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！
Learning to Learn
学习如何学习
What are some effective learning strategies for students? Research in cognitive science has identified three that are particularly useful and easy for students to apply.
什么是对学生有效的学习策略？认知科学研究已经确定了三个对学生来说特别有用和容易应用的研究。
They are retrieval practice, spaced practice and interleaving.
它们是检索练习，间隔练习和交错。
The nice thing is that with some planning, they all are also easy for our students to learn and use.
好的一点是，通过一些计划，他们对我们的学生来说也很容易学习和使用。
Recall that learning we can transfer beyond the immediate involves not only encoding memories but also retrieving them.
回想一下，我们可以转移到直接涉及的学习不仅要编码记忆，而且还要检索记忆。
All three of these strategies, to varying degrees, involve getting information into students' heads as well as getting it out.
所有这三种策略在不同程度上都涉及将信息输入到学生的脑海中，并将其发布出去。
We'll begin with retrieval practice.
我们将从检索练习开始。
Retrieval practice involves calling information to mind that's been stored previously in long-term memory.
检索实践涉及提取以前存储在长期记忆中的信息。
When we say calling information to mind, we mean bringing it into working memory.
当我们说要把信息放在脑海时，我们的意思是把它带入工作记忆。
Before we go any further, let's review the model of memory we have developed previously in this course.
在我们继续之前，让我们回顾一下我们之前在本课程中开发的记忆模型。【再次复习】
It's important to understand that we encode memories through the dialogue between working memory and long-term memory.
理解我们通过工作记忆和长期记忆之间的对话来编码记忆非常重要。
We previously used the phrase you have to think to learn with regard to memory formation.
That's what active learning is all about.
我们以前使用过你必须通过思考形成记忆的短语。这就是主动学习的全部内容。
Importantly, and perhaps not immediately apparent, an active memory retrieval can actually improve memory and boost learning.
重要的是，也许并不明显，主动记忆检索实际上可以提高记忆力并促进学习。【不断的练习检索，也是记忆的一个输入输出过程】
For example, if a student is assigned a reading as a homework assignment, they often highlight or annotate the text or take notes, then they may reread their highlights or notes or maybe even reread the assignment.
例如，如果学生被分配阅读作为家庭作业，他们通常会突出显示或注释文本或做笔记，然后他们可能会重读其亮点或笔记，或者甚至可能重读任务。
But cognitive scientists would urge us to reconsider this strategy.
但认知科学家会敦促我们重新考虑这一策略。
They have found a far more effective way to improve memory and learning through retrieval practice.
他们发现了一种更有效的方法来通过检索练习来改善记忆和学习。【anki卡片法就是基于这样的原理】
Retrieval practice involves the following: after students read an assignment for the first time and take notes, they would put the notes away, and try to recall the most important ideas and information they wrote down.
检索练习包括以下内容：在学生第一次阅读作业并做笔记后，他们会将笔记放在一边，并尝试回忆他们写下的最重要的想法和信息。
Or if they annotated their text, they would keep the book closed and try to remember what they annotated and why.
或者如果他们注释他们的文本，他们会保持合上图书，并试图记住他们注释了什么，为什么。
They could do both of these by trying to write down what they retrieved, talk out loud to themselves or someone else, sketch something or simply think about it in their head.
他们可以通过试图写下他们检索的内容来做这两件事，大声说出自己或别人的意见，勾勒出一些事情，或者只是在脑海中想一想。
That is, in their working memory.
也就是说，在他们的工作记忆中。
Then they would go back to their text, notes or annotations and see how accurate and complete their retrieval practice was.
然后他们会回到他们的文本，笔记或注释，看看他们的检索回忆有多准确和完整。
Trying to simply recall information is a lot harder than rereading a text or looking at notes, but it's precisely that struggle to recall that improves our memory.
试图简单回忆信息比重读文字或看笔记困难得多，但正是这种回忆的努力改善了我们的记忆力。
How does retrieval practice work? Well, at least in four ways.
检索实践如何工作？那么，至少在四个方面。
First, as we indicated, the act of retrieving a memory modifies it.
首先，正如我们所表明的那样，检索记忆的行为会改变它。
We don't store memories like little video and audio files.
我们不存储像小视频和音频文件的记忆。
Instead, when we retrieve a memory of any complexity, we actually construct it from the memory traces that constituted it when it was first made.
相反，当我们检索任何复杂的记忆时，我们实际上是从它在第一次创建时构成它的记忆轨迹构造它。
This means by struggling to retrieve a memory, we usually strengthen it, since it's being reassembled.
这意味着通过努力获取记忆，我们通常会加强它，因为它正在重新组装。
Second, when we go searching for a memory without the outside retrieval cues of our notes or the text or a teacher's prompt, we're usually creating a new retrieval pathway to find that memory.
其次，当我们寻找记忆时没有我们笔记的外部检索线索或文本或教师的提示时，我们通常会创建一个新的检索途径来找到记忆。
That means the next time we can rely on our own retrieval cues to find it, not some outside source.
这意味着下一次我们可以依靠自己的检索线索来找到它，而不是一些外部来源。
Third, by searching for the memory, we're also likely to activate related information, and this can organize and create links in ways that might make it easier to retrieve the target information next time.
第三，通过搜索记忆，我们也可能会激活相关信息，并且可以通过组织和创建链接可更容易在下次检索目标信息时检索到。
It's sort of like going into a storage room and looking for something, and in the process, you tidy things up a bit.
这就像进入储藏室寻找东西，在这个过程中，你会整理一些东西。
Fourth, when a student fails to retrieve the intended information, this failure is actually useful.
第四，当学生未能检索到预期的信息时，这种失败实际上是有用的。
It points out missing or inaccessible information that needs to be remediated with further study.
它指出缺少或无法访问的信息需要进一步研究来修复。
All of this strengthens the memory and makes it more likely to be retrieved in the future.
所有这些都增强了记忆力，并使其更有可能在未来得到恢复。
Retrieval of memories is therefore a learning event and considerably more powerful than rereading notes or highlights or annotations.
因此检索记忆是一种学习事件，并且比重读笔记或突出显示或注释强大得多。
The most important reason for this is that simply rereading our notes, the retrieval cues come from those outside sources themselves, and there's much less struggle, therefore, to find the information.
其中最重要的原因是，仅仅重读我们的笔记，检索线索来自外部来源本身，因此找到信息的斗争要少得多。
This makes it seem easier.
这使它看起来更容易。
There's less struggle, but the unfortunate result is that this ease of recognition makes us feel like we're learning more, when in fact, we're learning less, especially in a long-term way.
虽然斗争较少，但不幸的结果是，这种容易识别让我们觉得我们正在学习更多东西，事实上，我们学习得更少，尤其是长期的。
The research is very clear about this for learners of all ages and is most pronounced for memories we want to retrieve weeks or months later.
对于所有年龄段的学习者来说，研究都非常清楚，对于我们希望在数周或数月后检索的记忆最为明显。
A few suggestions and caveats before we move on to the next learning strategy.
在我们转向下一个学习策略之前，提出一些建议和警告。
First, it's important that students receive feedback about the accuracy and completeness of their retrieval practice.
首先，重要的是学生必须收到有关其检索练习的准确性和完整性的反馈意见。
This feedback can come through discussion with the teacher, through teacher-provided answer keys, from peers or by students referring back to their own notes, annotations and readings.
这种反馈可以通过与老师讨论，通过老师提供的关键词，来自同行或学生参考他们自己的笔记，注释和阅读材料。
Another important aspect of retrieval practice is that it shouldn't be graded.
检索实践的另一个重要方面是它不应该被评分。【这是什么意思？】
It's a learning strategy that you want to encourage your students to use whenever they can.
这是一种学习策略，您希望鼓励学生任何时候都尽可能使用它。
By grading it, the anxiety and other performance issues become attached to what should be a remarkably effective and flexible formative tool for learning.
通过评分，焦虑和其他表现问题将成为一个非常有效和灵活的学习形式工具。
In fact, retrieval practice reduces test anxiety because students become used to and more confident retrieving what they know from their memory.
事实上，检索练习可以减少考试焦虑，因为学生习惯于更加自信地回忆自己记忆中的知识。
It's also important that students have something in memory to retrieve in the first place.
同样重要的是，首先学生有记忆的东西来检索。【脑子中没有东西，检索什么呀】
If they don't know how to strategically read, for example, they may come into class with very little in their memory.
例如，如果他们不知道如何进行战略性阅读，他们可能会带很少记忆来上课。
This means knowing how to create an ongoing dialogue between working memory and long-term memory as they do homework and classwork.
这意味着知道如何在工作记忆和长期记忆之间建立持续的对话，他们在做家庭作业和作业的时候。【的确课前预习很重要，也从来没人教怎么预习】
Finally, done appropriately, retrieval practice is difficult and involves struggle.
最后，做得适当，检索实践很困难，充满了斗争。
We need to let students know that this struggle is good.
我们需要让学生知道这场斗争是好的。
Struggle and even confusion are signs that learning is going on, as long as you have created a supportive and feedback-rich environment for them to learn in.
只要你创造了一个支持性和反馈丰富的环境供他们学习，斗争和混乱就是学习正在发生的迹象。
If I had one learning strategy to teach my students, it would be retrieval practice.
如果我有一个学习策略来教我的学生，这将是检索练习。
Our students' most common way to study, and study habit surveys confirm this, is called massed practice, or more vividly, cramming.
我们的学生最常见的学习方式和习惯调查研究证实了这一点，被称为临时突击，或更加生动地叫临时抱佛脚。
It usually involves students intensively studying, often the night before, and then taking a test or turning in a paper and hoping for the best.
通常情况下，学生通常会在考试前一天晚上深入学习，然后参加考试或翻阅论文，并希望获得最佳答案。
As we mentioned earlier, the problem from a learning standpoint is that it actually seems to work much of the time.
正如我们前面提到的，从学习的角度来看，问题实际上似乎很多时候都有效。
Students will often do okay or even excellent on the test, but sad to say, they don't remember much a few weeks later.
学生通常会在考试中表现出色，甚至表现出色，但可悲的是，几周后他们不记得了。
In this way, an ineffective learning strategy is reinforced.
通过这种方式，一个无效的学习策略得到加强。
This is because cramming, or massed practice, doesn't work for creating long-term memories.
这是因为填塞或集体练习对创造长期记忆不起作用。
Unless we as teachers place a high value on enduring learning, it will be difficult to change this practice in our schools.
除非我们作为教师高度重视持久的学习，否则在我们的学校很难改变这种做法。
One of the oldest and most powerful research bases in cognitive science has to do with the opposite of cramming, spaced or distributive practice.
认知科学中最古老和最强大的研究基础之一与临时抱佛脚式学习相反，间隔或分配实践。
Over a century ago, studies demonstrated that spacing out learning sessions in shorter intervals is a much better way to develop long-term memories.
一个多世纪以前，研究表明，在较短的时间间隔内进行学习课程是发展长期记忆的好方法。
The reason that spaced practice works so well for creating durable memories has several explanations.
间隔练习对于创造持久记忆效果如此之好的原因有几点解释。
The first is that it takes advantage of the usefulness of retrieval practice.
首先是它利用了检索实践的有用性。
The more often we practice recalling memories from long-term memory, the easier we are able to access it, and the more resistant it becomes to forgetting.
我们越是经常练习从长期记忆中回忆记忆，我们能够更容易地接触它，相反则更容易忘记。
In addition, each new retrieval probably occurs in a different context, unlike massed practice, which usually happens in the same context.
另外，每个新的检索都可能发生在不同的环境中，而不像集体实践，这通常发生在同一个环境中。
These varied contexts of distributed practices also help with retrieval in terms of providing alternative recall pathways.
这些不同的分布式实践环境也有助于提供不同的回忆提取途径。
Another important reason, as we discussed previously, is the act of retrieval is an act of memory modification and reorganization.
我们之前讨论过的另一个重要原因是检索行为是记忆修改和重组行为。
Each retrieval consolidates in new memories and strengthens them.
每次检索巩固新的记忆并加强它们。
This implications for our students are clear.
这对我们学生的影响很明显。
We need to help our students space their learning when they study.
我们需要帮助我们的学生在学习时放置他们的学习空间。
There are several questions that teachers often ask about helping students develop the habit of spaced practice.
教师经常会问几个问题，帮助学生养成间隔练习的习惯。
First, how long should the spacing gaps be? It mostly depends on how long you want students to remember the material.
首先，间隔应该多长时间？它主要取决于你想让学生记住材料的时间。
If the information needs to be remembered for a short time, then shorter gaps make sense.
如果需要短时间记住这些信息，那么缩短差距是有道理的。
For longer retention times, involving months or even years later, the longer the spaced learning gaps the better.
对于较长的保留时间，涉及几个月甚至几年后，间隔学习差距越长越好。
That is, as long as the gaps aren't too long so that significant forgetting occurs.
也就是说，只要差距不会太长，以致发生重大遗忘。
Next, how frequent should the spacing gaps be? Within the limits of classroom and student study time, the more the better.
接下来，间距频率应该多大？在课堂和学生的学习时间范围内，越多越好。
It is simply the nature of how our memory works that forgetting is going to happen.
这只是我们的记忆如何工作的本质，遗忘正在发生。
We know from our own personal learning experience as teachers, that the more we review something over time, the more enduring and usable the memories are, and the easier relearning becomes.
我们从自己作为教师的个人学习经历中了解到，随着时间的推移，我们回顾的内容越多，记忆越具有持久性和可用性，并且越容易重新学习。
Finally, how can we help our students practice spaced learning? Besides our own distributed practice teaching strategies, which we'll discuss in another session, helping students plan and manage their time so they can build in spaced learning events is key.
最后，我们如何帮助我们的学生练习间隔学习？除了我们自己的分布式实践教学策略外，我们将在另一节课程中讨论这些策略，帮助学生规划和管理他们的时间，以便他们可以建立间隔的学习活动是关键。
You can even embed this as part of your homework regiment.
你甚至可以把它作为你家庭作业团的一部分。
However you do it, students will soon find that spaced practice is a powerful way to enhance their learning.
然而，你这样做，学生很快就会发现间隔练习是提高学习效率的有效方法。
It takes no more time than cramming, and it results in much better long-term results.
它不会比突击考试花更多的时间，而且会产生更好的长期结果。
Our third highly effective learning strategy for students is a variation of spaced practice called interleaving.
我们针对学生的第三个高效学习策略是间隔练习的一种变体，称为交错。
This involves not only distributing practice over time, but also changing the order of materials studied across different topics.
这不仅涉及随着时间的推移分配实践，而且涉及改变不同主题研究的材料的顺序。
As a consequence, an hour of homework in three subjects becomes six 30-minute sessions, alternating the different subjects.
结果，一个小时的三个学科作业成为六个30分钟的课程，交替不同的科目。
It may seem harder or less useful at first glance, but switching from one subject to another combines the memory advantages of both spaced practice and retrieval practice.
乍看起来似乎更难或更不有用，但从一个主题切换到另一个主题结合了间隔练习和检索练习的记忆优势。【这点和之前的多任务处理应该是不一样的】
A few caveats about interleaving, however.
然而，关于交错的一些注意事项。
Don't switch too much or have intervals that are too short.
请勿切换太多或间隔太短。【这样时间都浪费在切换了】
Twenty to 30-minute blocks are probably the shortest to use.
20到30分钟的时间可能是最短的间隔不能再少了呀。
Otherwise, the negative aspects of multitasking, as we've discussed previously, can come into play.
否则，正如我们以前讨论的那样，多任务的负面影响可以发挥作用。
In addition, being efficient in the transitions between study bouts that are interleaved is key.
此外，在交叉学习比赛之间进行转换的效率非常关键。
Much time can be lost if you're not careful.
如果你不小心，可能会浪费很多时间。
Interleaving is the most complicated and counterintuitive of our three learning strategies, but once students try it, they will immediately see its benefits.
交错是我们三种学习策略中最复杂和违反直觉的方法，但是一旦学生尝试过，他们会立即看到它的好处。
This ends our examination of three highly effective study strategies that our students can use to become more effective learners.
这结束了我们对三种高效学习策略的考察，我们的学生可以用它们来成为更有效的学习者。
We hope you will try these strategies in the coming days with your class.
我们希望你能在未来的日子里与你的班级一起尝试这些策略。
You will see in the next series of sessions how we will use these same strategies to design more effective learning experiences for students.
您将在下一系列课程中看到我们将如何使用这些相同的策略为学生设计更有效的学习体验。
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