，將新事物與我們記憶中已經(jīng)存在的事物聯(lián)系起來(lái)。
How do we do this? Most often by consciously processing it.
我們?nèi)绾巫龅竭@一點(diǎn)？大多數(shù)情況下通過(guò)有意識(shí)地處理它。
This means to think about the new information entering initially into our working memory by reaching into long term memory to connect it meaningfully with prior knowledge and memories.
這意味著通過(guò)思考最初進(jìn)入我們工作記憶的新信息，為了讓其深入到長(zhǎng)期記憶中，有意識(shí)地將其與先前的知識(shí)和記憶聯(lián)系起來(lái)。
The more we do this thinking and processing between working and long term memory, the more likely it will stick.
我們?cè)诠ぷ骱烷L(zhǎng)期記憶之間進(jìn)行這種思考和處理的越多，它就越有可能堅(jiān)持下去。
Let me give you a simple example.
讓我給你一個(gè)簡(jiǎn)單的例子。
What comes to mind when I say the word friend? Take some time to think.
當(dāng)我說(shuō)朋友這個(gè)詞時(shí)你想到什么？花點(diǎn)時(shí)間思考。
My question initially caused you to think about the meaning of the word, and then you began to relate that meaning to other words and concepts.
我的問(wèn)題最初引起你思考這個(gè)詞的意思，然后你開(kāi)始將這個(gè)意義與其他詞匯和概念聯(lián)系起來(lái)。
What does it mean to be a friend? Who are my friends and how do I know? Who is my best friend, and so on? That dynamic network of associations and connections you conjured is a form of deep processing.
稱為朋友意味著什么？誰(shuí)是我的朋友，我怎么知道？誰(shuí)是我最好的朋友，等等？你所說(shuō)的那種動(dòng)態(tài)的關(guān)聯(lián)和聯(lián)系網(wǎng)絡(luò)是一種深度處理的形式。
If I then asked you later, do you remember the word I asked you to think about a few days ago? You would probably have a good chance of remembering it because of that act of processing.
如果我以后問(wèn)過(guò)你，你還記得我前幾天讓你想到的那個(gè)詞嗎？由于這種處理行為，你可能很有機(jī)會(huì)記住它。
On the other hand, you could process the same word in a shallow way.
另一方面，你可以用淺顯的方式處理相同的單詞。
I could ask you to count how many letters the word friend has, and how many vowels, then have you spell it backwards and arrange its letters in alphabetical order, all aspects of the word that are largely devoid of meaning and context.
我可以要求你計(jì)算朋友這個(gè)詞有多少個(gè)字母，有多少元音，然后你拼寫(xiě)它們，按字母順序排列它們的字母，這個(gè)詞的所有這些方面基本上沒(méi)有意義和背景。
You will probably be much less likely later to remember that friend was the word I asked you about.
以后你可能不太可能記得那個(gè)朋友是我問(wèn)你的那個(gè)詞?！具@大概就是我記單詞總記不住的原因吧，不能總是記如何讀如何拼寫(xiě)，要輸入相關(guān)聯(lián)的信息以便回想啊】
Another example of a form of deep processing would be if I gave you a list of 10 words and asked you to memorize them in two minutes.
另一個(gè)深度處理形式的例子是，如果我給了你一個(gè)10個(gè)單詞的清單，并要求你在兩分鐘內(nèi)記住它們。
You could probably do it, but it would likely be easier if you made a story out of them, a not uncommon mnemonic strategy.
你也許可以這樣做，但如果你從他們那里創(chuàng)造了一個(gè)故事，這可能會(huì)更容易一些，這是一種罕見(jiàn)的助記策略?！居洃泴m殿啊之類的方法以前一直以為不科學(xué)呢原來(lái)是這樣】
For example, you could imagine a car crashing through a gigantic stretched out map and on the other side is a toy top spinning precariously on a cable floating in midair, and underneath the top is a policeman standing on one hand while looking at a pocket watch held up in his other hand, and he then suddenly spits out a blue blob that slowly floats away, or something like that, you get the idea.
例如，你可以想象一輛汽車撞擊通過(guò)一張巨大的伸展地圖，而另一邊則是一個(gè)玩具陀螺，飄浮在半空中的纜繩上搖擺不定，而在陀螺下面是一名警察站在一邊看著懷表然后他突然吐出一個(gè)慢慢漂浮的藍(lán)色斑點(diǎn)，或者類似的東西，你想到的。
The process of thinking about how to connect the new information, the list of words, to information from your long term memory in some sort of narrative is what will make the words more memorable.
思考如何通過(guò)某種敘事方式將新信息，單詞列表與長(zhǎng)期記憶中的信息聯(lián)系起來(lái)的過(guò)程，將使這些單詞更加難忘。
This process is often called elaborative rehearsal.
這個(gè)過(guò)程通常被稱為煞費(fèi)苦心的排演。
By creating an active dialogue between working memory and long term memory, by thinking to learn, we extend, elaborate, connect, modify, and/or consolidate new memories.
通過(guò)在工作記憶和長(zhǎng)期記憶之間建立積極對(duì)話，通過(guò)思考學(xué)習(xí)，我們擴(kuò)展，闡述，連接，修改和/或鞏固新的記憶。
What's created and remains as a result of this thought are memories, or residues in Willingham's terms, linked to previously existing knowledge.
由于這種想法而產(chǎn)生和留下的是回憶或Willingham術(shù)語(yǔ)中的殘余，與先前存在的知識(shí)相關(guān)聯(lián)。
Memory is the residue of thought.
記憶是思考的殘余。
The more our students think about what they are learning by asking themselves questions to link new knowledge to old and working to put things into their own words, the more enduring will be the memories they make.
我們的學(xué)生越多的思考他們通過(guò)問(wèn)自己?jiǎn)栴}思考自己在學(xué)什么，將新知識(shí)與舊事物聯(lián)系起來(lái)，并將新事情融入他們自己的語(yǔ)言中，他們所留下的持久的記憶就越多?！举M(fèi)曼方法也是同樣的道理呢】
Here's a corollary to this principle of learning, one that may seem counter-intuitive.
這是對(duì)這種學(xué)習(xí)原理的推論，可能看起來(lái)與直覺(jué)相反。
Deep and enduring learning is almost always effortful and difficult.
深入持久的學(xué)習(xí)幾乎總是持久努力和困難。
Making mistakes and errors, even being confused can be good for learning, that is, if in the process of correcting the mistakes, thinking about the errors, and resolving confusion, active processing happens in just the way we have described.
犯錯(cuò)誤和出錯(cuò)，即使被困惑也可能對(duì)學(xué)習(xí)有好處，也就是說(shuō)，如果在糾正錯(cuò)誤，思考錯(cuò)誤和解決困惑的過(guò)程中，主動(dòng)處理過(guò)程就像我們之前所描述的那樣發(fā)生。
These struggles can actually enhance learning.
這些斗爭(zhēng)實(shí)際上可以增強(qiáng)學(xué)習(xí)。
The cognitive scientists Robert and Elizabeth Bjork call this desirable difficulties, intentionally created by teachers.
認(rèn)知科學(xué)家Robert和Elizabeth Bjork?稱這種由教師故意創(chuàng)造的理想困難。
When learning is easy and not very effortful, probably not much long-term learning is happening because the new knowledge is not being as actively processed and meaningfully linked to prior knowledge in the learner's memory.
當(dāng)學(xué)習(xí)很容易而且不是很費(fèi)力的時(shí)候，可能沒(méi)有太多的長(zhǎng)期學(xué)習(xí)正在發(fā)生，因?yàn)樾轮R(shí)沒(méi)有像在學(xué)習(xí)者記憶中的先前知識(shí)那樣被積極處理并且有意義地聯(lián)系起來(lái)。
That said, it is important to note that not all forms of confusion and struggle are always productive, and not all difficulties are desirable.
也就是說(shuō)，重要的是要指出，并非所有形式的困惑和斗爭(zhēng)總是富有成效的，并非所有困難都是可取的。
Difficulties that engage deeper processing within the learner's capacities are good.
在學(xué)習(xí)者的能力范圍內(nèi)深入處理困難是很好的。
Difficulties that simply cause learners to wallow in frustration are not.
只會(huì)導(dǎo)致學(xué)習(xí)者陷入挫折的困難不是好的困難。【所以學(xué)習(xí)不能學(xué)太難的容易產(chǎn)生挫折而無(wú)法進(jìn)入長(zhǎng)期記憶，無(wú)效學(xué)習(xí)】
You need to be the judge of when desirable difficulties turn into undesirable ones.
你需要成為判斷什么是合理的困難以及什么是不合理的困難的那個(gè)人。
John Dewey in his book Democracy and Education said over a century ago this about learning, "Give the pupils something to do, not something to learn, "and if the doing is of such a nature as to demand thinking, "learning naturally results." We have to think to learn if we want our students to learn in enduring and transferable ways.
John Dewey在一個(gè)世紀(jì)以前他的著作“民主與教育”一書(shū)中說(shuō)道，學(xué)習(xí)的內(nèi)容是“給學(xué)生一些事情去做，而不是給他們一些去學(xué)”，如果這種行為具有需求思維的性質(zhì)，“學(xué)習(xí)自然而然地就有結(jié)果。 “ 如果我們希望我們的學(xué)生以持久和可轉(zhuǎn)移的方式學(xué)習(xí)，我們必須研究如何學(xué)習(xí)。【帶著被解決問(wèn)題的需求去思考去做而非單獨(dú)孤立的去學(xué)】
As you can imagine, there are numerous instructional strategies to help our students create long term memories.
正如你所想象的，有許多教學(xué)策略可以幫助我們的學(xué)生創(chuàng)造長(zhǎng)期記憶。
Many you no doubt already use.
許多方法你毫無(wú)疑問(wèn)的已經(jīng)使用了。
Please refer to the Teaching Strategies section under Making Enduring Memories for more examples.
有關(guān)更多示例，請(qǐng)參閱產(chǎn)生持久記憶中的教學(xué)策略部分。
We'll also discuss different forms of deep processing and thinking to learn in week four of our course.
我們還將在課程的第四周討論不同形式的深度處理和思考。
In the next session we are going to learn about how memories are retrieved and what this means for our teaching practices.
在下一次課程中，我們將學(xué)習(xí)如何檢索記憶以及這對(duì)我們的教學(xué)實(shí)踐意味著什么。
