Retrieval Practice 提取練習

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.

如何學習科學通報教師日常的教學日的選擇和他們如何設計的學習經歷為他們的學生？這是一個問題，直到最近才不容易回答。

The research about how children learn was not readily accessible to the typical classroom teacher.

關於兒童如何學習的研究是不是典型的任課老師容易接近。

What was available didn't translate easily into ready-to-use teaching strategies.

什麼是可並不容易轉化為準備使用的教學策略。

Fortunately, that's no longer the case.

幸運的是，這不再是這種情況。

Cognitive science research now provides a rich body of work that can enhance immediately the effectiveness of any teacher.

認知科學的研究現在提供工作豐富的機身，可以立刻提升任何教師的有效性。

More and more of that research is being translated into books and articles designed for classroom teachers.

越來越多的研究都被翻譯成書籍和文章專為任課教師。

In this session and those that follow, we will show practical implications of the science of learning as it relates to teaching strategies.

在本次會議和那些跟隨，我們將展示學習科學的實際意義，因為它涉及到的教學策略。

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.

在我們開始之前，但是，我們要到處承認，反思型教師可能已經明白了許多的學習原則，這些教學策略的基礎上，如果不是全部。

Cognitive science research can affirm and deepen that existing understanding and in some cases provides us with counterintuitive insights.

認知科學的研究可以證實和深化現有的理解，在某些情況下為我們提供了反直覺的見解。

First, let's do a quick review of our model of memory that you, by now, should be quite familiar with.

首先，讓我們做我們的內存模型的快速審查你，現在，應該是相當熟悉的。

Incoming sensory information makes its way through the attention bottleneck and enters into our working memory.

傳入感覺信息使得它的方式，通過關注瓶頸，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.

它然後可以開始以某種方式進行處理或短暫的時間段後會丟失。

Recall that the real learning action occurs between working memory and long-term memory.

回想一下，工作記憶和長期記憶之間產生的真正的學習動作。

We encode memories through the dialogue that happens between the two.

我們通過在兩者之間發生的對話編碼存儲器。

Learning is when information from working memory is transferred to long-term memory through what is usually called conscious processing.

學習是當從工作存儲器的信息通過通常所說的有意識的處理轉移至長期記憶。

We use the phrase, "You have to think to learn," with regard to memory formation.

我們用了一句，“你必須去思考去學習，”對於記憶的形成。

That's what active learning is all about: linking new knowledge to what's already in our memory, what we call prior knowledge.

這就是主動學習是所有關於新的知識鏈接到什麼是已經在我們的記憶，我們稱之為先驗知識。

It's really that simple and profound.

它就是這麼簡單而深刻。

If you'd like a fuller explanation, please refer to our earlier sessions on learning strategies.

如果您想更全面的解釋，請參考我們之前的幾屆會議上的學習策略。

Now we're going to look at some different teaching strategies that are based on learning principles emerging from cognitive science.

現在我們要看看是基於學習的原則，從認知科學的新興有些不同的教學策略。

You will be familiar with three of these strategies: retrieval practice, spaced practice, and interleaving.

你會熟悉這三個策略：提取練習，間隔練習，和交織。

We discussed them earlier when we talked about student learning strategies.

我們討論了他們年初的時候我們談到學生的學習策略。

Two additional strategies that are important for teachers to know are elaboration and promoting metacognition.

二是教師要知道重要的補充戰略是制定和推廣元認知。

Let's begin with retrieval practice.

讓我們提取練習開始。

Few cognitive strategies are as well-researched, simple to understand, and easy to apply, yet its impact on learning is powerful.

很少有認知策略作為精心研究，簡單易懂，易於應用，但其對學習的影響是強大的。

It's basic premises are threefold.

它的基本前提是一舉三得。

First, the act of retrieving a memory can modify, reorganize, and consolidate it better in our long-term storage.

首先，提取記憶可以修改，重組，更好地鞏固它在我們的長期儲存的行為。

Second, recalling a memory often creates secondary retrieval pathways to that memory and makes it easier to retrieve later.

其次，回顧記憶往往造成二次提取途徑內存並使其更容易稍後提取。

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.

三，通過搜索內存中，我們經常激活連接到內存信息，並在以後更加輕鬆地訪問多個網絡的上下文聯繫起來。

It's as if our overall memory was a dark storage room that we enter with a flashlight to look for things.

這是因為如果我們的整體記憶的是，我們用手電筒去尋找的東西進入一個黑暗的儲藏室。

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，讓我們說這是一個從照片的舊箱子，我們想找到一張圖片。

As we enter the dark storage room, we scan with our flashlight and peer about.

當我們進入黑暗的儲藏室，我們掃描與我們的手電筒和同行的。

We see some boxes off in a corner that look as if they might contain the photos and begin to rummage around.

我們看到一些箱子掉在一個角落裡，看起來好像他們可能包含的照片，並開始四處翻找。

In the process, we might organize the boxes a bit as we examine them and poke around inside.

在這個過程中，我們可能會組織的箱子有點像我們研究他們，裡面閒逛。

Finally, we find our box of photos, retrieve the picture we're look for, and leave.

最後，我們發現我們的照片中，找回我們尋找，並留下了照片。

Chances are, the next time we go into the storage room, we'll be much more likely to find the box of photos.

機會是，接下來的時間，我們進入儲藏室，我們會更容易找到的照片框。

Likewise with retrieval practice.

同樣與提取練習。

All the cognitive processing it creates, which can be a struggle, strengthens memories and make them more likely to be retrieved in the future.

所有的認知處理它創建，其可以是鬥爭，增強記憶，使他們更可能在將來要被提取。

In basic ways, the act of retrieving a memory is a learning event.

在基本方式，提取記憶的行為是一個學習的事件。

But there is an important caveat to consider.

但需要考慮的一個重要的警告。

It has to do with the retrieval cues used to recall the memories.

它與用於調用記憶的提取線索的事情。

It makes a difference where the retrieval cue comes from.

它使其中提取線索來自差。

It could be an outside source like a question in a book or on a study guide, or even a teacher's verbal question.

這可能是外部源就像一本書或一個學習指南，甚至老師的口頭提問的問題。

Those prompts or cues are what the learner then uses to search their memory.

這些提示或線索是什麼學習者然後使用搜索自己的記憶。

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，一個歷史系的學生可以研究通過重讀他們在高亮顯示文本材料或找過他們的筆記，甚至閱讀教科書通道測試。

These are three of the most common study strategies used by students.

這三個學生最常用的學習策略。

The recall cues used to retrieve the relevant information in their memory comes from the text or the notes themselves.

用於提取在他們的記憶中的相關信息的召回線索來自於文本或註釋本身。

We call this cued recall because the learner is being cued or prompted by these outside sources.

因為學習者正在線索或提示這些外部來源，我們稱這個線索召回。

On the other hand, the learner can supply the retrieval cues.

另一方面，學習者可以提供提取線索。

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，學生首先試圖回憶他們記住什麼關於他們的文字或註釋的重要物質不看他們。

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.

他們會問自己，“什麼是最重要的思想”在我的筆記還是什麼我突出了“我需要記住明天的考驗？”我們稱這種自由回憶。

The cues are entirely coming from the learner.

該線索完全從學習者的到來。

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.

如果我們聽從回到黑暗儲藏室的比喻，在自由回憶，學習者是一個拿著手電筒，在房間裡尋找想要的項目，也做的工作找到它。

In cued recall, someone else is holding the flashlight and the learner is much less active.

在線索回憶，其他人拿著手電筒和學生是活動的要少得多。

Free recall is usually much harder for the learner because they have to struggle to find the information without the benefit of specific cues.

免費召回通常是學習者更難，因為他們必須努力尋找沒有具體的線索的好處的信息。

But it's precisely in that struggle where the learning happens, for all the reasons we've described.

但它恰恰在那裡奮鬥學習情況，為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，召回的線索往往造成了解學習者的假象。

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.

他們看他們的突出顯示的文本或註釋和這些線索幫助他們直接去他們的長期記憶包含信息的領域。

They find that information if it's there and affirm its presence and then move on.

他們發現，信息，如果它的存在，並確認它的存在，然後繼續前進。

Little if any cognitive processing or struggle happens, but this act of recognition does little to strengthen and consolidate the memory.

幾乎沒有任何認知加工或鬥爭情況，但承認這種行為無助於加強和鞏固記憶。

It's not that cued recall has no positive learning attributes.

這並不是說召回線索沒有積極的學習屬性。

It just doesn't have the significant learning benefits of free recall.

它根本就沒有自由回憶的顯著學習的好處。

So, how we do incorporate this understanding of retrieval practice in our teaching? It's actually fairly simple.

那麼，如何我們做整合提取練習的這種理解在我們的教學？它實際上相當簡單。

We encourage students to practice retrieval whenever they can, both in and out of class.

我們鼓勵學生練習提取時，他們可以，無論是在類和淘汰類。

Here are some examples.

這裡有些例子。

The beginning of class is a good time to do your retrieval practice.

類的開始是做你的提取練習的好時機。

If the students had a homework reading or problem set, ask them to think about the most important concept or skills they learned.

如果學生有一門功課閱讀或習題集，讓他們思考他們學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.

要確保他們知道他們不能看自己的筆記，或閱讀，因為他們做到這一點。

You could also ask them to recall the most important ideas we talked about in class yesterday.

你也可以請他們回憶昨天我們談到了在同類產品中最重要的想法。

Be sure to have students think first on their own and perhaps write down what they come up with.

務必讓學生先想想自己或許寫下他們想出。

Remember, you want them to struggle some, and let them know that struggle is okay and even productive.

請記住，你希望他們掙扎一番，讓他們知道鬥爭是好的，甚至生產。

Once they've thought for a bit, they could share their thoughts with a partner and compare notes.

一旦他們已經考慮了一下，他們可以與伴侶分享他們的想法和比較筆記。

This is another form of cognitive processing.

這是認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，我們已經使用不超過四五分鐘的上課時間。

Next, you could talk as a whole class or students could go back and review their notes or reading.

接下來，你可以談談作為一個整體類或學生可以回去和審查他們的筆記和閱讀。

However you do it, you want them to be sure to check on whether their retrieval was both accurate and complete.

但是你這樣做，你希望他們一定要檢查他們的提取是否既準確，完整。

This is a key point.

這是一個關鍵點。

Students must always have some way to verify the quality of their retrieval practice.

學生必須總是有一些方法來驗證他們的提取實習質量。

We wanna be sure they confirm what they know and identify what they may have forgotten or misconstrued.

我們想確保他們確認他們所知道的，並確定他們可能忘記或誤解。

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，“這需要一個洛塔的時間。”嗯，是的，沒有，這取決於我們正在處理的材料的性質。

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.

它可以從五個到15分鐘在任何地方，但對於學生長期的學習收穫是非常值得的投資時間。

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，收益是長期記憶儲存和靈活提取什麼是在我們的記憶能力。

What we call forgetting is often an inability to retrieve what's in memory or was never consolidated in memory in a durable way.

我們稱之為遺忘什麼往往是一個無法提取內存什麼的還是在內存持久的方式從未鞏固。

Here's another example.

下面是另一個例子。

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.

在一次課堂討論或演講，您可以通過中途暫停，並要求學生思考自己的問題或迄今已表示，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，畫一個圖表或概念圖，或談論與鄰居將有助於鞏固學習。

Teachers need to encourage students to use retrieval practice during homework, pausing periodically to free recall the most important ideas they've been learning.

教師要鼓勵學生的家庭作業過程中使用提取練習，定期地對自由回憶，他們一直在學習中最重要的想法。

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.

做功課閱讀或習題集後，學生可以轉移到其他作業，但後來繞回來，並嘗試回憶起他們以前研究的最重要的思想和觀念。

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.

期待和教學學生發展學習應該成為你的教學劇目的一部分的這些習慣，即使你通常不與你的學生，當他們做功課。

In other words, you take class time to help students become more effective learners when they're away from you.

換句話說，你把上課的時間，以幫助學生成為更有效的學習者時，他們離你而去。

Recall that the growth mindset is only useful in enhancing student learning if the mindset is accompanied by effective effort.

回想一下，成長的心態只有在提高學生的學習，如果心態是伴隨著有效的努力是有用的。

The nice thing about retrieval practice is that it's portable.

有關提取做法的好處是，它的便攜性。

Students can do it anywhere: sitting on the bus, standing in line, taking a shower, even right before falling asleep.

學生可以在任何地方：坐在公交車上，排隊，洗澡，甚至入睡之前。

A few caveats before we move on to spaced practice, the next learning strategy.

幾個注意事項之前，我們進入到間隔慣例，下一次的學習策略。

First, as we've said, it's essential that students receive feedback about the accuracy and completeness of their retrieval practice.

首先，正如我們已經說過了，這是至關重要的學生收到有關其提取練習的準確性和完整性的反饋。

第二，重要的是，提取練習不是「打分」，我們不提倡只是簡單做一堆題。提取練習是一種學習策略，而不是一張評估表。我們需要學生隨時想用就用。。

通過「打分」，焦慮或其他效能因素會嚴重影響學習上工具的效能與靈活性。

最後，重要的是，學生會有東西從記憶裡面中可以提取了。如果他們不知道如何進行策略性閱讀，舉例來說，當他們做完一個閱讀家庭作業時，還是只殘留很少的記憶。

這就是為什麼知道如何用這些課堂上的方法去「主動學習」是很重要的。

最後，如果姿勢正確，會發現提取練習是困難的，因為它涉及「掙扎」。讓學生知道「掙扎」是很適合學習的。那些當需要時，以後可以被提取而且稍後被使用的「耐久學習累積知識」，其實不是輕易的就可以生出來的。