理解记忆法对初中生学习效率的影响.docx

理解记忆法对初中生学习效率的影响.docx

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理解记忆法对初中生学习效率的影响

TheEffectsoftheMemory-through-UnderstandingMethodonJuniorMiddleSchoolStudents’LearningEfficiency

Abstract:

IntheprocessofEnglishlearning,itisevitabletomemorizenewvocabularyandrecitepassage.However,difficultlyrememberingwordsandtextsisstillahardnuttocrackformanyEnglishlearners.HowtoeffectivelymemorizenewwordsforalongtimeandscientifictolearnEnglishhasbecomeanurgentproblemtosettleduringtheEnglishteaching.

Thisresearchpaperhasexploredanddiscussthathowthememory-through-understandingmethodaffectstheJuniorMiddleSchoolstudents’learningefficiency.Choosetwoclassesofstudentsasthesubjectsofthisstudyandrespectivelyusetwodifferentmemorymethodstoguidethemtolearn:

thememory-through-understandingmethodandthemechanicalmemorymethod.Aperiodoftimelater,taketwoteststocheckthestudents’learningeffects,oneisthevocabularydictationtest,anotheristheunitexamination.Then,observethesestudents’reactionsandtheirtestscoresdisparity,andanalyzethedifferentresultsofthesetwogroupshavepresented.Theresearchtriestosolvefollowingtwoquestions.

⑴Doesthememory-through-understandingmethodappliedtomemorizevocabularymoreeffectivelyandsolidly?

⑵Willthestudentswhoareguidedthememory-through-understandingmethodtolearngetbettergradesintheexamination?

Throughanalyzeandstudythedatafromthetwotests,wecanseethatadoptingtwodifferentmemorymethodswillproducetwodifferenteffects.Thestudentswhoappliedthememory-through-understandingmethoddisplayabetterperformance.Besides,theyalsoobtainbetterresultsintheexaminationthanthosewhoapplythetraditionalmemorymethod.

However,becauseoftherestrictionofrequirementsandthelimitationoftime,thestudyisnotperfect.Sothemethodisstillneedtobetestedandimprovedbyouractualteaching.

Keywords:

effect;thememory-through-understandingmethod;learningefficiency;Englishteaching

理解记忆法对初中生学习效率的影响

提要：

在学习英语的过程中，少不了对单词和文章的背诵。

然而，单词难记，文章难背却是众多英语学习者的很头痛的问题。

如何长久有效地记单词，用正确的方法学英语成为英语教学中亟待解决的问题。

这篇论文所要探讨的是记忆方法是如何影响初中生学习效率的，研究选取了两个班的学生为实验对象，分别对这两个班进行不同的记忆方法指导学习：

理解记忆法和机械记忆法。

一段时间后，通过举行两次测试来检验他们的学习效果，一个是文章听写测试，另一个是单元测试。

然后，观察这些学生的反应和他们测试分数的差距，分析这两个班出现的不同结果。

该研究主要解决以下两个问题：

⑴使用理解记忆这一方法来记单词是否更有效？

⑵在课堂中实行了理解记忆法指导教学的学生在考试中成绩是否更好？

通过分析两次测试的数据，可以看出：

运用不同的记忆方法会产生不同的效果。

使用理解记忆法的学生单词记得更牢固，效果更好。

此外，在考试中成绩也明显比用传统记忆法的学生更好。

因此笔者认为，在英语教学中应该通过一些科学的方法和策略培养学生的记忆能力以此来提高学习效率。

由于条件的制约和时间的限制，本研究无法做到尽善尽美，因此还需要更多的教学者在实际教学中对该记忆方法加以验证和改善。

关键字：

影响；理解记忆法；学习效率；英语教学

Contents

Abstracti

提要ii

Contentsiii

Introduction1

1Keyconcepts1

1.1Thedefinitionofthememory-through-understandingmethod2

1.2Thefeaturesofthememory-through-understandingmethod2

1.3Significanceofthestudy3

2Literaturereview3

2.1Thememory-through-understandingmethodstudyabroad3

2.2Thememory-through-understandingmethodstudyathome5

2.3Relationshipbetweenthemethodandlearningefficiency6

3Methodologies6

3.1Subjects6

3.2Instruments7

3.3Researchhypotheses7

3.4Procedures7

3.4.1Thepracticableapproachtothisresearch7

3.4.2ThemainstepsforClassA7

3.4.3ThemainstepsforClassB9

4Resultsanddiscussion10

4.1Datapresent10

4.2Theanalysisoftheresults10

4.3Discussion11

Conclusion12

Bibliography13

Appendix115

Appendix216

Introduction

IntheprocessofEnglishlearning,theimportanceofmemorymethodhasbeenwidelyrecognized.It’saninevitablepartinthelearningprocess.However,howtomemorizetheknowledgeisaproblemfacedbylanguageeducatorsallovertheworld.Soinmanyresearchers’learningmethodsandpapers,theyhavestudiedtheproblem,theyhaveputforwardsomememorymethodswhichcatertothestudentsindifferentlearningstages,includingthemechanicalmemorymethod,thememorymethodthroughassociating,thememorymethodthroughrepeating,imagememorymethod,etc.Indeed,anavailablemethodcanmakeyoufeelmorerelaxandefficientintheprocessofEnglishlearning,thatis“gettwicetheresultwithhalftheeffort.”Amongthemostofmemorymethods,thememory-through-understandingmethodisthemostscientificandpracticableapproach.

InEbbinghausforgettingcurve,itshowsourbrainreachesrapidforgettingofsomeinformationrelativelysoonafterEbbinghauslearnedthenonsensesyllables.Whereas,twenty-fourhourslater,theaveragepercentageofinformationretainedhasabruptlyincreases,it’sverylittlememorylossoftheremaininginformationoverthecauseofthefollowingseveralweeks.Asamatteroffact,ournowadayseducationmainlyfocusesonfoundations.Bythelearningoftextbook,trainingoflistening,practicingoforalEnglishwewantanoverallpromotionofourEnglishability.Soweseethefoundationmemorizingmethodsarequitesameasournowadays-teachingmethod,ifwecanproperlyusethenewmethod,aseamlesstransferofteachingmethodiswithinourcapability.

1Keyconcepts

Thememory-through-understandingmethodisanimportantmemorymethod.Onlyunderstandthetruthbright,thoroughly,canyoumemorizeclearlyandfirmly.（ZhangYouhui,1994.）

Infact,aslongasmasterthememoryrule,difficultieswillbreakthrough,theefficiencywillimprove.People'smemory,goodorbad,ortalent,isinborn,butmoreimportantistheenvironmentalfactor.Butinfact,inthehumanmind,ninetypercentofthememorycellsdidnotuseup,useyourhead,istoenhancetheabilityofmemorykey,peoplepotentialmemorywillgetfullymobilizedandexcited,willbreakthroughmemorypass,obtainhighefficiency.

1.1Thedefinitionofthememory-through-understandingmethod

Thememory-through-understandingmethodisalsocalledmeaningfulmemorymethodwhichbasedonpositiveconsideration,deepunderstanding,andit'soppositetothemechanicalmemorymethod.Onlyunderstandthetruthbright,thoroughly,canyoumemorizeclearlyandfirmly.Thebasicconditionofthismemorymethodistounderstandthenamedmaterialsandprocessthought.Whatevertheknowledgehavebeenunderstood,itwillbefaster,morespreadingandmorefirmtokeepinmind.Itismorepracticalinthatthismemorymethodintegratesintothecombinationsystemwhichhasbeenstronglyformed.Thisrecognitionhasbecomeorganicpartinthesystematicknowledge.

Itisalsonamedmeaningfulmemory.Itemphasizeslearners'cognitivestructureanddistinctiveimprovementofmeaningfullearningtoknowledgeacquisition,themeaningfullearningtheoryforwardedbyD.P.Ausubel,takesthefeatureoflearningbehaviorasfinalpremise.Hiscontributionisbothdirectlyclarifyingtraditionalbiasontherelationshipbetweenlinguistic-basedandacquisitivelearning,andexplicatingthenature,mechanism,principleandmethodtoameaningfullearningsystemically.Therefore,asfarassomepsychologicalfoundationtothereformtocurriculumandinstructionwasconcerned,histheorymayprovideprominentanddistinctiveillumination.

1.2Thefeaturesofthememory-through-understandingmethod

Understandingmaterialandcontentthoroughlyisregardedasthepremiseofthememory-through-understandingmethod.Itisnotjusttoscantheliteralmeaning,butunderstandthelogicalrelevanceandtherelatedformerknowledgeexperienceamongeverysectionofmaterial.Thusthememory-through-understandingmethodhastwodistinctfeatures:

oneistoanalyzeandrecognizematerialcarefullyandclarifytheessenceofcontent,anotheristoputthelearntknowledgeintopractice.Whenstudentsapplythememory-through-understandingmethodtomemorizeknowledge,payattentiontoputforwardtherequirementforthemselves,“understandfirstly,memorizelater”,thendividethematerialintofragmentaryparagraphsandgradations,findoutthelogicalcombinationsamongthem.

1.3Significanceofthestudy

SinceEnglishsubjectownstheseobvioustraits:

crowedcontent,massivevocabulary,numerousgrammar,fragmentaryphrases,thatmakethestudents,particularlytheseJuniorMiddleSchoolstudents,Englishlearningbeginnershavetomasterthesystematicandessentialknowledge.Onlypavethesteadyfoundation,weretheybenefittothefuturedeeperEnglishlearning.Students’learningefficiencyisgenerallyattributedtotheefficientlearningmethodandthescientificmemorymethodisthekeytoEnglishlearning.

Therefore,Englishteachersshouldmakethemostofthestudents’learningpotentialtoleadthemtoapplypropermemorymethodinordertoreachtheoptimumeffectatthelimitedtime.

Theintentionofmystudyistoexplorepossibleadvantageofthememory-through-understandingmethod.Thismethodisappliedtomanyfields,especiallyinlearningaforeignlanguage.It’simportantforalargenumberofstudentstomasterit.Themoreyouuseit，thefasteryourmemoryabilitywillbeimproved.Therefore,Ichoosethisstudydirectioninordertoprovethismethodisbenefittoincreasestudents’testscoresandacceleratestudents’memoryabilities,elevatetheirEnglishlearningcompetence.

2Literaturereview

Onthestudyofmemorymethodtherearemanyresearchersfromhomeandabroadhadcometotheconclusionwhichhasbeenproventimeandagainininnumerablestudiesandexperiments.Therefore,itisclearthatfrombothapracticalandtheoreticalstandpoint,agoodEnglishlistenershouldhaveasolidgraspoftheinterrelationshipamongunderstanding,memoryandEnglishlearning.

2.1Thememory-through-understandingmethodstudyabroad

Smith（1997）claims,"understandingtakescareofmemorization".Onlywhenthemeaningbecomesplaintothemind,canitbestoredinlong-termmemory.Andwheninformationisstoredinthememoryandbecomesinput,