Why don’t most students recite?Learning expert tip: the gap is only 20 seconds

2022-08-04 0 By

I believe that most students will show a depressed expression on their faces when they mention memory, or even bitter.They envy their classmates who have a good memory and are called “quick learners”.In fact, everyone’s innate intelligence gap is very small, genius is very individual, most learning masters are through the acquired efforts.However, studying hard also needs to pay attention to methods and skills.Take memory as an example, most middle school students adopt rote memorization method mostly from primary school experience, but the content of middle school is too much, using this method is particularly time-consuming, some students rely on memory tips and secrets, but also ended in failure.So what went wrong?Memory itself is an intense mental process.Many middle school students in the endorsement, used to repeat dozens of times to read aloud to strengthen memorization, few people to spend time for many attempts to recite, resulting in memory efficiency is not high.From a psychological point of view, blindly instilling sexual memory without detection process, there will be the phenomenon of remembering today and forgetting tomorrow, so why do students not want to try to recite?First of all, reciting will make people feel tired.When forced to recall or write a relatively strange content, will obviously feel the brain is very uncomfortable, very laborious, and is more strange content more feel uncomfortable, until the generation of irritable mood, as repeated reading a few times come easily, most is tired.So, give up the headache of reciting.Second, reciting is easy to cause depression.When facing the unskilled content, most students will have a strong sense of retreat before they start reciting. Even if they try to recite, once they get stuck and cannot recite, a sense of frustration and frustration will arise spontaneously, and they will immediately choose to stop reciting (often after one or two seconds, they decide to stop).Most fundamentally, I don’t want to use my brain too hard.The core of efficient learning is to use the brain intensively, while recitation just needs to operate the brain at a high speed to extract information during recall. This process is not easy, and even very tiring.At this point, most students instinctively choose to avoid, using their brains is time-consuming and laborious for them.However, for the master of learning, it is very clear that there are not many shortcuts to learning, good thinking is efficient learning, reciting is the best time to exercise the brain, improve thinking ability and memory efficiency.Instead of running away, they choose to overcome their tiredness and discomfort (a bit of self-abuse).When the recitation gets stuck, a good learner will not stop using his or her brain as most students do. Instead, he or she will resist fatigue and frustration and insist on forcing the recitation for 20 seconds before giving up.During this period, the contents of the brain search out more secure memory.Therefore, reciting itself is a part of memory, which can significantly improve memory efficiency.So, how to recite?Most students think reciting is a time-consuming and laborious thing, which is a wrong cognition.We should know that the core principle of efficient learning is high-intensity brain use, while reciting requires high-speed brain operation, and the process of extracting effective information from the brain is high-intensity brain use.Therefore, reciting is one of the efficient learning methods, how to recite correctly?First, when reciting for the first time, read a few times to form a certain sense of familiarity, otherwise read too familiar means repeated dozens of times, has become a typical rote memorization, not only takes a long time and ineffective.Then, cover the material on the attempt to recite, meet the back of the place do not immediately look over, and to forcibly recall a period of time.This period of time control in about 10 to 20 seconds (the specific time varies from person to person), and then turn over the back of the place.Then, continue to cover the material to continue reciting (not recite from the beginning), until the material is recited, do not have to remember word for word, but remember that “bite off more than you can chew”.If the material is long, break it up into sections.Second, review your memory.After roughly memorizing the material, you need to review it to consolidate your memory.Most students in this process, most of the way to read or browse, but the actual effect is poor.Therefore, review the memory must take the form of recitation, that is, in the case of not reading or reading the recited material forced recall.If you can recall it completely, it shows that you have reached the level of proficiency, and there is no need to spend too much effort to review;If you get stuck somewhere in the memory.Similarly, do not immediately look at the review material, still maintain high intensity with the brain, forcibly recall a period of time, and then read the material, until the review is finished, this effect is better.Recite ways to review memory, because the brain will review, do not need to repeatedly reading aloud or reading books, so has great flexibility, not affected by such as site condition, anytime, anywhere for review, will come home on the way, on the way back to the dormitory, line up to buy rice and other time used, greatly improve the learning efficiency.All in all, reciting, or other memory skills, to establish “effective learning is the core principle of high intensity brain” beliefs, don’t hold any lucky psychology, especially against brain of exhaustion, frustration, failure to “enjoy” to overcome the feeling of tired and sad, let head high strength become a habit.That’s how you really learn.What do you think?Feel free to leave a comment and discuss.How to improve learning efficiency and help college Entrance Examination voluntary filling //