小学生对非連貫的单字、数目和图画材料的意义識記

MEMORY OF DISCONNECTED WORDS, DIGITS AND PICTURES IN SCHOOL CHILDREN

問題意义識記是以对材料的理解为根本条件,是以借助于詞的、反映材料之間的意义联系的概括化了的联想为基础。生活实践和实驗研究都証明意义識記的效果,无論在識記的敏捷性、精确性和巩固性方面都比机械識記好。意义識記对小学生的学习具有重要意义,小学生通过意义識記,可以更有效地把必須記住的东西識記和保持起来。

Elementary school children served as subjects memorizing lists of words, digits and series of pictures. The results indicate:1. The efficiency of memory is different, as materials memorized—words, digits and pictures are different. Concrete and lively pictorial materials are easily learned and better remembered than abstract materials.2. Memory of "related" materials are better than "unrelated" materials. This is especially the case with concrete lively pictorial materials and in delayed reproductions.3. Children of the first grade realized that "related" materials are easier to commit to memory. They tried also to construct meaningful connections to facilitate memory.4. The efficiency of memory increases with grade levels. The increase is more striking with "related" materials and in immediate reproductions.