Connecting Prior Knowledge Effective teachers start with the learner in mind.

連接先驗知識有效的教師開始在頭腦裡的學習者。

Our first move in designing lessons and choosing teaching strategies should be to consider what's already inside the learner's head as they walk into our classroom.

我們在設計課程和選擇教學策略，第一步應該考慮什麼是已經學習者的腦海中，他們走進我們的教室。

This is because cognitive scientists agree that learning is connecting new knowledge to previously existing knowledge.

這是因為認知科學家一致認為，學習新知識連接到先前存在的知識。

In some ways, it's that simple and that complicated.

在某些方面，就這麼簡單和複雜。

In the last session we talked about working memory as the gateway to long-term memory.

在過去的會議上，我們談到了工作記憶作為通往長期記憶。

What is attended to and processed in working memory is essential for making permanent memories to use later.

什麼是照料和處理工作記憶是製造永久的回憶以後使用是必不可少的。

For this session, we will talk about the importance of what is already in our students memories, their prior knowledge, beliefs and skills, and the ways they influence ongoing learning.

對於本次會議，我們將談論什麼已經是我們的學生回憶，自己原有的知識，信仰和技能，並影響他們不斷學習方式的重要性。

Lee Shulman and his book, The Wisdom of Practice, speaks eloquently to inside out teaching and connected learning.

李·舒爾曼和他的書，實踐的智慧，雄辯地講而外的教學和學習相連。

He writes, to prompt learning, you've got to begin with the process of going from inside out.

他寫道，提示學習，你就必須開始從裡面走出去的過程。

The first influence on new learning is not what teachers do pedagogically but the learning that's already inside the learner.

新的學習的首要影響是不是老師做教學上，但是這已經是學習者內部學習。

Any new learning must, in some fashion, connect with what learners already know.

任何新的學習必須以某種方式，連什麼學習者已經知道了。

Prior knowledge is one of the most influential factors in student learning because new information is processed through the lens of what they already know, believe, and can do.

先驗知識是學生學習，因為新的信息是通過什麼，他們已經知道了，相信鏡頭處理，可以做最有影響力的因素之一。

Our students are not blank slates as they walk into our classrooms.

我們的學生不是一張白紙，他們走進我們的教室。

They come with their own concepts, ideas, beliefs, values, theories, and attitudes gained through previous schooling and daily life.

他們帶著自己的觀念，思想，信仰，價值觀念，理論，並通過以前的學校教育和日常生活中獲得的態度。

And this head full of previous learning profoundly influences new learning.

而這個滿腦子以前的學習深刻地影響著新的學習。

That's why ascertaining, activating, and linking to our students prior knowledge is so key to effective learning.

這就是為什麼確定，激活，並鏈接到我們的學生已有知識是如此的關鍵，有效的學習。

Please notice that we mentioned beliefs as part of what our students come into our classrooms possessing.

請注意，我們所說的信念是什麼我們的學生進入我們的教室擁有的一部分。

Because what a student believes about themselves as a learner and about learning itself can greatly influence how effectively they learn or not.

因為什麼學生認為對自己作為一個學習者和對學習本身就可以極大地影響他們如何有效地學習與否。

This is an idea we'll delve into during week two about mindsets.

這是一個想法，我們將在每週大約心態期間鑽研。

Let's talk more now about prior knowledge and how it can help or hinder learning.

讓我們現在更多談論的先驗知識，以及它如何幫助或阻礙學習。

If I say the word cardinal, what comes to mind for you? Some of you probably thought of a bright red bird, the state bird of Indiana, others a religious figure, especially if you are catholic.

如果我說的話根本，想到什麼適合你？你們當中有些人可能認為一個明亮的紅色小鳥，印第安納州鳥，其他的宗教人士，特別是如果你是天主教徒。

If you're a sports minded person, you might have imagined a baseball team from Saint Louis.

如果你是一個體育頭腦的人，你想像從聖路易斯棒球隊。

A few of you, mathematicians, most likely, might have conjured the concept of cardinal numbers.

幾個你，數學家，最有可能的，可能會喚出基數的概念。

These same eight letters can mean such different things to different people depending upon our prior knowledge and experiences.

這些相同的八個字母可能意味著這種不同的事情取決於我們之前的知識和經驗不同的人。

Our comprehension and sense making of the world around us in basic ways is prior knowledge dependent.

我們周圍世界的基本方式的理解和意會的先驗知識依賴。

Now consider this phrase, the notes were sour because the seam split.

現在考慮這句話的筆記是因為酸酸的縫裂。

Does this sentence make sense to you? Probably not.

請問這句話有道理嗎？可能不會。

What about now? Again, for most of you the picture and word caused the concept bagpipe to be retrieved from your memory.

現在呢？再次，對於大多數的你的圖像和字引起的概念風笛到從存儲器中檢索。

This then helped you make sense of that sentence.

這就幫你做這句話的意義。

However, if you don't know what a bagpipe is or what a sour note might be, the sentence still may not make sense.

但是，如果你不知道一個風笛是什麼，或者一個刺耳的音符可能是，這句話仍可能沒有任何意義。

Now let's look at one more example of how having access to relevant knowledge influences comprehension and understanding as well as memory formation and recall.

現在讓我們來看看如何有機會獲得相關的知識影響的理解和認識，以及記憶的形成和回憶的又一個例子。

It's from a classic study done by Bransford and Johnson in 1972.

這是從布蘭斯福德和約翰遜在1972年做了一個經典的研究。

We're going to show on the screen a short paragraph.

我們要在屏幕上顯示短款。

Please spend a few moments reading it.

請花幾分鐘閱讀它。

Does it make sense to you? Probably not.

這是否對你有意義？可能不會。

Most people find this passage unintelligible or, at the least, confusing.

大多數人覺得這一段不知所云或者，至少，令人目不暇接。

Now look at the sketch that next appears on the screen.

現在看，明年出現在屏幕上的草圖。

This sketch is of a man serenading his girlfriend as she leans out of the window of her sixth floor apartment.

這個小品是一個人小夜曲他的女朋友，因為她湊到了她的第六層公寓的窗戶。

The man used balloons to float the speaker for his microphone up to her so she could hear him sing.

該名男子用氣球漂浮，他的麥克風揚聲器到她，讓她能聽到他唱歌。

Now please read the passage again.

現在，請再次讀取通道。

Now does it make sense to you? Probably so.

現在，它是有意義的嗎？大抵如此。

Bransford and Johnson found that without seeing the sketch, people remembered very little about the story later.

布蘭斯福德和Johnson發現，沒有看到草圖，讓人想起甚少後來的故事。

Mainly because they couldn't comprehend it in a way that linked to their prior knowledge.

主要是因為他們無法理解它鏈接到自己原有的知識的一種方式。

For those people given the sketch ahead of time, it was not only more comprehensible, but when tested later they remembered much more about the story.

對於給定的時間提前草圖那些人，這不僅更容易被理解，但是當後來經過測試，他們想起了很多有關的故事。

So what's the point of these examples? If our students have appropriate, retrievable, and accurate prior knowledge to link new knowledge to, learning will happen more readily and will stick in enduring ways.

那麼，這些例子的意義呢？如果我們的學生有合適的，檢索和精確的信息，新知識鏈接，學習會更容易出現，並會在持久的方式堅持下去。

This is why figuring out our students prior knowledge is so important to effective teaching.

這就是為什麼搞清楚我們的學生已有知識是有效的教學非常重要的。

It's also why choosing readings and problems that can link in some fashion to our students prior knowledge and skills is equally important.

這也是為什麼選擇讀數和問題，可以以某種方式給我們的學生已有知識和技能聯繫起來同樣重要。

If readings contain vocabulary or problems require analytical skills not possessed by a learner, then new learning will be very difficult to happen for two reasons.

如果讀數包含詞彙或問題需要不是一個學習者具備分析能力，那麼新的學習將是非常困難的情況發生的原因有兩個。

The first is that there will be nothing to link to and the second is that cognitive load will likely increase and learning then becomes even more compromised.

首先，將有什麼可鏈接到與第二個是認知負荷可能會增加和學習然後變得更加受到損害。

Sometimes too the prior knowledge of our students can be misconceived.

有時候，太學生的先驗知識可以誤解。

They may have already existing inaccurate facts, ideas, stereotypes, or faulty models and theories about how the world works that they've developed from their own lived lives.

他們可能已經存在的不準確的事實，觀點，成見，或有故障模型和關於世界如何運作，他們已經從自己的壽命的生活發展的理論。

This means their learning and certain context may be hindered or even prevented depending on the nature of their misconceptions and how robust those misconceptions are.

這意味著他們的學習和某些上下文可能取決於它們的誤解的性質和如何健壯那些誤解是妨礙或甚至阻止。

For examples of these misconceptions in different subjects and to learn more about them, please see the teaching strategies section of our MOOC under misconceptions for a variety of suggestions and ideas about how to translate the learning concepts in this section into teaching strategies for your classrooms.

對於這些誤解在不同科目，並更多地了解他們的例子，請參閱我們的MOOC下誤解的教學策略部分為各種有關如何在本節中的學習理念轉化為教學策略為您教室的建議和想法。

Meaningful learning is linking new information and knowledge to already existing conceptual knowledge and skill routines in our memory.

有意義的學習是連接新的信息和知識，在我們的記憶已經存在概念上的知識和技能例程。

Without relevant and accurate prior knowledge and skills, subsequent learning tends to be hindered because learners might ignore, resist, discount, or even not recognize important new information and evidence that conflicts with existing knowledge.

如果沒有相關的，準確的先驗知識和技能，以後的學習往往會受到阻礙，因為學習者可能會忽略，抵制，打折，甚至不承認與現有的知識衝突的重要的新的信息和證據。

And this can vary from learner to learner in different contexts.

這可以從學習者的變化在不同環境下學習者。

Our students often need help accessing their relevant prior knowledge.

我們的學生往往需要幫助訪問其相關的預備知識。

Teachers who are aware of their students existing prior knowledge, whether accurate or not, can design instruction to connect new information more effectively with what they already know.

教師誰知道現有的先驗知識，無論準確與否自己的學生，可以設計指令與他們已經知道更加有效地連接新的信息。

No surprise, our students learning environment are accurately sensitive to the individual differences among the learners in it, especially with regard to their prior knowledge and skills.

毫不奇怪，我們的學生學習環境是其中的學習者之間的個體差異精確敏感，尤其是對自己原有的知識和技能。

Please see our teaching strategy section under prior knowledge to learn about ways to translate the concepts in this section into learning designs for your classroom.

請參閱我們的先驗知識，根據教學策略部分，以了解如何在這一節中的概念轉化為學習設計的課堂。

As David Ausubel wrote in one of the first textbooks written about cognitive science in 1978, the most important single factor influencing learning is what the learner already knows.

正如奧蘇貝爾在寫關於認知科學的第一個教科書之一，在1978年寫道，影響學習的最重要的一個因素就是學習者已經知道的。

Ascertain this and teach accordingly.

這確定並相應地教。

Our next session will focus on how we can help our students make durable memories in ways they can use and apply them when needed later.

我們的下一個會議將專注於我們如何能夠幫助我們的學生在他們可以使用，後來在需要的時候使用它們的方式賺到耐用的回憶。