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本研究是用实验室实验方法研究意义识记与机械识记发展过程的特点。结果表明,意义识记与机械识记的发展过程是相互渗透、不能截然分开的,只是低年级以机械识记为主,高年级以意义识记为主。
This study uses laboratory experiments to study the characteristics of the process of meaning recognition and mechanical recognition. The results show that the process of the development of meaning recognition and mechanical recognition is mutual infiltration and can not be completely separated, except that the lower grades are mainly mechanical and the upper grades are mainly based on the sense of meaning.