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1、Chapter 7Learning and Memory,学习和记忆,I hate mobile phone rings during the class.,Classroom Learning,每个小组围绕一个问题进行介绍，包括组织必要的活动，并进行总结。 第一组：关于记忆和学习的关系。讲解并组织讨论，25分钟。 第二组：用信息理论解释记忆过程，说明其中的关键环节和要素，以及他们之间的相互关系。以讲解为主。20分钟。 第三组：围绕记忆过程的理论提出讨论问题，组织讨论活动。25分钟。 第四组：比较预编码、编码和重新编码（再编码）三个概念。讲解并组织讨论。30分钟。 第五组：解释有意义学习的基本
2、观点。组织同学讨论，用实际例子说明学生原有知识在学习中如何起作用。30分钟。,Relations between learning a brief (about1/4 to 1 second) period during which information is held and scanned. 是感觉刺激停止之后所保持的瞬间映像，它是信息处理的第一个阶段，大约有1/4秒到1秒，在这期进行信息扫描。,Sensory register depends on several factors such as the strength of the stimulus. 感觉记录取决于一些因素，诸如刺
3、激的强度。 The function of sensory register is to sort input information into important/reject categories. 感觉记录的作用是把输入的信息分为重要的/可舍弃的两类。,Important concepts related to sensory register,Attending 注意 Value 价值 Mental set 心向 The physical properties of stimulus 刺激物的物理特征 Physiological or internal states 生理或内在状态 P
4、recoding 预编码 presetting 预设,Arousal:激发,Precoding,Consciousness,Input from environment,Selected input,Plan,Processed input,Sensory register,Working memory,Long term memory,Arousal system,Variation Prevailing set,The system acts as the source of the energy that drives the process. 推动记忆运作的动力系统,The gener
5、al relation between arousal and quality of mental performance could be showed as an inverted U curve可以用一条倒U曲线来描述“激发”与思维表现质量之间的一般关系,Wired up the arousal system引起激发的方式,Variation 变化 Stimuli that are relevant to a prevailing physiological or psychological set 与带倾向性的物理或心理定势相关 Anxiety 好奇 Physical exertion
6、 身体兴奋,Enlightens to teaching,Variability in style of teaching 教学形式多样化 Variability in media and materials of instruction 媒体与教学资源多样化 Keep anxiety 保持好奇心 Physical excitement and freshmen 保持身体兴奋和清醒,2、Working Memory 工作记忆,Working memory relates to where we are conscious of what we are thinking about. It is
7、 of limited capacity, so information needs to be chunked, either: 工作记忆是指个人当时注意着的信息，是唯一对信息进行有意识加工的记忆阶段，它的容量有限, 所以信息需要编成组件（信息的一种意义单位），组件的方式有： By rehearsal, which leads to rote learning; 复述（它导致机械学习） By coding, which leads to meaningful learning 编码（它导致意义学习）,Working Memory,Needed for all cognitive activi
8、ties 所有认知过程都有赖于工作记忆 Limited in capacity 容量有限 Based on ones psychological quality 基于人的心理素质,Optimising the use of working memory 最大限度地发挥工作记忆的作用 Organization of chunk 构建思维组件 Psychological states 心理状态,Ways of processing in working memory,Use imagery 利用表象 Recycle 重复 Rehearse 背记 Coding in content; in medi
9、a; and in student-teacher interaction. 在教学中通过多样化的教学方式，教学内容，教学媒体，师生互动，来激励学生有意识的注意。,How to teach meaningfully怎样进行有意义的教学,See that the task is properly structured and is understandable。 确保任务的结构合理并且是可理解的。 See that the task is at the right level of difficulty. 确保任务的难度适当。,See that the task is codeable in m
10、ultiple ways. 确保任务可以通过多种方法编码。 See that the learner is active when coding the task. 确保学习者主动地对任务编码。,Discussion,Discuss the relation between memorising and learning. Give examples to explain processing in the three stages of memory. How many ways of processing do you know in working memory. Discuss the
11、 role of repetition in memorizing and in understanding. Compare the three concepts: precoding, coding and recoding. Explain your understanding with two examples for each concept. Why meaningful learning is important? Give examples to explain how students pre-knowledge works in learning.,讨 论,讨论记忆和学习的关系。 用实际例子说明记忆过程的三个阶段是如何进行的。 工作记忆中有多少种处理信息的方式？讨论重复对记忆和理解的作用。 比较预编码、编码和重新编码（再编码）三个概念。每个概念举两个例子进行说明。 为什么说有意义学习是很重要的？用实际例子说明学生原有知识在学习中如何起作用。,Thank you! 谢谢！,