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A study in Science in 2011 found that students instructed to self-quiz not only had better scores on a test of the material, they also did better on things that required them to make inferences from that material.
2011年的一项科学研究发现，接受自测指导的学生不仅在材料测试中取得更好的分数，而且在要求他们依据材料做出推论时也能获得更好的成绩。
The students also did better than a group who was told to study by creating a concept map of the material — a diagram that shows connections between ideas and how they're related.
这组学生也比一组要求通过创建材料概念图来学习的学生做得更好，这种概念图显示出不同观点之间的联系，以及它们之间联系的方式。
Which is interesting, because it tells us a little bit about why retrieval practice works.
这很有趣，因为它告诉我们为什么检索式练习有效。
One idea is that this works because of "elaborative retrieval."
一种观点认为，它有效的原因源自“精化检索”。
Basically, when people make a point of trying to remember things, they bring related ideas up in their mind along the way.
当人们试图记住事情时，会把相关的想法都带到脑海中。
The more connections they build with related ideas, the more likely they are to remember what they need when the time is right.
他们与相关的观点建立的联系越多，越有可能在适当的时间记住他们需要知道的内容。
That would suggest that if people are told to do that specifically — like, by making a concept map — they should see the same improvement.
这就意味着，如果要求人们这样做，比如说制作概念图，那么他们应该能有同样的提高。
But making that map wasn't as effective as just trying to remember as much as possible — even though it was better than more studying.
但是，绘制概念图并不像尽可能多地记住知识那么有效吗，尽管它要比多学习好。
So another idea is that testing works because of "episodic context", which basically means that when you try to remember, you remember the context of when you learned it — and then you update that memory with the new context.
所以，另一个观点是，测验之所以有效，是因为“情景语境”，这基本上意味着当你试图记忆时，会记住你所学的语境，然后用新语境更新记忆。
Having two different contexts then makes it more likely you'll remember it.
有两种不同的语境时，会更容易记住。
This was shown in a study that manipulated the pretest in an odd way — participants who were trying to memorize a list of words were given a pretest with word fragments they could fill in.
这点在一项以奇怪的方式操纵预试的研究中得到证实，被试尝试记住单词列表，然后做补全单词的预试。
Some participants were told to fill these in with a word from their list — but others were told to just think of the first word that came to them.
研究者告诉一些被试填写列表中出现的词，而其他人则可以填写他们想到的第一个词。
And on the pretest, both groups used the words they were supposed to remember about 70% of the time.
在预试中，两组人在约70%的时间里都使用了要求他们记住的词。
But then, in a final post-test, those who put effort into trying to remember whether the word was on the original list — as in, the original context — did better than those who didn't.
但是，在最终的测试中，那些努力记住原有单词列表，以及原有情境的人，比那些不这么做的人成绩更好。
Even though they both remembered about the same amount of words in the pre-test!
即使他们在预试中记住的单词数量大致相同！
So it seems like something about pushing yourself to remember things as you first learned them is part of the process of keeping that memory for longer.
所以，强迫自己在第一次学习时记住一些东西，可以使记忆保持更长时间。
So if you want your students to remember things, test them a lot.
所以，如果你想让学生记住学习内容，就多测试他们吧。
But, you don't want to completely stress out your students.
但是，你不想给学生过大的压力。
So you might wanna try giving low-stakes quizzes throughout the class rather than one big, at the end of a unit test, for example.
例如，在单元测试结束时，可以尝试给全班进行难度较低的小测验，而不是一次大考。
And if you're studying at home, you can remember to test yourself on what you're learning.
如果你在家自学，可以对学过的知识进行自测。
If you've ever had a teacher ever recommend that you make yourself a set of flashcards — with a question on the front and the answer on the back — this is why!
如果有老师曾经建议你制作一套抽认卡，就是那种前面有问题，后面有答案的卡片，这就是为什么要这么做的原因！
It works!
它真的有效啊！
If you don't believe us that quizzes are great, you're not alone.
如果你不相信测验是种很棒的方法，其实不足为奇，很多人都有这种疑虑。
Several of these studies also asked the students which study method they thought worked best.
其中一些研究还询问学生他们认为最有效的学习方法是什么。
Most of them were more likely to pick either repeated study or concept mapping, but then most of them would go on to do better with just retrieval practice.
大多数学生更倾向于选择重复性学习或绘制概念图，但大部分学生仅仅采用检索式练习仍能继续取得更佳的效果。
Now, if you really want to take your teaching to the next level, you might try... letting the students teach themselves.
如果你真想把教学提升一个高度，可以尝试让学生自学。
This is what educational psychologists call "active learning."
这就是教育心理学家所说的“主动学习”。
And it involves a variety of different things, from class feedback systems like clickers, to more involved exercises like small group problem solving.
它涉及到各种不同的方面，从课堂反馈系统，如点击器，到更多的参与式练习，如小组问题解决等。
A recent meta-analysis of 225 studies that tested active learning found that across several different fields including chemistry, biology, math, physics, and psychology, using some kind of active learning winds up improving students grades and lowering class failure rates.
最近对225项测试主动学习的研究进行的元分析发现，在包括化学、生物学、数学、物理学和心理学等不同学科中，使用某种主动学习法最终会提高学生的成绩，并降低课程不及格的比率。
Students in traditional lecture classes had a 34% chance of failing, compared to only 22% with some kind of active learning.
传统课堂上的学生不及格的比率为34%，而在采用主动学习法的班级中，该比率只有22%。
And it wasn't just because those classes graded differently — the effect held even for traditional exams.
这不仅是因为课程的评分不同，这种影响甚至在传统考试中也存在。
One of the more-involved examples of active learning is called "problem-based learning."
主动学习中一个参与感更强的例子被称为“基于问题的学习”。
Which is exactly what it sounds like: you present a problem for students to solve at the start, and then basically go hands-off and let them figure it out.
这种学习方法正像它听起来的样子：提出一个问题，让学生在开始时解决，然后基本上放手，让他们自己想办法。
For example, you could give medical students a mystery case about a patient with a unique set of symptoms to motivate learning about the anatomy and organ systems associated with those symptoms.
例如，你可以给医学生一个患有一组独特症状的病人的神秘病例，激励他们学习与这些症状相关的解剖学和器官系统。
And some research shows that this kind of group can improve student achievement — as long as you get some things right.
一些研究表明，只要你把一些事情做好，这样的小组可以提高学生的成绩。
You need to be sure that students are actually collaborating, for example, and you need to provide some instructions for how to go about solving the problems.
例如，你需要确保学生确实在合作，并且你需要为如何解决问题提供一些指导。
Also, active learning seems to work best if class sizes are small — like under 50 students.
此外，如果班级规模小，比如少于50个学生，主动学习似乎效果最好。
And some research suggests that really novice students might benefit from having a more structured learning environment rather than the freedom to solve problems on their own.
一些研究表明，真正的新生可能会受益于更加结构化的学习环境，而不是让他们自己自由解决问题。
But when it does work right, the reason seems clear: it's much easier to fall asleep in a lecture class.
但当这种学习方法正确运作时，原因似乎很清楚：在讲授式的课堂上更容易睡着。
And I'm kind of only joking about that — psychologists really do think that when you're required to come up with an answer yourself, you can't daydream as much.
我只是开玩笑而已，心理学家确实认为，如果要求自己寻找答案时，就不能做那么多的白日梦。
You need to focus your attention more.
你需要更加集中注意力。
And that helps you remember the material better.
这将有助于你更好地记住材料。
The fact that problem-based learning works best in small groups of students also suggests that the social element is probably important, too.
基于问题的学习在小组式的学生中效果最好，这样的事实表明社会因素可能也很重要。
But it could also work so well because students like it.
但它运作良好，可能也是因为学生喜欢它。
In several problem based learning and collaborative instruction studies, students report enjoying the classes more.
在一些基于问题的学习和协作式教学研究中，学生报告说他们更喜欢上课。
That can improve their motivation to spend more time studying.
这可以提高他们花更多时间学习的动机。
And the more time students put into homework and studying, the better their grade.
学生做家庭作业和学习的时间越多，他们的成绩也越好。
In fact, the amount of time spent studying makes such a difference that all the other research we've talked about so far has had to control for it.
事实上，花在学习上的时间，可以让结果产生如此大的差异，以至于到目前为止我们所讨论的所有其他研究都必须对它进行控制。
Basically, you have to look how much people are studying, or else, it throws all the data off.
基本上来说，你必须考虑学习的人数，否则所有的数据都没有意义。
So yes, it turns out one of the best ways to be a better student is to study more.
所以，没错，做一名好学生最好的方法就是多学习。
But, if you've got a set amount of time to teach something, spacing it out into several, smaller chunks rather than one big one will help ensure your student remembers what they're being taught.
但是，如果你要教别人的话，把知识分成几个小块而不是一个整体，这将有助于确保学生记住你教给他们的内容。
You should devote a good portion of the study time to having them try remembering the right answer, not just going over things over and over again.
你应该把大部分的学习时间花在让他们试着记住正确的答案上，而不是一遍又一遍地复习。
And your students will be better off if you ditch the lectures when you can and try some self-directed learning.
如果你能放弃讲课式教学，尝试一些主动学习的教学方法，你的学生会学得更好。
The good news is that all of these techniques are fairly easy to implement, with a little advance planning.
好消息是，所有这些技术都很容易实现，准备工作也不是很多。
And now that you know the evidence behind them and why they work, you can be confident that that planning time will pay off — for both you and for your students.
现在，你知道了支持它们的证据以及它们发挥作用的原因，你能确信安排学习时间可以让你和学生都得到回报。
Thanks for watching this episode of SciShow Psych!
感谢收看这一集的心理科学秀！
And thank you especially to our President of Space, SR Foxley.
特别感谢我们的太空总裁福克斯利先生。
You're the best, SR!
你是最棒的，先生！
Your continued support helps us make these educational psychology videos, and all the other science content you see on SciShow channels.
你们持续的支持帮助我们制作出这些教育性心理学视频，以及在Scishow频道上看到的所有其他科学节目。
If you want to learn more about supporting SciShow including how to become President of Space like SR, head on over to Patreon.com/SciShow.
如果你想了解更多有关支持Scishow的信息，包括如何成为像太空总裁福克斯利先生这样，请访问patreon.com/scishow。
