How can middle school students improve our memory? We can start from the following 15 key points and improve and perfect them based on our own actual situation.

1. Calm down - first let your brain calm down.

2. Let the brain get adequate rest. Fatigue will reduce the brain's work efficiency.

3. You must firmly believe that you "will definitely remember"!

Four. You must train and master a set of memory methods that suit you.

5. Be as interested in the object being remembered as your own "object".

6. Strong desire can promote memory.

7. It is easier to remember if it is associated with pleasant things.

8. Stimulation can make brain cells sharper and younger.

9. Careful observation can help memory.

10. Fully understand the object being remembered.

11. Visualizing the memory object helps memory.

12. Compiling unrelated memory objects into songs is helpful for memory.

13. Find the characteristics of the memory object and identify its characteristics to help memory.

14. Appropriate distributed memory (broken into parts) is sometimes better than concentrated memory.

15. Mobilize various organs of the body to coordinate memory.

Learning requires memory. How can you improve your memory? I think we can work on the following aspects.

First, choose the memory object accurately. In today's "explosion of knowledge", we must be selective in our memories. We must choose those basic, representative, and key things to remember. Don't remember anything, just remember nothing. It will only be a waste of precious time and energy. .

Second, remember on the basis of understanding. I pay great attention to understanding when memorizing the definitions, theorems and laws of science. For example, it is easy to confuse "Hooke's theorem" with the dynamic definition of simple harmonic vibration. However, when I understood them in depth, I found that they are qualitatively different: "Hooke's law" describes the elastic force and spring extension. The relationship between long (or shortened) lengths, while the dynamic definition of simple harmonic motion describes the relationship between restoring force and displacement.

Third, pay attention when memorizing. I think people have more energy in the morning and evening, and it is easier to concentrate. It is also easier to concentrate when reading and studying in a quiet place. Reading aloud is also an effective way to concentrate. In addition, when reviewing, you should also pay attention to the intersection of arts and science, which will greatly help focus.

Fourth, stop and remember, stop and remember. In order to cope with the test, if you memorize it, it will be easy to forget it later. Memory requires a certain amount of time to consolidate, so repeated memories must be strengthened. The things you just memorized must be reviewed in time, and the intervals in the future can be slightly longer. For example, to memorize the definitions and theorems of science, I used the method of "memorize - do exercises - then memorize - do exercises again..." and got good results.

Fifth, use different notations for different content. When I memorize knowledge, I sometimes adopt the method from part to whole, and sometimes I adopt the method of remembering as a whole. In short, it depends on the specific situation. For some difficult and long materials, it is advisable to memorize them from part to whole; otherwise, it is appropriate to memorize them as a whole. For systematic and logical content, it is also appropriate to use the overall method of recording.

There are many methods of memorization, each with its own strengths and weaknesses. We must pay attention to the interspersed use of multiple methods to achieve good results.

1． In the first learning or later memory process, word information (sound, form, meaning, part of speech, usage) is not accurately highlighted from background materials such as sentences, dialogues, texts, vocabulary lists, dictionaries, and reading materials, that is, It is said that the first input word information is not accurate and the stimulation of the cerebral cortex is not strong.

2. During the first learning or later memory process, I was subject to varying degrees of interference and memorized content that did not need to be memorized. This interference exists in many aspects, such as: interference from different courses, interference from similar words, interference from too many new words in one lesson, interference from the Chinese environment, etc. These interferences will affect the memory effect invisibly.

3． Words that have been learned or memorized in the past have similar or close word forms, pronunciations, meanings, and usages, and the words that need to be memorized now are mixed together, causing confusion. This situation is very common, such as: homophones: meat←→meet; proximal words: bird←→bed; similar words: horse←→house; synonyms: also←→too←→either; synonyms: cool←→warm; Analytical words: family←→home←→house; similar ambiguous phrases: lookout←→lookoutof, etc.

In addition, there are other reasons for forgetting, such as: lack of confidence, insufficient perseverance, poor mood, inappropriate methods, unclear purpose, poor observation, too few repetitions, weak stimulation, and insufficient associations. The time is too long (fatigue memory), the interest is not high, etc.

According to the forgetting curve theory established by German psychologist Ebbinghaus through many experiments, and our surveys among students, we found that there are universal rules for word forgetting.

1． The outline and general skeleton of a word are difficult to forget, but individual letters are easy to forget. Many words seem familiar to students, but when spelling, they can only spell out the outline, especially long words, difficult words, words with dumb letters, words with double-lettered letters, and words with low recurrence rate. In addition, due to the historical reasons of English itself, there are no fixed spelling rules for many letters or letter combinations, and they all rely on memorization. For example, the vowel letter a, in the syllable it constitutes, and "a + other letters" form There are at least 20 kinds of pronunciations in the vowel letter combination. This difference between spelling and pronunciation undoubtedly adds difficulty to beginners. This requires summarizing and summarizing at any time when memorizing.

2. The speed of forgetting is closely related to the length of the interval. In layman's terms: the fastest forgetting speed is after first memorizing, and then the forgetting speed gradually slows down. For example, if you memorize 100 new words in an hour, you will forget 40 new words in 30 minutes; you will forget 30 new words in 24 hours; and you will forget 30 new words in 30 days. 25 will be forgotten; only 5 can be truly remembered two months later.

3. Forgetting is selective. Although the recurrence rate of vocabulary in the new textbooks is relatively high, most of which are more than 5 times, there are still some words (especially words from three levels of education) that have a recurrence rate of less than 5 times. Although some words are reproduced more than 5 times in textbooks, they are rarely covered in daily listening, speaking, reading and writing training, and it is precisely this kind of words that have been forgotten. In addition, words that are easily forgotten include words with irregular pronunciation, long words, difficult words, and words that are easily ambiguous (phrases, idioms), etc.

4. Forgetting is related to the goal, location, and whether the purpose of remembering is clear or not. The memory target refers to the pronunciation, word form, meaning, part of speech, usage, etc. of the word. The memorization position refers to the position of the word when it is first learned or memorized (in the sentence? In the text? In the vocabulary list? In the reading material? During listening training?...). The purpose of memory refers to whether it is conscious (purposeful) memory or unconscious (unclear purpose) memory.

5． Forgetting is related to the amount and method of each memory. The author once conducted an experiment: let two groups of students with similar levels memorize new words in two classrooms for 10 minutes respectively. Group A memorized 20 words and group B memorized 10 words. After 10 minutes, a listening, speaking, reading and writing test was conducted on the spot. The results showed that the scores of Group B were significantly higher than those of Group A. This shows that middle school students cannot be required to memorize a large number of words at one time, otherwise, haste makes waste. It is not advisable to memorize hundreds or thousands of words in a rush before the exam.

Forgetting is more related to the method used by the rememberer. For example, I once used a self-study class to write 20 new words on the blackboard and asked the whole class to memorize them. I said that I would take dictation in the future, but I did not specify which day I would take dictation. As a result, when I took dictation two weeks later, I found that the students with the highest scores used the circular memory method (i.e. memorize 5 words every day, and cycle in sequence). Students above the intermediate level use the associative memory method. The worst students only memorized one lesson at the time and only read it later. This fully illustrates the importance of memory methods.

After finding out the causes and rules of forgetting, you can explore and adopt effective memory strategies according to your actual situation, time, place, material, and words. This strategy cannot be rigid. One grid, but should have a certain degree of flexibility. But no matter which memory strategy is used, the following scientific principles should be followed:

1. Prescribe the right medicine. According to the aforementioned rules of forgetting first quickly and then slowly, and forgetting a large amount first and then a small amount, review must be started within 24 hours and all the memorized content must be reviewed.

2. Dense first and then sparse. The interval review time is 1, 2, 4, 7, 14, and 28 days. If you memorize or learn five new words today, you must review them tomorrow (the 1st day); you must review the day after tomorrow (the 2nd day); and you must do it after one day. Review (the 4th day); review again after an interval of two days (the 7th day); review again after an interval of six days (the 14th day); review again after an interval of 13 days (the 28th day).

3. Review in time. It must be reviewed in time on the next day after memorization and the day after that. You must review once you have memorized it, otherwise it will be too late to review again when you find that you have forgotten.

4. Review multiple times. Each new word cannot be expected to be memorized several times, but must be memorized many times (the optimal number is 12-16 times), and must be reviewed with equal opportunity.

5． Time to review. You cannot use the "once and for all" strategy when memorizing words. You must know that even the words you remember well at that time (or during that period of time) will be forgotten. Only frequent review can save time and effort and make words enter long-term memory.

6. Keep reviewing. The most taboo thing about word memory is "exposure to ten cold days". You must stick to the "steady flow", even if you just read it a few times a day.

7． "Use" review. Even if words enter long-term memory, they will be forgotten if they are not used for a long time. Because memory is for use, and vice versa, use is also for memory. Therefore, you need to do more training in listening, speaking, reading and writing skills, so that you can maintain long-term memory of words while using them.

Have the confidence to “remember”. Psychologists believe that confidence is the key to success. U.S. President Roosevelt "was once a sickly and clumsy child." He was nervous and had no confidence in his abilities, but later through his own efforts, he became the bravest.

Secondly, the mind must be highly concentrated. Physiologists believe that memory is the result of complex activities of brain cells and nervous systems.

Only by eliminating all interference and distractions can we achieve good memory results. It is common for students to appear to be memorizing attentively, and some even frown, but in fact they are not calm mentally and are not concentrating on memory.