本系列英文内容来自https://www.edx.org/course/the-science-of-learning-what-every-teacher-should-know，翻译是自己练习，如有发现不妥请批评指正！
Retrieval Practice
检索练习
How does the science of learning inform the day-to-day instructional choices of teachers and how they might design learning experiences for their students? This is a question that until relatively recently was not easy to answer.
学习科学如何告知教师的日常教学选择以及他们如何为他们的学生设计学习体验？这是一个直到最近都不容易回答的问题。
The research about how children learn was not readily accessible to the typical classroom teacher.
对于典型的课堂教师来说，关于儿童如何学习的研究并不容易。
What was available didn't translate easily into ready-to-use teaching strategies.
可用的东西并不容易转化为现成的教学策略。
Fortunately, that's no longer the case.
幸运的是，情况已不复存在。
Cognitive science research now provides a rich body of work that can enhance immediately the effectiveness of any teacher.
现在认知科学研究提供了丰富的内容，可以立即提高任何教师的效能。
More and more of that research is being translated into books and articles designed for classroom teachers.
越来越多的研究正在被翻译成为课堂教师设计的书籍和文章。
In this session and those that follow, we will show practical implications of the science of learning as it relates to teaching strategies.
在本次课程和随后的课程中，我们将展示与教学策略相关的学习科学的实际影响。
Before we begin, however, we want to acknowledge that reflective teachers everywhere may already understand many if not all of the learning principles these teaching strategies are based on.
然而，在我们开始之前，我们要承认，各地的反思性教师可能已经理解了这些教学策略所基于的许多（如果不是全部）学习原则。
Cognitive science research can affirm and deepen that existing understanding and in some cases provides us with counterintuitive insights.
认知科学研究可以肯定和深化现有的理解，并在某些情况下为我们提供违反直觉的见解。
First, let's do a quick review of our model of memory that you, by now, should be quite familiar with.
首先，让我们快速回顾一下我们现在应该非常熟悉的记忆模型。
Incoming sensory information makes its way through the attention bottleneck and enters into our working memory.
传入的感官信息通过注意力瓶颈进入我们的工作记忆。
It then either begins to be processed in some way or is lost after a brief period of time.
然后它会以某种方式开始处理，或者在短暂的时间后丢失。
Recall that the real learning action occurs between working memory and long-term memory.
回想一下，真正的学习行为发生在工作记忆和长期记忆之间。
We encode memories through the dialogue that happens between the two.
我们通过在两者之间发生的对话来编码记忆。
Learning is when information from working memory is transferred to long-term memory through what is usually called conscious processing.
学习是指工作记忆中的信息通过通常所说的意识处理转移到长时记忆中。
We use the phrase, "You have to think to learn," with regard to memory formation.
关于记忆形成，我们使用“你必须思考去学习”这句话。
That's what active learning is all about: linking new knowledge to what's already in our memory, what we call prior knowledge.
这就是主动学习的全部内容：将新知识与我们记忆中已有的内容联系起来，我们称之为先前知识。
It's really that simple and profound.
这真的很简单和深刻。
If you'd like a fuller explanation, please refer to our earlier sessions on learning strategies.
如果您想要更全面的解释，请参阅我们之前关于学习策略的课程。
Now we're going to look at some different teaching strategies that are based on learning principles emerging from cognitive science.
现在我们将看看一些基于认知科学的学习原理的不同教学策略。
You will be familiar with three of these strategies: retrieval practice, spaced practice, and interleaving.
您将熟悉以下三种策略：检索练习，间隔练习和交错。
We discussed them earlier when we talked about student learning strategies.
当我们谈论学生学习策略时，我们先讨论了它们。
Two additional strategies that are important for teachers to know are elaboration and promoting metacognition.
另外两个对教师来说很重要的策略是阐述和促进元认知。
Let's begin with retrieval practice.
我们从检索练习开始。
Few cognitive strategies are as well-researched, simple to understand, and easy to apply, yet its impact on learning is powerful.
很少有认知策略被充分研究，简单易懂，易于应用，但其对学习的影响是强大的。
It's basic premises are threefold.
它的基本前提是三倍。
First, the act of retrieving a memory can modify, reorganize, and consolidate it better in our long-term storage.
首先，检索记忆的行为可以在我们的长期存储中更好地进行修改，重组和整合。
Second, recalling a memory often creates secondary retrieval pathways to that memory and makes it easier to retrieve later.
其次，回忆一个记忆通常会创建辅助的检索通道，并且可以在稍后检索。
Third, by searching for a memory, we frequently activate information connected to that memory and link it in a more networked context for easier future access.
第三，通过搜索记忆，我们经常激活连接到该记忆的信息，并将其链接到更加网络化的环境中，以便将来访问。
It's as if our overall memory was a dark storage room that we enter with a flashlight to look for things.
就好像我们的整体记忆是一个黑暗的储藏室，我们用手电筒进入寻找东西。
For example, in this analogy, let's say it's a picture from an old box of photos we'd like to find.
例如，在这个比喻中，让我们假设这是一张我们希望找到的旧照片。
As we enter the dark storage room, we scan with our flashlight and peer about.
当我们进入黑暗的储藏室时，我们用我们的手电筒进行扫描和同行。
We see some boxes off in a corner that look as if they might contain the photos and begin to rummage around.
我们在角落看到一些盒子，看起来好像他们可能包含照片并开始翻找。
In the process, we might organize the boxes a bit as we examine them and poke around inside.
在这个过程中，我们可能会在我们检查它们并在里面徘徊时将它们组织起来。
Finally, we find our box of photos, retrieve the picture we're look for, and leave.
最后，我们找到我们的照片箱，找回我们要找的照片，然后离开。
Chances are, the next time we go into the storage room, we'll be much more likely to find the box of photos.
很可能，下一次我们进入储藏室时，我们将更有可能找到一盒照片。
Likewise with retrieval practice.
与检索练习一样。
All the cognitive processing it creates, which can be a struggle, strengthens memories and make them more likely to be retrieved in the future.
它所创造的所有认知过程，可能是一场斗争，会加强记忆，并使它们更有可能在未来被找回。
In basic ways, the act of retrieving a memory is a learning event.
从基本方面来说，检索记忆的行为是一个学习事件。
But there is an important caveat to consider.
但有一个重要的警告需要考虑。
It has to do with the retrieval cues used to recall the memories.
它与用于回忆记忆的检索线索有关。
It makes a difference where the retrieval cue comes from.
它在检索提示来自哪里方面有所不同。
It could be an outside source like a question in a book or on a study guide, or even a teacher's verbal question.
它可能是一本外部资料，如书本或学习指南中的问题，甚至是教师的口头问题。
Those prompts or cues are what the learner then uses to search their memory.
这些提示或线索是学习者用来搜索记忆的东西。
For example, a history student might study for a test by rereading material they highlighted in their text or looking over their notes or even reading textbook passages.
例如，历史专业的学生可能会通过重读他们在文本中突出显示的材料或查看他们的笔记或甚至阅读教科书段落来学习测试。
These are three of the most common study strategies used by students.
这是学生使用的三种最常见的学习策略。
The recall cues used to retrieve the relevant information in their memory comes from the text or the notes themselves.
用于检索记忆中相关信息的召回提示来自文本或笔记本身。
We call this cued recall because the learner is being cued or prompted by these outside sources.
我们称之为召回提示，因为学习者正被这些外部消息来源提示或提醒。
On the other hand, the learner can supply the retrieval cues.
另一方面，学习者可以提供检索提示。
In this case, the student first tries to recall what they remember about the important material in their text or notes without looking at them.
在这种情况下，学生首先试图回忆他们对文本或笔记中的重要内容的记忆，而不看它们。
They would ask themselves, "What are the most important ideas "in my notes or what I highlighted "that I need to remember for tomorrow's test?" We call this free recall.
他们会在我的笔记中问自己：“什么是最重要的想法”，或者我强调“我需要记住为了明天的测试？” 我们称之为自由回忆。
The cues are entirely coming from the learner.
线索完全来自学习者。
If we hearken back to the dark storage room analogy, during free recall, the learner is the one holding the flashlight, looking for the wanted item in the room and also doing the work finding it.
如果我们回到黑暗的储藏室比喻，在自由回忆期间，学习者是拿着手电筒的人，在房间里寻找想要的物品，并且在做这项工作。
In cued recall, someone else is holding the flashlight and the learner is much less active.
在线索回忆中，别人正在拿着手电筒，学习者的活动也少得多。
Free recall is usually much harder for the learner because they have to struggle to find the information without the benefit of specific cues.
对于学习者来说，自由回忆通常要困难得多，因为他们必须努力寻找没有特定线索的信息的信息。
But it's precisely in that struggle where the learning happens, for all the reasons we've described.
但正是在这种的斗争中发生学习，出于我们所描述的所有原因。
Unfortunately, cued recall often creates the illusion of knowing in learners.
不幸的是，提示回忆经常会在学习者中产生认识的错觉。
They look at their highlighted text or notes and these cues help them go directly to those areas in their long-term memory containing that information.
他们看着他们突出显示的文字或笔记，这些线索帮助他们直接进入包含该信息的长期记忆中的这些区域。
They find that information if it's there and affirm its presence and then move on.
他们发现那些信息，并确认其存在，然后继续前进。
Little if any cognitive processing or struggle happens, but this act of recognition does little to strengthen and consolidate the memory.
如果发生任何认知处理或斗争，这一点很少，但这种表现对加强和巩固记忆没有多大作用。
It's not that cued recall has no positive learning attributes.
这不是说线索回忆没有积极的学习属性。
It just doesn't have the significant learning benefits of free recall.
它只是没有自由回忆的重要学习好处。
So, how we do incorporate this understanding of retrieval practice in our teaching? It's actually fairly simple.
那么，我们如何将这种对检索实践的理解融入到我们的教学中？这其实很简单。
We encourage students to practice retrieval whenever they can, both in and out of class.
我们鼓励学生尽可能在课堂内外进行检索。
Here are some examples.
这里有些例子。
The beginning of class is a good time to do your retrieval practice.
课堂开始是进行检索练习的好时机。
If the students had a homework reading or problem set, ask them to think about the most important concept or skills they learned.
如果学生有作业阅读或问题集，请让他们思考他们学到的最重要的概念或技能。
Be sure they know they can't look at their notes or readings as they do this.
确保他们知道他们无法看到他们的笔记或阅读，当他们这样做。
You could also ask them to recall the most important ideas we talked about in class yesterday.
你也可以让他们回想一下我们昨天在课堂上谈到的最重要的想法。
Be sure to have students think first on their own and perhaps write down what they come up with.
一定要让学生先自己思考，也许写下他们的想法。
Remember, you want them to struggle some, and let them know that struggle is okay and even productive.
请记住，你希望他们挣扎一些，让他们知道斗争是可以的，甚至是有生产力的。
Once they've thought for a bit, they could share their thoughts with a partner and compare notes.
一旦他们想到了一点，他们可以与合作伙伴分享他们的想法并比较笔记。
This is another form of cognitive processing.
这是认知处理的另一种形式。
So far, we've used no more than four or five minutes of class time.
到目前为止，我们所用的课程时间不超过四五分钟。
Next, you could talk as a whole class or students could go back and review their notes or reading.
接下来，你可以作为一个整体课堂讲话，或者学生可以回去复习他们的笔记或阅读。
However you do it, you want them to be sure to check on whether their retrieval was both accurate and complete.
然而，你这样做，你希望他们确定检查他们的检索是否准确和完整。
This is a key point.
这是一个关键点。
Students must always have some way to verify the quality of their retrieval practice.
学生必须总是有一些方法来验证他们的检索练习的质量。
We wanna be sure they confirm what they know and identify what they may have forgotten or misconstrued.
我们要确保他们确认他们所知道的内容，并确定他们可能忘记或误解了他们的内容。
You're probably thinking, "This takes a lotta time." Well, yes and no, depending on the nature of the material we're dealing with.
你可能会想，“这需要很多时间。” 嗯，是的，不是，取决于我们处理的材料的性质。
It could take anywhere from five to 15 minutes, but the long-term learning gains for the students are well worth the investment of time.
这可能需要5到15分钟的时间，但学生的长期学习收益非常值得投入时间。
And let me emphasize, the gains are in long-term memory storage and in the ability to flexibly retrieve what's in our memory.
让我强调一下，这些收益是在长期记忆储存和灵活检索我们记忆中的能力上。
What we call forgetting is often an inability to retrieve what's in memory or was never consolidated in memory in a durable way.
我们所说的遗忘通常是无法检索记忆中的内容，或者永远无法以持久的方式整合到记忆中。
Here's another example.
这是另一个例子。
During a class discussion or lecture, you could pause partway through and ask students to think about their questions or the most important things that have been said thus far.
在课堂讨论或讲座期间，你可以暂停一下，让学生思考他们的问题或迄今为止所说的最重要的事情。
Writing this down, drawing a diagram or concept map, or talking with a neighbor will help solidify the learning.
写下来，绘制图表或概念图，或与邻居交谈将有助于巩固学习。
Teachers need to encourage students to use retrieval practice during homework, pausing periodically to free recall the most important ideas they've been learning.
教师需要鼓励学生在作业期间使用检索练习，定期暂停以回忆他们已经学习的最重要的想法。
After doing a homework reading or problem set, students can move on to other homework but then circle back and try to recall the most important ideas and concepts they studied before.
在完成作业阅读或问题集之后，学生可以继续进行其他作业，但之后回过头去尝试回忆他们之前研究过的最重要的想法和概念。
Expecting and teaching students to develop these habits of studying should become a part of your teaching repertoire, even though you're not usually with your students when they do their homework.
期望并教导学生培养这些学习习惯应该成为你教学曲目的一部分，即使你在做作业时通常不会和你的学生在一起。
In other words, you take class time to help students become more effective learners when they're away from you.
换句话说，你需要上课时间帮助学生在离开你的时候变得更有效率。
Recall that the growth mindset is only useful in enhancing student learning if the mindset is accompanied by effective effort.
回想一下，如果思维模式伴随着有效的努力，那么成长思维只会对提高学生的学习有用。
The nice thing about retrieval practice is that it's portable.
关于检索练习的好处是它是可移植的。
Students can do it anywhere: sitting on the bus, standing in line, taking a shower, even right before falling asleep.
学生可以在任何地方做到这一点：坐在公共汽车上，排队，洗澡，甚至在睡着之前。
A few caveats before we move on to spaced practice, the next learning strategy.
在我们开始进行间隔练习之前，有一些注意事项是下一个学习策略。
First, as we've said, it's essential that students receive feedback about the accuracy and completeness of their retrieval practice.
首先，正如我们所说，学生必须收到有关其检索练习的准确性和完整性的反馈。
Second, it's important that retrieval practice isn't graded.
其次，检索实践不分级是很重要的。
We're not advocating simply doing a lot of quizzing.
我们不主张仅仅进行大量的测验。
Retrieval practice is a learning strategy, not an assessment form.
检索实践是一种学习策略，而不是评估形式。
We want students to use it whenever they can.
我们希望学生在任何时候都能使用它。
By grading retrieval practice, anxiety, and other performance issues become attached to what should be a remarkably effective and flexible formative tool for learning.
通过对检索练习进行分级，焦虑和其他表现问题成为了一个非常有效和灵活的学习形式工具。
Finally, it's important that students have something in memory to retrieve in the first place.
最后，重要的是学生有记忆的东西来检索。
If they don't know how to strategically read, for example, they may come into class with very little in memory after reading a homework assignment.
例如，如果他们不知道如何进行策略性阅读，例如，他们可能会在阅读家庭作业后很少记到脑中。
That's why knowing how to actively learn in the ways we've discussed in this course is important.
这就是为什么知道如何主动学习本课程中讨论的方法非常重要。
Finally, done appropriately, retrieval practice is difficult and it involves struggle.
最后，做得适当，检索实践很困难，充满了斗争。
Let students know that this struggle is good for learning.
让学生知道这场斗争对学习有好处。
Durable and long-lasting learning that can be retrieved and used later when we need it doesn't happen easily.
持久和长久的学习可以在我们需要时随时检索和使用，这种学习不容易发生。
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