Monday, September 27, 2010

闪卡 - Flash Card

一个抽认卡(或称闪卡(英文:Flash Card))是一小块纸片,在学校里用来作辅助教学(主要是英语国家)。抽认卡可以用来记录词汇、历史事件时间、公式等等。使用抽认卡的目的主要是帮助记忆,提高学生的学习动机、以及在课堂上为学生提供多种感官的刺激。你在每个卡片上写下一个问题(同时在背面记下答案),用它们来测试自己,并根据你的测试、学习结果把它们进行排序、分组。



这个方法是由德国心理学家Sebastian Leitner在20世纪70年代提出的。Pimsleur语言课也是基于类似的想法。


A flashcards (or flash card (in English: Flash Card)) is a small piece of paper, used in schools in teaching (mainly English-speaking countries.) 抽认卡可以用来记录词汇、历史事件时间、公式等等。 Flashcards can be used to record vocabulary, historical events of time, the formula and so on. 使用抽认卡的目的主要是帮助记忆 ,提高学生的学习动机 、以及在课堂上为学生提供多种感官的刺激。 The purpose of using flashcards is to help the main memory , improve their motivation , and in the classroom to provide students with a variety of sensory stimulation. 你在每个卡片上写下一个问题(同时在背面记下答案),用它们来测试自己,并根据你的测试、学习结果把它们进行排序、分组。 You write a question on each card (and answers in the back of the note), use them to test themselves, and according to your test, learn them to sort the results, group.

这种策略使得学习更有选择性,也就是:在一组的卡片越难,你就越要花时间复习这一组。 This strategy makes learning more selective, that is: the more difficult in a group of cards, the more you take the time to review the group. 于是,你就能节省很多学习时间。 So, you can save a lot of learning time.

有西方教育家指,闪卡过份着重于生字,对语言的掌握有限。 Western educators have that, too much focus on the vocabulary flash cards, a limited grasp of the language.

这个方法是由德国 心理学家 Sebastian Leitner在20世纪70年代提出的。 This method is by the German psychologist Sebastian Leitner in the 20th century, the age of 70 made. Pimsleur语言课也是基于类似的想法。 Pimsleur language courses are also based on similar ideas.

从20世纪80年代起, 语言学习软件开始逐渐开发来使得记忆更简单有效。 80 years from the 20th century, the language learning software developed to make the memory began to be more simple and effective. 电子抽认卡不仅可以记录文字和图片,还能和声音 ,实践证实了这个方法确实有效。 Electronic flashcards not only text and pictures can be recorded, but also and sound practice this method proved really effective. 同时,计算机还能利用间隔重复来增强记忆力 。 At the same time, the computer can use interval repetition to enhance memory .

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