理解记忆法对初中生学习效率的影响_英语毕业论文.doc

the effects of the memory-through-understanding method on junior middle school students learning efficiencyabstract: in the process of english learning, it is evitable to memorize new vocabulary and recite passage. however, difficultly remembering words and texts is still a hard nut to crack for many english learners. how to effectively memorize new words for a long time and scientific to learn english has become an urgent problem to settle during the english teaching. this research paper has explored and discuss that how the memory-through-understanding method affects the junior middle school students learning efficiency. choose two classes of students as the subjects of this study and respectively use two different memory methods to guide them to learn: the memory-through-understanding method and the mechanical memory method. a period of time later, take two tests to check the students learning effects, one is the vocabulary dictation test, another is the unit examination. then, observe these students reactions and their test scores disparity, and analyze the different results of these two groups have presented. the research tries to solve following two questions. does the memory-through-understanding method applied to memorize vocabulary more effectively and solidly? will the students who are guided the memory-through-understanding method to learn get better grades in the examination?through analyze and study the data from the two tests, we can see that adopting two different memory methods will produce two different effects. the students who applied the memory-through-understanding method display a better performance. besides, they also obtain better results in the examination than those who apply the traditional memory method.however, because of the restriction of requirements and the limitation of time, the study is not perfect. so the method is still need to be tested and improved by our actual teaching. key words: effect; the memory- through-understanding method; learning efficiency; english teaching理解记忆法对初中生学习效率的影响提要：在学习英语的过程中，少不了对单词和文章的背诵。然而，单词难记，文章难背却是众多英语学习者的很头痛的问题。如何长久有效地记单词，用正确的方法学英语成为英语教学中亟待解决的问题。这篇论文所要探讨的是记忆方法是如何影响初中生学习效率的，研究选取了两个班的学生为实验对象，分别对这两个班进行不同的记忆方法指导学习：理解记忆法和机械记忆法。一段时间后，通过举行两次测试来检验他们的学习效果，一个是文章听写测试，另一个是单元测试。然后，观察这些学生的反应和他们测试分数的差距，分析这两个班出现的不同结果。该研究主要解决以下两个问题： 使用理解记忆这一方法来记单词是否更有效？ 在课堂中实行了理解记忆法指导教学的学生在考试中成绩是否更好？通过分析两次测试的数据，可以看出：运用不同的记忆方法会产生不同的效果。使用理解记忆法的学生单词记得更牢固，效果更好。此外，在考试中成绩也明显比用传统记忆法的学生更好。因此笔者认为，在英语教学中应该通过一些科学的方法和策略培养学生的记忆能力以此来提高学习效率。由于条件的制约和时间的限制，本研究无法做到尽善尽美，因此还需要更多的教学者在实际教学中对该记忆方法加以验证和改善。关键字：影响；理解记忆法；学习效率；英语教学 contentsabstracti提 要iicontentsiiiintroduction11 key concepts11.1 the definition of the memory-through-understanding method21.2 the features of the memory-through-understanding method21.3 significance of the study32 literature review32.1 the memory-through-understanding method study abroad32.2 the memory-through-understanding method study at home52.3 relationship between the method and learning efficiency63 methodologies63.1 subjects63.2 instruments73.3 research hypotheses73.4 procedures73.4.1 the practicable approach to this research73.4.2 the main steps for class a73.4.3 the main steps for class b94 results and discussion104.1 data present104.2 the analysis of the results104.3 discussion11conclusion12bibliography13appendix115appendix 21619the effects of the memory- through- understanding method on junior middle school students learning efficiencyintroductionin the process of english learning, the importance of memory method has been widely recognized. its an inevitable part in the learning process. however, how to memorize the knowledge is a problem faced by language educators all over the world. so in many researchers learning methods and papers, they have studied the problem, they have put forward some memory methods which cater to the students in different learning stages, including the mechanical memory method, the memory method through associating, the memory method through repeating , image memory method, etc. in deed, an available method can make you feel more relax and efficient in the process of english learning, that is “get twice the result with half the effort.” among the most of memory methods, the memory-through-understanding method is the most scientific and practicable approach.in ebbinghaus forgetting curve, it shows our brain reaches rapid forgetting of some information relatively soon after ebbinghaus learned the nonsense syllables. whereas, twenty-four hours later, the average percentage of information retained has abruptly increases, its very little memory loss of the remaining information over the cause of the following several weeks. as a matter of fact, our nowadays education mainly focuses on foundations. by the learning of textbook, training of listening, practicing of oral english we want an overall promotion of our english ability. so we see the foundation memorizing methods are quite same as our nowadays-teaching method, if we can properly use the new method, a seamless transfer of teaching method is within our capability. 1 key conceptsthe memory-through-understanding method is an important memory method. only understand the truth bright, thoroughly, can you memorize clearly and firmly. 张友辉. 记忆的最佳方法j.中国培训, 1994,(1).（zhang youhui, 1994.） in fact, as long as master the memory rule, difficulties will breakthrough, the efficiency will improve. peoples memory, good or bad, or talent, is inborn, but more important is the environmental factor. but in fact, in the human mind, ninety percent of the memory cells did not use up, use your head, is to enhance the ability of memory key, people potential memory will get fully mobilized and excited, will break through memory pass, obtain high efficiency. 1.1 the definition of the memory-through-understanding methodthe memory-through-understanding method is also called meaningful memory method which based on positive consideration, deep understanding, and its opposite to the mechanical memory method. only understand the truth bright, thoroughly, can you memorize clearly and firmly. the basic condition of this memory method is to understand the named materials and process thought. whatever the knowledge have been understood, it will be faster, more spreading and more firm to keep in mind. it is more practical in that this memory method integrates into the combination system which has been strongly formed. this recognition has become organic part in the systematic knowledge.it is also named meaningful memory. it emphasizes learners cognitive structure and distinctive improvement of meaningful learning to knowledge acquisition, the meaningful learning theory forwarded by d.p. ausubel, takes the feature of learning behavior as final premise. his contribution is both directly clarifying traditional bias on the relationship between linguistic-based and acquisitive learning, and explicating the nature, mechanism, principle and method to a meaningful learning systemically. therefore, as far as some psychological foundation to the reform to curriculum and instruction was concerned, his theory may provide prominent and distinctive illumination.1.2 the features of the memory-through-understanding methodunderstanding material and content thoroughly is regarded as the premise of the memory-through-understanding method. it is not just to scan the literal meaning, but understand the logical relevance and the related former knowledge experience among every section of material. thus the memory-through-understanding method has two distinct features: one is to analyze and recognize material carefully and clarify the essence of content, another is to put the learnt knowledge into practice. when students apply the memory-through-understanding method to memorize knowledge, pay attention to put forward the requirement for themselves, “understand firstly, memorize later”, then divide the material into fragmentary paragraphs and gradations, find out the logical combinations among them.1.3 significance of the studysince english subject owns these obvious traits: crowed content, massive vocabulary, numerous grammar, fragmentary phrases, that make the students, particularly these junior middle school students, english learning beginners have to master the systematic and essential knowledge. only pave the steady foundation, were they benefit to the future deeper english learning. students learning efficiency is generally attributed to the efficient learning method and the scientific memory method is the key to english learning.therefore, english teachers should make the most of the students learning potential to lead them to apply proper memory method in order to reach the optimum effect at the limited time.the intention of my study is to explore possible advantage of the memory-through-understanding method. this method is applied to many fields, especially in learning a foreign language. its important for a large number of students to master it. the more you use it ，the faster your memory ability will be improved. therefore, i choose this study direction in order to prove this method is benefit to increase students test scores and accelerate students memory abilities, elevate their english learning competence.2 literature reviewon the study of memory method there are many researchers from home and abroad had come to the conclusion which has been proven time and again in innumerable studies and experiments. therefore, it is clear that from both a practical and theoretical standpoint, a good english listener should have a solid grasp of the interrelationship among understanding, memory and english learning.2.1 the memory-through-understanding method study abroadsmith (1997) claims, understanding takes care of memorization. only when the meaning becomes plain to the mind, can it be stored in long-term memory. and when information is stored in the memory and becomes input, then, output may occur (you, 2005). understanding is surely the first step for students to express themselves whereas, without a good memory of the material, it is simply impossible for students to express anything about the material.y.d. song, liguo weng, gary lebby (2010) claim that, human learning is quite a complex. human response to the events in the real world is based on both the so called natural response (nr)-a natural born instinctive response and acquired response (ar)-the learnt response. at the very beginning the behaviors/responses are dominated by immature and imprecise natural responses, because neither much memory nor experience has been gained at this point. however, as time goes by，the brain is able to retrieve and analyze certain accumulated knowledge and experience, such as the most recent behaviors and corresponding results (feedback), and combine the memorized information with current behavior to generate more reliable responses (actions),leading to the ar, which will gradually play a dominant role. in this process, the response to the world becomes more rational and more accountable (thus it should be weighted more gradually). y.d. song, liguo weng, gary lebby. human memory/ learning inspired control method for flapping-wing micro air vehicles n. bionie engineering7, 2010:127一133.alan d castel , kathryn l humphreys , steve s lee , adriana galvn , david a balota , david p mccabe (2011) view that：although attentional control and memory change considerably across the life span, no research has examined how the ability to strategically remember important information changes from childhood to old age. the present study examined this in different age groups across the life span (n = 320, 5-96 years old). a selectivity task was used in which participants were asked to study and recall items worth different point values in order to maximize their point score. this procedure allowed for measures of memory quantity/capacity (number of words recalled) and memory efficiency/selectivity (the recall of high-value items relative to low-value items). alan d castel , kathryn l humphreys , steve s lee , adriana galvn , david a balota , david p mccabe. the development of memory efficiency and value-directed remembering across the life span: a cross-sectional study of memory and selectivity j.2011. age-related differences were found for memory capacity, as young adults recalled more words than the other groups. however, in terms of selectivity, younger and older adults were more selective than adolescents and children.gesche m huebner, karl r gegenfurtner (2011) also conducted the study on memory, they investigated how visual information is best presented to maximize the number of remembered items in a fixed time unit. in a memory task for images depicting real-world objects, we varied the number of images shown simultaneously, the presentation time, and the interstimulus interval (isi). the viewing phase was followed by a two-alternative forced choice recognition task. we converted the percentage of correct answers into a capacity estimate scaled to a fixed time unit of 1 s to allow for comparisons across conditions. gesche m huebner, karl r gegenfurtner. the efficiency of encoding: limits of information transfer into memory j.2011, 73(5).2.2 the memory-through-understanding method study at homefrom lingbin kong, rui an, zhiyin yang claim that, at present, to measure and evaluate learning memory function, we commonly use clinic memory scale and wechsler memory scale in china. the former one mainly includes: point at memory，paired-association learning，free recall of pictures，recollection of meaningless figures，recall of the connection between portraits and their characteristics, it is mostly using in clinic. the later one mainly includes 7 branch examinations: individual experience, order connection between numbers, logic (comprehension) memory and number reciting in sequence and converse, vision regeneration and association study.to a certain extent, we clarified the mechanism of learning memory disorder in cerebral infarction patients to find a way in the treatment of learning memory function disorders after cerebral-vascular disease. but up to now, the biochemistry and molecule mechanisms about memory disorder after cerebrovascular disease still need to be discussed.understanding is surely the first step for students to express themselves whereas, without a good memory of the material, it is simply impossible for students to express anything about the material. hence, understanding and memory are the foundation of learning. zhao guangping (1999) argues that understanding what you have heard is far from what you can master; only through practice may the listeners really know how much they have acquired and consolidate what they have already mastered. both the meaning of the listening materials and the new words can be reinforced in the process of english learning. zhao guangping, cheng shuhua. the interaction of psychology process and improvement of listening ability j.celea journal (bimonthly), 2006, 29(2):113-115.zhao and cheng (psychologists) claim that the whole process of listening comprehension involves mental perception, imagination, guess, logical reference, and memory. according to schema theory, in the process of listening, when a listener receives the new information which stimulates his previous knowledge in his schema, he will decode, reconstruct and put the information together into a coherent discourse (liu, 1998). 刘铁梅. 掌握心理学规律,科学记忆英语词汇n. 广东行政学院报1999,(2). moreover, the bottom-up processing model assumes that listening is a process of decoding the sounds from the smallest meaningful units (phonemes) to the complete texts while the top -down view suggests that the listener constructs actively (or, more accurately, reconstructs) the original meaning of the speaker using incoming sounds as clues in listening comprehension process, organization, in other words, is synonymous with making sense (smith, 1997: p.37).2.3 relationship between the method and learning efficiencyit is known to all that memory is the learning method. so a good memory is the proper way or tool to reach a high learning efficiency. the things have understood are better to memorize and they contributes to consolidate learning. take oral expression in listening comprehension process for example. linguists view about the listening comprehension process can be divided into three categories. the first category thinks that understanding and memory are the premise of oral expression. understanding is surely the first step for students to express themselves whereas, without a good memory of the material, it is simply impossible for students to express anything about the material. hence, understanding and memory are the foundation of oral expression. the second category is that oral expression helps consolidate understanding and memory. understanding what you have heard is far from what you can master; only through practice may the listeners really know how much they have acquired and consolidate what they have already mastered. both the meaning of the listening materials and the new words can be reinforced in the process of oral expression. reviewing oral expression may be helpful to strengthen ones understanding and memorization. the third one is that the oral expression task either prevents or promotes understanding and memory.3 methodologies3.1 subjectstwo classes of students were selected in a junior middle school as the experiment objects and these students should have the same standard. the teacher divide them into class a (n=45) and class b (n=45). then, guiding class a to learn the new glossary with the memory-t