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！
Making Memorie.
产生记忆
How do we help our students create memories that last and can be retrieved when they need them.
我们如何帮助我们的学生产生持续可随时调用的记忆。
Cognitive scientist Daniel Willingham in his book Why Students Don't Like School makes the simple but profound statement, "Memory is the residue of thought." Let's explore the deeper meaning of what he is saying.
认知科学家Daniel Willingham在他的“为什么学生不喜欢学校”一书中做出了简单而深刻的陈述，“记忆是思想的残余。” 让我们来探索他所说的更深层的意义。
We'll begin by reviewing the elements of the simple model of memory we described in earlier sessions.
我们首先回顾一下在早期课程中描述的简单记忆模型的元素。
Incoming information is perceived by our senses and whittled down by our attentional filters.
传入的信息被我们的感官所感知，并被注意力过滤削弱。
As this information enters working memory, it can begin to be processed in interaction with long term memory.
当这些信息进入工作记忆时，它可以开始与长期记忆相互作用。
If it's not, within a relatively short period of time, it will be lost, since our working memory lasts usually less than 30 seconds.
如果不是，在相对较短的时间内，它会丢失，因为我们的工作记忆持续时间通常少于30秒。
This is why students can be paying rapt attention to what is going on around them in class, like listening to their teacher present a lesson, but at the end of 15 minutes, not remember much of anything.
这就是为什么学生可以在课堂上对周围发生的事情表现出高度的关注，比如听老师上课，但在最后结束15分钟时，却不记得什么。
How is this possible? If students haven't engaged and processed in an active way what they are hearing or seeing, it's simply lost as it disappears from short term memory.
这怎么可能？如果学生没有积极参与和处理他们所听到或看到的内容，它就会因短期记忆消失而丢失。【很专心的在听，但是问你听到什么时发现说不出来呢】
But what do we mean by process in an active way? Well, to learn something, that is, to make durable memories, we need to transfer information from working memory into our long term memory.
但是，我们说的通过积极的方式进行处理意味着什么？那么，为了学习一些东西，也就是说，要想获得持久的记忆，我们需要将工作记忆中的信息转化为我们的长期记忆。
In other words, to link the new to what is already existing in our memories, as we discussed in the last session.
换句话说，就像我们在上一课程上讨论的那样，将新事物与我们记忆中已经存在的事物联系起来。
How do we do this? Most often by consciously processing it.
我们如何做到这一点？大多数情况下通过有意识地处理它。
This means to think about the new information entering initially into our working memory by reaching into long term memory to connect it meaningfully with prior knowledge and memories.
这意味着通过思考最初进入我们工作记忆的新信息，为了让其深入到长期记忆中，有意识地将其与先前的知识和记忆联系起来。
The more we do this thinking and processing between working and long term memory, the more likely it will stick.
我们在工作和长期记忆之间进行这种思考和处理的越多，它就越有可能坚持下去。
Let me give you a simple example.
让我给你一个简单的例子。
What comes to mind when I say the word friend? Take some time to think.
当我说朋友这个词时你想到什么？花点时间思考。
My question initially caused you to think about the meaning of the word, and then you began to relate that meaning to other words and concepts.
我的问题最初引起你思考这个词的意思，然后你开始将这个意义与其他词汇和概念联系起来。
What does it mean to be a friend? Who are my friends and how do I know? Who is my best friend, and so on? That dynamic network of associations and connections you conjured is a form of deep processing.
称为朋友意味着什么？谁是我的朋友，我怎么知道？谁是我最好的朋友，等等？你所说的那种动态的关联和联系网络是一种深度处理的形式。
If I then asked you later, do you remember the word I asked you to think about a few days ago? You would probably have a good chance of remembering it because of that act of processing.
如果我以后问过你，你还记得我前几天让你想到的那个词吗？由于这种处理行为，你可能很有机会记住它。
On the other hand, you could process the same word in a shallow way.
另一方面，你可以用浅显的方式处理相同的单词。
I could ask you to count how many letters the word friend has, and how many vowels, then have you spell it backwards and arrange its letters in alphabetical order, all aspects of the word that are largely devoid of meaning and context.
我可以要求你计算朋友这个词有多少个字母，有多少元音，然后你拼写它们，按字母顺序排列它们的字母，这个词的所有这些方面基本上没有意义和背景。
You will probably be much less likely later to remember that friend was the word I asked you about.
以后你可能不太可能记得那个朋友是我问你的那个词。【这大概就是我记单词总记不住的原因吧，不能总是记如何读如何拼写，要输入相关联的信息以便回想啊】
Another example of a form of deep processing would be if I gave you a list of 10 words and asked you to memorize them in two minutes.
另一个深度处理形式的例子是，如果我给了你一个10个单词的清单，并要求你在两分钟内记住它们。
You could probably do it, but it would likely be easier if you made a story out of them, a not uncommon mnemonic strategy.
你也许可以这样做，但如果你从他们那里创造了一个故事，这可能会更容易一些，这是一种罕见的助记策略。【记忆宫殿啊之类的方法以前一直以为不科学呢原来是这样】
For example, you could imagine a car crashing through a gigantic stretched out map and on the other side is a toy top spinning precariously on a cable floating in midair, and underneath the top is a policeman standing on one hand while looking at a pocket watch held up in his other hand, and he then suddenly spits out a blue blob that slowly floats away, or something like that, you get the idea.
例如，你可以想象一辆汽车撞击通过一张巨大的伸展地图，而另一边则是一个玩具陀螺，飘浮在半空中的缆绳上摇摆不定，而在陀螺下面是一名警察站在一边看着怀表然后他突然吐出一个慢慢漂浮的蓝色斑点，或者类似的东西，你想到的。
The process of thinking about how to connect the new information, the list of words, to information from your long term memory in some sort of narrative is what will make the words more memorable.
思考如何通过某种叙事方式将新信息，单词列表与长期记忆中的信息联系起来的过程，将使这些单词更加难忘。
This process is often called elaborative rehearsal.
这个过程通常被称为煞费苦心的排演。
By creating an active dialogue between working memory and long term memory, by thinking to learn, we extend, elaborate, connect, modify, and/or consolidate new memories.
通过在工作记忆和长期记忆之间建立积极对话，通过思考学习，我们扩展，阐述，连接，修改和/或巩固新的记忆。
What's created and remains as a result of this thought are memories, or residues in Willingham's terms, linked to previously existing knowledge.
由于这种想法而产生和留下的是回忆或Willingham术语中的残余，与先前存在的知识相关联。
Memory is the residue of thought.
记忆是思考的残余。
The more our students think about what they are learning by asking themselves questions to link new knowledge to old and working to put things into their own words, the more enduring will be the memories they make.
我们的学生越多的思考他们通过问自己问题思考自己在学什么，将新知识与旧事物联系起来，并将新事情融入他们自己的语言中，他们所留下的持久的记忆就越多。【费曼方法也是同样的道理呢】
Here's a corollary to this principle of learning, one that may seem counter-intuitive.
这是对这种学习原理的推论，可能看起来与直觉相反。
Deep and enduring learning is almost always effortful and difficult.
深入持久的学习几乎总是持久努力和困难。
Making mistakes and errors, even being confused can be good for learning, that is, if in the process of correcting the mistakes, thinking about the errors, and resolving confusion, active processing happens in just the way we have described.
犯错误和出错，即使被困惑也可能对学习有好处，也就是说，如果在纠正错误，思考错误和解决困惑的过程中，主动处理过程就像我们之前所描述的那样发生。
These struggles can actually enhance learning.
这些斗争实际上可以增强学习。
The cognitive scientists Robert and Elizabeth Bjork call this desirable difficulties, intentionally created by teachers.
认知科学家Robert和Elizabeth Bjork 称这种由教师故意创造的理想困难。
When learning is easy and not very effortful, probably not much long-term learning is happening because the new knowledge is not being as actively processed and meaningfully linked to prior knowledge in the learner's memory.
当学习很容易而且不是很费力的时候，可能没有太多的长期学习正在发生，因为新知识没有像在学习者记忆中的先前知识那样被积极处理并且有意义地联系起来。
That said, it is important to note that not all forms of confusion and struggle are always productive, and not all difficulties are desirable.
也就是说，重要的是要指出，并非所有形式的困惑和斗争总是富有成效的，并非所有困难都是可取的。
Difficulties that engage deeper processing within the learner's capacities are good.
在学习者的能力范围内深入处理困难是很好的。
Difficulties that simply cause learners to wallow in frustration are not.
只会导致学习者陷入挫折的困难不是好的困难。【所以学习不能学太难的容易产生挫折而无法进入长期记忆，无效学习】
You need to be the judge of when desirable difficulties turn into undesirable ones.
你需要成为判断什么是合理的困难以及什么是不合理的困难的那个人。
John Dewey in his book Democracy and Education said over a century ago this about learning, "Give the pupils something to do, not something to learn, "and if the doing is of such a nature as to demand thinking, "learning naturally results." We have to think to learn if we want our students to learn in enduring and transferable ways.
John Dewey在一个世纪以前他的着作“民主与教育”一书中说道，学习的内容是“给学生一些事情去做，而不是给他们一些去学”，如果这种行为具有需求思维的性质，“学习自然而然地就有结果。 “ 如果我们希望我们的学生以持久和可转移的方式学习，我们必须研究如何学习。【带着被解决问题的需求去思考去做而非单独孤立的去学】
As you can imagine, there are numerous instructional strategies to help our students create long term memories.
正如你所想象的，有许多教学策略可以帮助我们的学生创造长期记忆。
Many you no doubt already use.
许多方法你毫无疑问的已经使用了。
Please refer to the Teaching Strategies section under Making Enduring Memories for more examples.
有关更多示例，请参阅产生持久记忆中的教学策略部分。
We'll also discuss different forms of deep processing and thinking to learn in week four of our course.
我们还将在课程的第四周讨论不同形式的深度处理和思考。
In the next session we are going to learn about how memories are retrieved and what this means for our teaching practices.
在下一次课程中，我们将学习如何检索记忆以及这对我们的教学实践意味着什么。
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