雙語：研究發現死記硬背學習效果更好

　　The "simple recall" seems to cement the knowledge "in memory" so it is more permanently embedded for use later。

　　Many modern teachers rely heavily on learning techniques like concept or mind mapping to help students retain the most from the texts they read, the study said。

　　This involves drawing elaborate diagrams to represent relationship between words, ideas and tasks。

　　But two experiments, carried out by Dr Jeffrey Karpicke at Purdue University, Indiana, concluded that this was less effective than constant informal testing and reciting。

　　Dr Karpicke asked around 100 college students to recall in writing, in no particular order, as much as they could from what they had just read from science material。

　　Although most students expected to learn more from the mapping approach, the retrieval exercise actually worked much better to strengthen both short-term and long-term memory。

　　The results support the idea that retrieval is not merely scouring for and spilling out the knowledge stored in one"s mind — the act of reconstructing knowledge itself is a powerful tool that enhances learning about science。

　　研究人員認為課後立即背誦比許多新的教育方法更有效。因為這種"簡單回憶"能鞏固記憶，長遠來說記得更牢。

　　該研究稱，現在許多教師極度依賴各種學習技巧，如應用概念或思維圖譜幫助學生記住課文內容，如用各種複雜圖表，展現詞句、概念和問題之間的關係。

　　然而美國印第安納州普度大學的傑弗瑞?卡爾皮克博士通過兩個實驗得出結論，這種現代學習方法不及死記硬背有效。

　　卡爾皮克博士召集了100名大學生，讓他們回憶剛讀到的科學材料里的內容，順序不限。

　　儘管大多數學生認為利用圖譜的方法能記得更多，但事實上重複練習對於加強短期記憶和長期記憶都更為有效。

　　這項結果也證實回憶不僅僅是搜尋存儲的知識信息，重組知識結構本身就能大大促進科學知識的學習。

推薦閱讀：