《理解记忆法对初中生学习效率的影响_英语毕业论文.doc》由会员分享，可在线阅读，更多相关《理解记忆法对初中生学习效率的影响_英语毕业论文.doc（23页珍藏版）》请在三一文库上搜索。
1、The Effects of the Memory-through-Understanding Method on Junior Middle School Students Learning EfficiencyAbstract: In the process of English learning, it is evitable to memorize new vocabulary and recite passage. However, difficultly remembering words and texts is still a hard nut to crack for man
2、y English learners. How to effectively memorize new words for a long time and scientific to learn English has become an urgent problem to settle during the English teaching. This research paper has explored and discuss that how the memory-through-understanding method affects the Junior Middle School
3、 students learning efficiency. Choose two classes of students as the subjects of this study and respectively use two different memory methods to guide them to learn: the memory-through-understanding method and the mechanical memory method. A period of time later, take two tests to check the students
4、 learning effects, one is the vocabulary dictation test, another is the unit examination. Then, observe these students reactions and their test scores disparity, and analyze the different results of these two groups have presented. The research tries to solve following two questions. Does the memory
5、-through-understanding method applied to memorize vocabulary more effectively and solidly? Will the students who are guided the memory-through-understanding method to learn get better grades in the examination?Through analyze and study the data from the two tests, we can see that adopting two differ
6、ent memory methods will produce two different effects. The students who applied the memory-through-understanding method display a better performance. Besides, they also obtain better results in the examination than those who apply the traditional memory method.However, because of the restriction of
7、requirements and the limitation of time, the study is not perfect. So the method is still need to be tested and improved by our actual teaching. Key words: effect; the memory- through-understanding method; learning efficiency; English teaching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
8、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： 使用理解记忆这一方法来记单词是否更有效？ 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
9、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 ContentsAbstracti提 要iiContentsiiiIntroduction11 Key concepts11.1 The definition of the memory-through-understanding m
10、ethod21.2 The features of the memory-through-understanding method21.3 Significance of the study32 Literature review32.1 The memory-through-understanding method study abroad32.2 The memory-through-understanding method study at home52.3 Relationship between the method and learning efficiency63 Methodo
11、logies63.1 Subjects63.2 Instruments73.3 Research hypotheses73.4 Procedures73.4.1 The practicable approach to this research73.4.2 The main steps for Class A73.4.3 The main steps for Class B94 Results and discussion104.1 Data present104.2 The analysis of the results104.3 Discussion11Conclusion12Biblio
12、graphy13Appendix115Appendix 21619The Effects of the Memory- through- Understanding Method on Junior Middle School Students Learning EfficiencyIntroductionIn the process of English learning, the importance of memory method has been widely recognized. Its an inevitable part in the learning process. Ho
13、wever, how to memorize the knowledge is a problem faced by language educators all over the world. So in many researchers learning methods and papers, they have studied the problem, they have put forward some memory methods which cater to the students in different learning stages, including the mecha
14、nical memory method, the memory method through associating, the memory method through repeating , image memory method, etc. In deed, an available method can make you feel more relax and efficient in the process of English learning, that is “get twice the result with half the effort.” Among the most
15、of memory methods, the memory-through-understanding method is the most scientific and practicable approach.In Ebbinghaus forgetting curve, it shows our brain reaches rapid forgetting of some information relatively soon after Ebbinghaus learned the nonsense syllables. Whereas, twenty-four hours later
16、, the average percentage of information retained has abruptly increases, its very little memory loss of the remaining information over the cause of the following several weeks. As a matter of fact, our nowadays education mainly focuses on foundations. By the learning of textbook, training of listeni
17、ng, practicing of oral English we want an overall promotion of our English ability. So we see the foundation memorizing methods are quite same as our nowadays-teaching method, if we can properly use the new method, a seamless transfer of teaching method is within our capability. 1 Key conceptsThe me
18、mory-through-understanding method is an important memory method. Only understand the truth bright, thoroughly, can you memorize clearly and firmly. 张友辉. 记忆的最佳方法J.中国培训, 1994,(1).（Zhang Youhui, 1994.） In fact, as long as master the memory rule, difficulties will breakthrough, the efficiency will impro
19、ve. Peoples memory, good or bad, or talent, is inborn, but more important is the environmental factor. But in fact, in the human mind, ninety percent of the memory cells did not use up, use your head, is to enhance the ability of memory key, people potential memory will get fully mobilized and excit
20、ed, will break through memory pass, obtain high efficiency. 1.1 The definition of the memory-through-understanding methodThe memory-through-understanding method is also called meaningful memory method which based on positive consideration, deep understanding, and its opposite to the mechanical memor
21、y method. Only understand the truth bright, thoroughly, can you memorize clearly and firmly. The basic condition of this memory method is to understand the named materials and process thought. Whatever the knowledge have been understood, it will be faster, more spreading and more firm to keep in min
22、d. It is more practical in that this memory method integrates into the combination system which has been strongly formed. This recognition has become organic part in the systematic knowledge.It is also named meaningful memory. It emphasizes learners cognitive structure and distinctive improvement of
23、 meaningful learning to knowledge acquisition, the meaningful learning theory forwarded by D.P. Ausubel, takes the feature of learning behavior as final premise. His contribution is both directly clarifying traditional bias on the relationship between linguistic-based and acquisitive learning, and e
24、xplicating the nature, mechanism, principle and method to a meaningful learning systemically. Therefore, as far as some psychological foundation to the reform to curriculum and instruction was concerned, his theory may provide prominent and distinctive illumination.1.2 The features of the memory-thr
25、ough-understanding methodUnderstanding material and content thoroughly is regarded as the premise of the memory-through-understanding method. It is not just to scan the literal meaning, but understand the logical relevance and the related former knowledge experience among every section of material.
26、Thus the memory-through-understanding method has two distinct features: one is to analyze and recognize material carefully and clarify the essence of content, another is to put the learnt knowledge into practice. When students apply the memory-through-understanding method to memorize knowledge, pay
27、attention to put forward the requirement for themselves, “understand firstly, memorize later”, then divide the material into fragmentary paragraphs and gradations, find out the logical combinations among them.1.3 Significance of the studySince English subject owns these obvious traits: crowed conten
28、t, massive vocabulary, numerous grammar, fragmentary phrases, that make the students, particularly these Junior Middle School students, English learning beginners have to master the systematic and essential knowledge. Only pave the steady foundation, were they benefit to the future deeper English le
29、arning. Students learning efficiency is generally attributed to the efficient learning method and the scientific memory method is the key to English learning.Therefore, English teachers should make the most of the students learning potential to lead them to apply proper memory method in order to rea
30、ch the optimum effect at the limited time.The intention of my study is to explore possible advantage of the memory-through-understanding method. This method is applied to many fields, especially in learning a foreign language. Its important for a large number of students to master it. The more you u
31、se it ，the faster your memory ability will be improved. Therefore, I choose this study direction in order to prove this method is benefit to increase students test scores and accelerate students memory abilities, elevate their English learning competence.2 Literature reviewOn the study of memory met
32、hod there are many researchers from home and abroad had come to the conclusion which has been proven time and again in innumerable studies and experiments. Therefore, it is clear that from both a practical and theoretical standpoint, a good English listener should have a solid grasp of the interrela
33、tionship among understanding, memory and English learning.2.1 The memory-through-understanding method study abroadSmith (1997) claims, understanding takes care of memorization. Only when the meaning becomes plain to the mind, can it be stored in long-term memory. And when information is stored in th
34、e memory and becomes input, then, output may occur (You, 2005). Understanding is surely the first step for students to express themselves whereas, without a good memory of the material, it is simply impossible for students to express anything about the material.Y.D. Song, Liguo Weng, Gary Lebby (201
35、0) claim that, human learning is quite a complex. Human response to the events in the real world is based on both the so called Natural Response (NR)-a natural born instinctive response and Acquired Response (AR)-the learnt response. At the very beginning the behaviors/responses are dominated by imm
36、ature and imprecise natural responses, because neither much memory nor experience has been gained at this point. However, as time goes by，the brain is able to retrieve and analyze certain accumulated knowledge and experience, such as the most recent behaviors and corresponding results (feedback), an
37、d combine the memorized information with current behavior to generate more reliable responses (actions),leading to the AR, which will gradually play a dominant role. In this process, the response to the world becomes more rational and more accountable (thus it should be weighted more gradually). Y.D
38、. Song, Liguo Weng, Gary Lebby. Human memory/ Learning inspired control method for flapping-wing micro air vehicles N. Bionie Engineering7, 2010:127一133.Alan D Castel , Kathryn L Humphreys , Steve S Lee , Adriana Galvn , David A Balota , David P McCabe (2011) view that：Although attentional control a
39、nd memory change considerably across the life span, no research has examined how the ability to strategically remember important information changes from childhood to old age. The present study examined this in different age groups across the life span (N = 320, 5-96 years old). A selectivity task w
40、as used in which participants were asked to study and recall items worth different point values in order to maximize their point score. This procedure allowed for measures of memory quantity/capacity (number of words recalled) and memory efficiency/selectivity (the recall of high-value items relativ
41、e to low-value items). Alan D Castel , Kathryn L Humphreys , Steve S Lee , Adriana Galvn , David A Balota , David P McCabe. The development of memory efficiency and value-directed remembering across the life span: A cross-sectional study of memory and selectivity J.2011. Age-related differences were
42、 found for memory capacity, as young adults recalled more words than the other groups. However, in terms of selectivity, younger and older adults were more selective than adolescents and children.Gesche M Huebner, Karl R Gegenfurtner (2011) also conducted the study on memory, they investigated how v
43、isual information is best presented to maximize the number of remembered items in a fixed time unit. In a memory task for images depicting real-world objects, we varied the number of images shown simultaneously, the presentation time, and the interstimulus interval (ISI). The viewing phase was follo
44、wed by a two-alternative forced choice recognition task. We converted the percentage of correct answers into a capacity estimate scaled to a fixed time unit of 1 s to allow for comparisons across conditions. Gesche M Huebner, Karl R Gegenfurtner. The efficiency of encoding: limits of information tra
45、nsfer into memory J.2011, 73(5).2.2 The memory-through-understanding method study at homeFrom Lingbin Kong, Rui An, Zhiyin Yang claim that, at present, to measure and evaluate learning memory function, we commonly use clinic memory scale and Wechsler memory scale in China. The former one mainly incl
46、udes: point at memory，paired-association learning，free recall of pictures，recollection of meaningless figures，recall of the connection between portraits and their characteristics, it is mostly using in clinic. The later one mainly includes 7 branch examinations: individual experience, order connecti
47、on between numbers, logic (comprehension) memory and number reciting in sequence and converse, vision regeneration and association study.To a certain extent, we clarified the mechanism of learning memory disorder in cerebral infarction patients to find a way in the treatment of learning memory funct
48、ion disorders after cerebral-vascular disease. But up to now, the biochemistry and molecule mechanisms about memory disorder after cerebrovascular disease still need to be discussed.Understanding is surely the first step for students to express themselves whereas, without a good memory of the material, it is simply impossible for students to express anything about the material. Hence, understanding and memory are the foundation of learning. Zhao Guangping (1999) argues that understanding what you have heard is far from what you can master; only through practice may the listeners really k