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題名 | 內隱記憶及其對教學上的啟示=Implicit Memory and It's Hints on Teaching |
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作者 | 簡慶哲; | 書刊名 | 教育研究 |
卷期 | 13 民94.06 |
頁次 | 頁149-158 |
分類號 | 521.12 |
關鍵詞 | 記憶; 內隱記憶; 外顯記憶; Memory; Implicit memory; Explicit Memory; |
語文 | 中文(Chinese) |
中文摘要 | 本文目的旨在探討內隱記憶的內涵,及其對教學上的啟示。首先敘述內隱記憶的意義,其次闡述內隱記憶的特點,最後提出在教學上的啟示。過去的學習,大致遵循傳統的記憶研究,注重:注意、編碼、儲存、提取的歷程。內隱記憶概念的提出,對於學校教育勢必會帶來衝擊。本文不擬對研究的一些爭論作評論,事實上,站在內隱、外顯記憶兩者互動的觀點,應該是重新作整個教學的省思與考量。當然,「記憶」是「全人」(whole person)的運作,而不只是「腦」的運作而已。因此,有時候太刻意去區分「內隱」與「外顯」的區別,反而失去了學習的主體,因此如能以互動的觀點,或許可以緩和兩種分離的說法。 |
英文摘要 | The purpose of this article aims at discussing the meaing of implicit memory and it's hints on teaching. Firstly, the researcher states the meaning of implicit memory, then elaborates the characteristic of implicit memory, and finally brings up some hints on teaching. In the past, the studies of learnnig emphasized on the process of attention, coding, storage, and retrieve. The concept of implicit memory will naturally bring impact on school education. This article does not make any comments on arguments of research. Instead, the researcher point out that we should examine and rethink the entire teaching. ‘Memory’ is a kind of whole person's operation, not only the operation of brain. If we show too much care to distinguish ‘implicit memory’ from ‘explicit memory’, we will lose the main part of learning. Therefore, if we take the viewpoint of interaction, perhaps we can moderate the split of the kind of memory. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。