? When I was in class, my parents always complained to me: "Why are there so many rote memorization in junior high school?"? What's the point of reciting these things every day? " What parents call rote memorization is mechanical memory in pedagogy.

I always think that mechanical memory is necessary and important, but I never know how to explain its meaning to my parents. A few days ago, in the process of teaching my son first-grade mathematics, I realized one thing.

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There is a problem in my son's math exercise book. Xiao Ming is taller than Xiao Hong. Which is taller? When I asked him which high school he was, he didn't think, but looked at my face to answer me. His name is Xiao Ming at one moment and Xiao Hong at another. This shows that he is just guessing and is wrong most of the time. I changed my method and asked him with specific examples, which one is taller than you? He told me confidently without thinking, of course, it was dad. You are tall! I then asked, why am I taller than you? What's your answer? He smiled and said, you are taller than me! After listening to it, I know that he is only thinking concretely, and the abstract thinking is not perfect. Then how can I give him the questions in my exercise book later?

? I think his abstract thinking is not perfect, and there is another problem, that is, when I think Xiao Ming is taller than Xiao Hong, the last three words are Gao Xiaohong, so he thinks it is Gao Xiaohong. This is the second problem in educational theory. If the sentence is too long, it is impossible to extract useful information, which leads to confusion. I must break down long sentences into shorter and easier-to-understand sentences and let him memorize them mechanically.

? I wrote on the paper that Xiao Ming is taller than Xiao Hong and drew two horizontal lines under Xiao Ming and Gao. I told him clearly that Xiao Ming is taller than Xiao Hong, that is, Xiao Ming is taller. Just compare and remember the front and the last. Then I asked a few questions, and he answered them according to my method. Because I let him memorize, I'm afraid he won't think. Answer a few questions correctly, and I'll use the same question, so I'll ask which one is short? He will ask me to give him time to think, and the final answers are all right.

I wonder, if there is no mechanical memory I insisted on earlier, will he have later understanding and thinking?

? Combined with my junior high school classmates, but the students with poor mechanical memory ability in primary school feel that they lack understanding ability, how can we talk about understanding memory? In other words, understanding memory is higher than mechanical memory. In primary and secondary schools, we should have more mechanical memories to improve our comprehension. When we have the ability to understand, we can understand memory.