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从理论上说,记忆按照对事物的理解程度来划分,可分为机械记忆和意义记忆。而幼儿期的孩子大多采用机械记忆,他们有时虽然不理解事物,但通过多次死记硬背仍可以记住事物。而意义记忆则是建立在对事物之间关系的理解的基础上进行的再记忆。中班的孩子们在教师的指导下,意义记忆的比例已经有所提高。因此,这就要求教师在教学中尽可能提供直观形象、生动可爱的事物(如小卡片、布偶、头饰等),采用多种方法,在游戏中引发孩子们的兴趣,使他们的注意力高度集中,自然而然地完成记忆任务。
In theory, memory in accordance with the degree of understanding of things to divide, can be divided into mechanical memory and meaning memory. However, most children in early childhood use mechanical memory. Sometimes, though they do not understand things, they can still remember things through multiple rote learning. Memory of meaning is based on the understanding of the relationship between things based on the re-memory. Secondary school children under the guidance of the teacher, the proportion of meaningful memory has been increased. Therefore, teachers are required to provide as far as possible in the teaching of visual images, vivid and lovely things (such as small cards, puppets, headdress, etc.), using a variety of methods in the game triggered the children’s interest so that their attention Highly focused, naturally completing memory tasks.