堅(jiān)持幫助孩子去養(yǎng)成聽讀習(xí)慣。學(xué)英語僅靠一周2小時(shí)課堂時(shí)間，或僅僅靠孩子有個(gè)好的講課老師，擁有這些肯定都是不夠的。一個(gè)孩子從出生的時(shí)候一直到開口說話，要經(jīng)過長達(dá)一兩年周圍所有的人、所有環(huán)境不停不停地去輸入，才能慢慢聽懂基本的意思，開口說話。英語夏令營分享：最佳學(xué)習(xí)技巧（雙語）
與人們通常使用劃重點(diǎn)、重讀相反，那些最好的、有最多論證支持學(xué)習(xí)的策略，出了心理學(xué)實(shí)驗(yàn)室反而就沒什么人知道了。比如說，分散式學(xué)習(xí)。這種學(xué)習(xí)策略方法是把學(xué)習(xí)的時(shí)間分散開來，而不是像那樣跑馬拉松一樣地一次性完成學(xué)習(xí)。
In contrast to familiar practices like highlighting and rereading, the learning strategies with the most evidence to support them aren’t well known outside the psych lab. Take distributed practice, for example. This tactic involves spreading out your study sessions, rather than engaging in one marathon.
在最后一分鐘把信息塞進(jìn)腦子里，有可能可以幫助你順利通過考試或者會(huì)議，但是這些信息會(huì)很快從記憶中消失。在不同的時(shí)間段深入研究學(xué)習(xí)材料是更有效的學(xué)習(xí)方法。另外，無論是兩周也好兩年也好，如果希望能把這些信息記得越久，就越需要延長分散式學(xué)習(xí)的時(shí)間間隔。
Cramming information at the last minute may allow you to get through that test or meeting, but the material will quickly disappear from memory. It’s much more effective to dip into the material at intervals over time. And the longer you want to remember the information, whether it’s two weeks or two years, the longer the intervals should be.
報(bào)告作者們強(qiáng)烈推薦的第二種學(xué)習(xí)策略是實(shí)際測試。沒錯(cuò)，要做更多測試，但是不是那種為了獲得成績而進(jìn)行的測試。研究表明，單單是回憶腦海中的信息這一過程就能強(qiáng)化知識(shí)，并且在未來重拾知識(shí)時(shí)派上用場。
The second learning strategy that is highly recommended by the report’s authors is practice testing. Yes, more tests - but these are not for a grade. Research shows that the mere act of calling information to mind strengthens that knowledge and aids in future retrieval.
盡管有大量證據(jù)支持，但是實(shí)際測試并不是常用的學(xué)習(xí)策略。不過，有一種熟悉的學(xué)習(xí)方法帶來的益處和實(shí)際測試相近：使用記憶卡片。而且現(xiàn)在記憶卡片可以變得數(shù)字化了。分散式學(xué)習(xí)和實(shí)際測試都被作者們評為“高實(shí)用性”的學(xué)習(xí)技巧。
While practice testing is not a common strategy - despite the robust evidence supporting it - there is one familiar approach that captures its benefits: using flash cards. And now flash cards can be presented in digital form. Both spaced-out learning, or distributed practice, and practice tests were rated as having “high utility” by the authors.
