教学策略 2018-04-15-学习的科学-041
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！
The Science of Learning and Effective Teaching Strategies
学习的科学及有效的教学策略 情绪低落又无法完成今天任务了
How should the research about the science of learning inform the way we teach?
关于学习科学的研究应该如何改变我们的教学方式？
How do we help students learn the most important skills and knowledge we hope they leave our classrooms possessing and able to use?
我们如何帮助学生学习最重要的技能和知识，我们希望他们离开我们的课堂，拥有并能够使用？
How can we make learning enjoyable while at the same time designing experiences that challenge students to struggle in the way we know deep learning requires?
我们如何让学习变得愉快，同时设计出一些挑战学生以我们深知学习需要的方式来奋斗的经历？
Building on previous sessions in this course, we're going to present a variety of teaching strategies and mindsets based on the science of learning.
在此课程的前几节课程的基础上，我们将根据学习科学提出各种教学策略和思维方式。
We hope these strategies will help further your understanding of these important questions.
我们希望这些策略能帮助您进一步理解这些重要问题。
We'll begin by doing a brief review of a few of the important principles of learning we discussed in previous sessions.
我们将首先简要回顾一下前几节课程讨论的一些重要学习原则。
We'll help contextualize it using our simple multi-store model of how memory works.
我们将使用我们简单的多记忆模型来帮助将记忆背景化。
One of the key ideas we discussed is that, to make memories that stick, our students need to think to learn.
我们讨论的关键想法之一是，为了让记忆保持坚持，我们的学生需要思考学习。
This is a truism of learning.
这是一个学习的真理。
Students remember what they've been thinking about.
学生们记得他们一直在想什么。
As the cognitive scientist Daniel Willingham says, "Memory is the residue of thought." In terms of our memory model, this means creating a dialog between working memory and long-term memory.
正如认知科学家Daniel Willingham所说：“记忆是思想的残余。” 就我们的记忆模型而言，这意味着在工作记忆和长时记忆之间建立对话。
The more we get students to cognitively process what it is we want them to learn, especially if we spread out the learning over time, the more likely they'll be able to recall and use it later.
我们越是让学生认知地处理我们希望他们学习的东西，特别是如果我们随着时间的推移分散学习【间隔学习】，他们就越有可能在以后回忆并使用它。
This is because thinking in this way will link the newly learned to what's already stored in our memory.
这是因为以这种方式思考会将新学到的东西与存储在我们记忆中的东西联系起来。
Not only do we want to create a memory residue that remains, we also want it to be embedded meaningfully in the prior knowledge that students posses.
我们不仅要创建一个剩余的记忆残留物，还希望它有意义地嵌入到学生拥有的先前知识中。
As teachers, we help advance learning by what we have the students do to learn.
作为老师，我们通过学生的学习来帮助推动学习。
This also means that learning shouldn't be too easy, as much as we'd like to make it so.
这也意味着，学习不应该太容易，尽可能多的我们想这样做。
Struggle, and even confusion, are important for making lasting memories.
斗争，甚至混乱，对于建立持久的记忆非常重要。
We talked earlier about how to challenge students while at the same time assuring them we believe they can succeed.
我们之前讨论过如何挑战学生，同时向他们保证我们相信他们可以成功。
The scaffolding and support we provide them both cognitively and emotionally are there for a key.
我们为他们提供的认知支持和情感支持都是关键。
We also emphasized that an important mindset for students' success is believing they can increase their ability with effort and hard work.
我们还强调，学生成功的一个重要思想是认为他们可以通过努力和努力提高自己的能力。
And recall we emphasized that the quality of their hard work counts.
回想起来，我们强调他们辛勤工作的质量很重要。
It's crucial that their effort be effective in moving their learning forward.
他们的努力能有效推动他们的学习，这一点至关重要。
Hard work alone is not enough.
仅仅努力工作是不够的。
This is why giving students feedback is so important.
这就是为什么给学生反馈如此重要。
However, research shows that much of the feedback provided in schools is not very effective in helping students learn.
然而，研究表明，学校提供的大部分反馈信息对帮助学生学习并不是非常有效。
We all want our young learners to close the gap between where we want them to be and where they are with regard to important skills and knowledge, but how we close that understanding gap is not always easy for the diverse array of kids we teach.
我们都希望我们的年轻学习者缩小我们想要的位置和重要技能和知识之间的差距，但是我们如何弥合对于我们教的各种各样的孩子的理解差距并非总是那么容易。
In the next session we'll talk about important aspects of effective feedback that are needed to move student learning forward.
在下一次课程中，我们将讨论促进学生向前学习所需的有效反馈的重要方面。
As a preview, one important but often neglected feedback principle we'll focus on is this: the only thing that matters about feedback is what the students do with it.
作为预览，我们将重点关注的一个重要但常常被忽略的反馈原则是：唯一对于反馈意义重大的是学生用它做什么。
