课文词汇深加工的几种策略

• 作 者: 黄福河
• 机 构: 江苏省高淳高级中学,
• 出 处: 考试(教研版)
• 发表日期: 2006年06期
• 关键词: 认知心理学 语块 研究成果 长时记忆 记忆组织 整体理解 策略培训 训练策略 语法项目 教学心理学

“如何帮助学生掌握课文词汇”一直是让教师们费心的事。一些孤立地听写、十几遍甚至几十遍地罚抄的做法等被教育界有识之士唾弃而又被一些一线教师当作法宝使用,并且乐此不疲。近来,有研究者运用认知心理学中的研究成果,从“注意”的角度重新分析信息输入的作用。Schmidt(1990)提出:只有被注意到的输入信息才能被接收者接受并被加以有效处理。他提出了作用于注意的因素:

“How to help students master the vocabulary of the text” has always been a matter of teachers. Some practices such as dictation, dozens of times or even dozens of times of being copied and punished in isolation were discarded by educated people of insight and used by some first-line teachers as magic weapons. Recently, researchers have used the research results in cognitive psychology to re-analyze the role of information input from the perspective of “attention.” Schmidt (1990) proposed that only the noted input information can be accepted by the receiver and processed effectively. He proposes factors that act on attention: