论文部分内容阅读
遗忘,就其发生的神经机制不同,可分为短瞬性遗忘、诱导性遗忘、消失性遗忘、泛化性遗忘和双重性遗忘(联想性遗忘)五种.教师应当根据这些遗忘发生的特点,在教学过程中帮助学生与遗忘作有效的斗争,以增强记忆,提高教学效率. 一、控制短瞬性遗忘的迅速性短瞬性遗忘,是在识记中达到瞬时记忆和短时记忆之后所发生的不能再现的现象.短瞬性遗忘发生的特点在于迅速性.在大脑的许多神经细胞群中(主要在颞叶和海马部位),通过突触的接触,形成环状(回路式),神经冲动(电信息)能在其中进行一定时间的循环传导,借以暂时储存信息.这种信息活动的消失,就是短瞬性遗忘发生的神经机制. 在教学过程中,教师不断向学生输入许多信息,
Forgetting, in its different neural mechanisms, can be divided into short amylose oblivion, induced amnesia, vanishing amnesia, generalized amnesia and dual amnesia (associative amnesia) .Followings should be based on these forgotten characteristics , In the teaching process to help students and forget to make an effective struggle to enhance memory, improve teaching efficiency.First, the control of short-term rapid amnesia short amnesia, in the memorization of instantaneous memory and short-term memory The phenomenon of irreproducible short-term occurrence of amnesia characterized by rapidity in many brain cells in the nerve cell group (mainly in the temporal lobe and hippocampus site), by synaptic contact, the formation of loop (loop) , Nerve impulse (electrical information) in which a certain period of time in the cycle of conduction, in order to temporarily store information.This disappearance of information activity, is the mechanism of short-term transient forgetfulness occurs in the teaching process, teachers continue to input many students information,