Memory refers to the psychological process of keeping and reproducing experienced things in your mind.
Remember mainly depends on whether you can recognize it again, whether you can recall it, and whether you can do it again.
For example, when you answer a multiple-choice question, the answer doesn't appear in your mind after reading the question, but when you look at the alternative answers, you immediately recognize one of them as the answer to the question. When such perceived things appear in front of us, the phenomenon of being able to recognize them is called recognition. As for what it has experienced, it is not in sight, and there is no hint, but it can independently reproduce the impression of this thing. This phenomenon is called memory. This situation can be seen everywhere in learning, such as reciting texts, remembering words, writing chemical equations, solving problems with formulas and so on. The learned movements can be repeated accurately when necessary, which is called repetition. Being able to "recall" reflects a high level of memory.
Memory plays a great role in learning. Without memory, learning cannot be carried out. A French mathematician said, "Memory is necessary for all mental work." French writer Voltaire said: "Without memory, people can't invent, create and communicate."
Specifically, the role of memory in learning mainly includes the following points:
First of all, learning new knowledge is inseparable from memory. Why? Because knowledge is strict and systematic, learning is always from shallow to deep, from simple to complex, step by step. Just like Gai Lou, we should start with the foundation and build it layer by layer. Teachers ask students to preview and review before lectures, precisely to make students remember the old knowledge needed to learn new knowledge, so as to link the old knowledge with the new knowledge. Forget the old knowledge, but want to learn new knowledge, it is as ridiculous as Gai Lou in heaven. If you forget all the knowledge of electricity in junior high school when you are in high school, it will be difficult to learn electricity in senior high school. A Czech educator said: "All the knowledge taught later is based on the knowledge taught first." It can be seen how important it is to remember what you have taught first to continue learning.
Secondly, thinking is inseparable from memory. Facing a problem, it causes thinking and tries to solve it, but once you leave your memory, you can't think and the problem can't be solved naturally. If you forget the judgment axiom or theorem of triangle congruence when doing the exercises to verify triangle congruence, you can't think about solving problems. People often say that concepts are the cells of thinking, and sometimes you can't think because you forget the concepts and principles you need to use when thinking. After searching or consulting and recalling, the interrupted thinking process can continue. Zhang Zai, a scholar in the Song Dynasty, said, "If you don't remember, you don't remember." This statement makes sense. The perceived things cannot be preserved and reproduced in the mind, and the "processing" of thinking will become passive water, without rice.
Third, improving learning efficiency is inseparable from memory. If you have a strong memory, you can build a repository in your mind-"the warehouse of wisdom." In this "warehouse", all valuable achievements obtained through learning are stored. In the new learning activities, when you need some knowledge, you can use it at any time, thus ensuring the rapid progress of learning and thinking about new knowledge, saving a lot of time for searching, reviewing and re-understanding, and greatly improving the efficiency of learning.
An excellent student seldom looks up a dictionary when reading or writing; When doing exercises, he seldom turns to books to find principles, laws and formulas. Because this knowledge has been firmly stored in his brain and can be consulted at any time.
The secret for many excellent students to solve problems quickly is that they keep the commonly used operation results and the coefficients of commonly used chemical equations in their minds, so they don't have to spend time on these simple operations and balancing when solving problems, and they can spend more time thinking about problems. Because they remember firmly and accurately, they greatly reduce the mistakes caused by temporary operation. No wonder there is a proverb that says, "Memory is the mother of wisdom." Smart students are often related to their good memory.
So, how to improve memory ability?
(A) to have a sense of urgency to "remember"
Many students have this experience: read before asking questions in class, and the memory effect is better; Study before the exam, the memory effect is better. The reason is that the purpose of memory is very clear, because fear of not remembering directly affects academic performance. This sense of urgency greatly improves the effect of memory.
The practice of learning proves that if the task of memory is clear and the purpose is correct, we can explore all kinds of potentials and achieve better memory effect. Generally speaking, important things are not easy to forget, which is why.
Many students always complain about their poor memory. In fact, the fundamental reason lies in the incorrect motivation and purpose of learning, the lack of strong motivation in learning, and the inability to put forward specific learning tasks for themselves. Therefore, when studying, there is no sense of urgency to "remember", and attention is not easy to concentrate, resulting in poor memory effect. However, I didn't look for the reason from the motivation and purpose of learning, but blamed myself for my poor memory. If you study again, you will lack the confidence of "I will remember", and the result will be worse, forming a vicious circle and getting worse and worse in academic performance.
With the knowledge and confidence of "remember", the effect of memory will be good.
(2) Memorize on the basis of understanding.
Someone did an experiment: write down 20 nouns on the blackboard-envelope, button, cup, bowl, stamp, thread, tea, spoon, paste, scissors, kettle, plate, writing paper, needle, stove, chopsticks, pen, clothes, matches and wine glasses. After two or three minutes, let the students recite it. Results 20 nouns with good dictation were divided into four groups according to their uses: write them together with those related to drinking tea (cups, tea leaves, kettles, stoves, matches); Write buttons (buttons, thread, scissors, needles, clothes) related to sewing together; Write things related to eating together (bowls, spoons, plates, chopsticks, wine glasses); Write all the letters (envelopes, stamps, paste, stationery, pens) together. Because these students can contact their own life knowledge and find the internal relationship between these 20 nouns, the memory effect is better. This belongs to meaning memory, that is, a memory method of understanding the meaning of things and using past knowledge and experience. Students with poor dictation don't use their brains, but are only loyal to the original order of nouns lacking internal connection on the blackboard and recite them directly. This belongs to mechanical memory, that is, a method of remembering things only by repetition without understanding the meaning of things and using past knowledge and experience.
These two mnemonics will be used in study and life. For example, the memory of principles, definitions, theorems and laws is all about meaning; The memory of historical years, names of people, heights of mountains and symbols of elements depends on mechanical memory.
At different ages, the proportion of the two memory styles in memory is also different. The proportion of mechanical memory in memory is 72% in Grade One, 55% in Grade Two, and 0/7% in Grade Two. The proportion of meaningful memory in memory is 28% in Grade One, 45% in Grade Two and 83% in Grade Two. It can be seen that with the growth of age, the percentage of meaningful memory in middle school students' memory is getting higher and higher, while the percentage of mechanical memory is getting lower and lower.
Knowing this feature, we should try our best to remember by thinking, and then remember after understanding, instead of memorizing by rote. Memorizing a ready-made conclusion if you don't understand it is called rote memorization.
Because the connection between old and new knowledge is grasped through understanding, new knowledge has a supporting point, which is not only convenient to remember firmly, but also enables old knowledge to get a new understanding.
Through the understanding and systematization of knowledge, the content to be memorized is incorporated into the knowledge system and becomes a part of the whole, which makes it easier to remember.
Sometimes there is no meaningful connection between things to be remembered. In order to facilitate memory, we can artificially use superficial association to remember, or we can turn what we want to remember into a formula to remember.
(c) Timely review.
Memorized loanwords, foreign texts, mathematical theorems and formulas will be forgotten after a while. What do we do? An important method is to review in time after studying.
Why should we review in time?
Because the process of forgetting has its rules. Scientific experiments show that after 1 hour retest, only about 44% of the learning materials can be remembered, while 56% of the materials are completely forgotten. A day later, I checked it again, and only remembered 33% of the content, while 67% of the content was forgotten. After six days, I checked it again and only remembered about 25% of the learning content.
It can be seen that after learning and memorizing some knowledge, it is followed by quick forgetting first and then slow forgetting. Therefore, we must review before forgetting, so as to deepen and consolidate the understanding and memory of the learning content and strengthen the neural connection of the brain.
If you want to remember, it is not enough to understand, but also to review in time, otherwise you will gradually forget. Here, we should also recognize a problem. Although we have forgotten what we have learned, we have not completely forgotten it. If we review, because we have learned and understood in the past, when the content of learning is presented in front of us again, it will have the effect of "re-understanding", so it is possible to recall it soon. Even if the memory is incomplete, it is easier to learn it again than the first time. Because what you have learned has left a trace in your brain after all, and this trace can still be recovered under certain conditions. So once you forget what you have learned, don't think that all your past efforts have been in vain.
To sum up, in the learning process, it is an effective countermeasure and a necessary learning activity to insist on after-class review, stage review, mid-term review and final review.
(4) The study burden should be appropriate, and attention should be paid to the alternation of arts and sciences.
The greater the amount of materials you learn at one time, the smaller the percentage you remember after learning. In other words, the more you learn, the higher the proportion of forgetting. Why? Because there is too much content in a study, it is easy to cause excessive fatigue of the brain, leading to inhibition and decline in academic performance. There are too many things to remember in one study, which will not only make it difficult to remember, but also shake the confidence of memory.
Therefore, don't overload yourself every time you arrange a study task for yourself.
Some students didn't review their foreign languages in time. They just make a surprise attack before the exam and concentrate on memorizing words, phrases, sentence patterns and texts. Because there is too much knowledge to remember, the effect is very poor. Some students study for one day, feel dizzy and have poor memory.
In order to improve the efficiency of memory, we should pay attention to the alternation of arts and sciences in the arrangement of learning content.
What is the alternation of arts and sciences? That is, subjects with similar contents are not concentrated together, but arranged alternately in arts and sciences.
Why are you doing this? First, the learning content is similar, and the parts of the cerebral cortex are similar. Using the same part for a long time will cause material consumption and waste accumulation of local brain cells, which will lead to fatigue in advance. Studying subjects with similar contents for a long time will cause monotonous stimulation in learning, just like listening to monotonous rain, dripping water or the "tick" sound of clocks and watches, it is easy to feel sleepy, sleepy or inhibited, and it is difficult to persist in learning. Second, because we study similar subjects and similar materials together, the neural connections in the brain are also close, resulting in overlapping and interleaving, which leads to confusion and mistakes in memory. This is why nouns with similar meanings and concepts with similar meanings are easily confused. Students who are good at learning pay great attention to the alternation of arts and sciences when arranging learning content to reduce mutual interference. For example, watching physics after learning Chinese, watching history after learning mathematics and so on. Of course, in the process of learning, if you have a positive rest with cultural and sports activities, it is also very conducive to memory.
(E) Decentralized learning method
On the basis of basic understanding, if you want to remember what you have learned, you can adopt different methods in your learning progress.
One is the concentrated learning method, that is, in a concentrated time, study repeatedly until you remember it.
The other is the decentralized learning method, which divides the learning time into several stages with certain intervals, and then repeats the learning during these periods.
For example, if you recite an ancient Chinese text, you should first translate it for a while, remove the word barrier, and then recite it. According to our experience, we plan to spend 1 hour on reciting. There are two arrangements for this 1 hour:
One is to adopt centralized learning method, that is, repeat it within 1 hour; Second, the decentralized learning method is adopted, that is, the recitation time is divided into several times, such as 20 minutes a day and three days, and the total recitation time is still 1 hour. But when checking the memory effect from time to time, it is found that the effect of decentralized learning method is obviously better than that of centralized learning method.
Why is decentralized learning effective? Now there is an explanation that if a learning process is divided into three stages: before learning, during learning and after learning, the former learning activity will affect the latter learning activity, which is called proactive inhibition in psychology. For example, it is often difficult to concentrate after watching a movie and doing homework immediately. It is because the previous activity has apparently ended, but this nerve activity has not stopped, and it will continue for a while, thus interfering with the later learning activities. The stronger the excitement caused by the previous activities, the greater the interference to the later learning activities. Similarly, the later learning activities will also affect the previous activities, which is called backward inhibition in psychology. For example, remembering foreign words has been remembered, but if you learn more words with similar meanings, you will forget or forget the previous words. There are also situations in life where I want to say one thing before I finish, but I am interrupted by another thing that others say. Others want to say what they just wanted to say after they finished, but they can't remember it at the moment. This is caused by the excitement of late activities and the inhibition of early activities.
In this way, in the process of learning, the learning activities in the middle stage may be interfered by both sides. The initial stage of the learning process is not disturbed by the front, and the final stage of learning is not disturbed by the back. Practice has proved that in the learning process, the learning effect at the beginning and end is always good. Many students get up early in the morning and have achieved good results in memorizing foreign language words and reciting texts. The reason is not only that they are clear-headed and energetic in the morning, but also that the morning is the beginning of the day and their learning activities are not disturbed by the front. Some students recite words and texts well at night or before going to bed, because they rest or sleep after memorizing, and are no longer disturbed by other activities.
The reason for the good effect of decentralized learning method is that it increases the beginning and end stages with less interference in the learning process, and it is not easy to cause brain cell fatigue because of the short learning time each time.
The reason for the poor effect of concentrated learning method is that it is easy to fatigue brain cells and make mistakes in nerve connection, except for fewer endings and more interference.
When using decentralized learning method, we should master the interval time. Too long an interval is easy to forget, and too short an interval is easy to be disturbed. Some studies think that it takes 1 1 times to recite the same material every half hour. When the interval is 2 hours, you need to study 7.5 times repeatedly before you can recite it; Every time the interval is 10 hour, you only need to learn it five times to memorize it.
In the process of learning, we should master the learning interval according to the characteristics of the subject and our own situation. According to the characteristics of forgetting first, the interval can be shorter, and then it can be gradually increased. If the material is too difficult, there can be more space. If the learning materials are easier and the content is less, the interval can be reduced.
(6) Try to remember.
Middle school students want to remember what they have learned, but how to memorize it? There are two common methods.
One is simply reading, writing and reading again and again. This method is called simple repetition memory method.
The other is that in the process of repeating memory, memory reappears. In other words, in the process of memorizing, I constantly "test" myself. There are many ways to test, mainly retelling and writing by yourself. For example, in the process of memorizing foreign words, you can read English and write Chinese silently, or you can read Chinese and write English silently, then compare, correct mistakes and recite them again. When reciting the text, you can also try to recite it yourself, or ask others to check it for you. If you recite it wrong, read it again and remember it again. When memorizing the answer to a question, you can summarize the content into several main points on the basis of understanding, then memorize it and keep trying to repeat it independently until you know it by heart.
Practice has proved that in the process of learning, trying to recall can greatly improve the memory effect.
Many students read books over and over again while studying, and rarely close the books to recall the main points, ideas or formulas in the books. As a result, the book is understood at first sight and forgotten as soon as it is put down. Because the book is easy to understand at first sight, it doesn't need brains, so the brain is not excited. It is often seen that some students fall asleep while reading. If you keep trying to recall when you are studying, first write what you think on paper, and then read a book to keep your mind in an active state, then the memory effect will be very good.
Of course, some students worry that it will take too much time to try to recall, but in fact, the time to try to recall is getting less and less. On the surface, trying to recall is a kind of "information output". In fact, information is further processed and strengthened in the process of "output". The more times you try to recall, the stronger your memory will be. If you are eager to catch up with the progress and don't recall the old content every day, it seems that you learn a lot of new content every day, but in fact you forget more and more. If you calculate the general ledger, you should still try the mnemonic method to gain more, spend less time and remember more.
(7) Comprehensive learning method
If you are faced with a complex learning material with many contents and a wide range, what methods can you use to get a better memory effect?
Generally, three methods are adopted:
(1) piecewise learning method
Divide the content into several parts on average, and then arrange several units to remember. This method is very good for memory, but the disadvantage is that the knowledge with internal connection is artificially separated from the beginning, which affects the understanding of knowledge. From this perspective, it reduces the effect of memory.
(2) Holistic learning method
Holistic learning is to remember what needs to be remembered, which is of great benefit to understanding and mastering the systematic and internal relations of knowledge. But because there are too many things to remember at a time, the memory of the first stage and the last stage is reduced, so the effect is not very good.
(3) Comprehensive learning method
This means understanding the whole learning content from the beginning, finding out the internal relations, then dividing the materials into several parts, memorizing them in stages, emphasizing the difficulties, and finally reviewing them together. Since the whole content has been memorized, when memorizing each part of the content, we can grasp the relationship between the part of the content and the overall situation, which is very beneficial for understanding and remembering each part of the content. Because memorization is divided into several parts, we can combine decentralized learning and trying to remember to achieve the best memory effect.
Of course, the specific method of memorizing the learning content depends on the specific situation. If there is a lot of learning content, but the internal connection is not strong, you can use the subsection learning method; If the learning content is not much, but the internal connection is close, the whole learning method can be adopted; For learning materials with many contents, great difficulties and close internal relations, it is best to adopt comprehensive memory method.
(eight) the use of multiple senses
During the whole memory process, try to use all kinds of senses. As we know, we use visual organs for reading, auditory organs for listening to tape recorders, visual organs and auditory organs for attending classes, and visual organs and auditory organs for watching movies, TV and videos.
Because of the different use of sensory organs, the effect of memory is different. Some people provide the following data through experiments: in a unit time, the knowledge gained by hearing can be remembered 15%, the knowledge gained by vision can be remembered 25% of the same content, and the combination of vision and hearing organs can remember 65% of the same content.
When the teacher lectures, he acts on the students' senses through sound, action and expression; If you add visual means such as objects, photos, teaching AIDS, experiments and slides, and let students listen and watch at the same time, plus use their brains, pay attention to understanding and be diligent in thinking, you can often get better memory effects.
Why should listening, speaking, reading and writing be emphasized in learning a foreign language? One of the reasons is to make full use of various senses to improve the effect of memory. Comprehensive activities such as reading, reading aloud, listening to recording and writing can make people concentrate, input content to the brain through multiple channels, and quickly remember foreign words and texts. And some students only read books, don't make any noise, don't start work, and the memory effect is poor. Some students pick up books and study hard, that is, they don't think, understand, remember hard and adopt decentralized learning methods. The result is still unforgettable, making foreign languages a persistent topic for many students.
A research data shows that it often takes different time to remember a thing in different ways. It takes 0.4 seconds to directly look at physical memory, 0.9 seconds to use color photos, 1.2 seconds to use black-and-white photos, 1.5 seconds to use line drawing, and 2.8 seconds to use language description. It can be seen that in order to improve the memory effect, we should try our best to perceive those concrete, vivid and vivid objects, because we are deeply impressed by them and often remember them firmly. It can be seen that it is very necessary to arrange visits, visits, pictures, models, objects, TV, videos, demonstration experiments and student experiments in teaching activities. This method of perceiving things is quick to learn, interesting and easy to remember.
Many students have this experience. To understand an experimental process through language and writing, it is better to do it yourself and have a look. Do it yourself, watch it yourself, and it is not easy to forget.
(9) multi-purpose, practice memory method.
Consciously remembering in use or practice and remembering in activities is the best memory method and a positive method. In the process of applying knowledge to solve problems, we not only consolidate our memory of what we have learned, but also deepen our understanding of knowledge, which in turn can consolidate our memory of knowledge.
Why do foreign students make rapid progress in learning foreign languages? The reason is very simple, because foreign students live in a foreign environment, they should use foreign languages everywhere in their life and study, and constantly strengthen and consolidate them in their use, which is very beneficial to the memory and mastery of foreign language words, phrases, sentence patterns and grammar. Therefore, if you want to learn a foreign language well, you should create more conditions for using it, such as reading more foreign languages, translating more, listening to recordings more, using foreign language dialogues more, and actively participating in foreign affairs activities, thus strengthening your memory.
In the study of mathematics and physics, if the topic is selected well, that is, the exercises contain the knowledge learned, then the related concepts, theorems, laws and formulas can be firmly remembered if the exercises are done more. The method of using more and practicing more is beneficial to memory, which refers to memory in problem-solving learning activities, not static memory. Excellent students seldom recite theorems and formulas before taking math and physics exams, because they have reached proficiency in doing problems at ordinary times, so there is no need to make any surprise attacks.
It can be said that the knowledge in the brain "knowledge base" will not be reduced because of frequent access, but will be more and more firmly stored in a more scientific place for quick access when needed.
I wish you progress! I hope it has a certain effect! Come on! Believe in yourself!