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传统的小学英语课堂结构,总是以日常会活与复习开始,时间在五分钟左右;接下去就是新授,时间是25至30分钟左右;最后便是总结或巩固练习,时间在五分钟左右。目前有相当一部分教师,一教时内就能把整个句型(或对话)教完,教完就完事,而较少考虑教学的效果和学生(特别是中差生)接受知识的规律。德国著名心理学家艾宾浩斯的遗忘曲线理论告诉我们,学生学习知识的记忆程度与时间成反比,而与再认(?)复习的次数成正比。一个知识点的学习,只有经这6～8次的复习再认(这6～8次的复习再认必须经过科学的间隔时间)才能达到长时记忆的程度。基於这一原理,我於九一年做过一次实验,用二个基础相仿的班
The structure of the traditional primary school English classroom always begins with daily routine and review, and the time is about five minutes; the next one is a new one, the time is about 25 to 30 minutes; the last is to summarize or consolidate the practice in about five minutes . At present, a considerable number of teachers can finish teaching the whole sentence pattern (or dialogue) within a teaching time and finish the teaching without much consideration of the effect of teaching and the law of accepting knowledge by students (especially poor students). The forgetting curve theory of the famous German psychologist Ebbinghaus tells us that the degree of memory of students' learning knowledge is inversely proportional to the time and directly proportional to the number of re-recognition (?) Reviews. A knowledge point of learning, only after the review of 6 to 8 times to recognize (this 6 to 8 times the review recognized the need to go through the scientific interval) in order to achieve long-term memory level. Based on this principle, I conducted an experiment in 1991 with two classes based on similarities