Teaching with learning in mind
以学定教
Explore the science of learning and implication to teaching and learning
探索学习科学及其对教学的影响
探索学习科学及其对教学的影响
How cognitive science and good old pedagogy help us crack the "GenAI in education" challenge?
认知科学和传统教学法如何帮助我们应对 "教育领域的 GenAI "挑战？
Recorded conversations with great minds on cognitive science and education.
与认知科学和教育领域伟大人物的对话录音。
How the field has matured to include evidence from not only the cognitive sciences, but motivation, meta-cognition, and habit formation, and how we can put the evidence together in a meaningful and functional way.
该领域是如何成熟到不仅包括认知科学的证据，还包括动机、元认知和习惯养成的证据，以及我们如何以有意义和实用的方式将这些证据整合在一起。
Translated into: Spanish/ Español by Juan Fernández
翻译成 西班牙语/ 西班牙语：胡安-费尔南德斯
How knowledge is stored in the brain and changes over time? Exploring the functions and interactions long-term memory, and working memory and laying the foundation for further explorations of effective learning strategies.
知识是如何储存在大脑中并随时间发生变化的？探索长期记忆和工作记忆的功能和相互作用，为进一步探索有效的学习策略奠定基础。
Translated into: Spanish/ Español by Juan Fernández
翻译成 西班牙语/ 西班牙语：胡安-费尔南德斯
The model and its features, in pictures. Including a comparison with the SOLO taxonomy.
图解模型及其特点。包括与 SOLO 分类法的比较。
How the pyramid model was born? what is it good for? and three short animated videos that highlight important pedagogical considerations.
金字塔教学模式是如何诞生的？
A pyramids model for building knowledge, through making meaning. What is needed to acquire higher levels of understanding and ability? Explore this illustration-based page.
通过意义构建知识的金字塔模型。获得更高层次的理解和能力需要什么？请浏览本页插图。
What is understanding from a "learning brain" point of view?
从 "学习大脑 "的角度看，什么是理解？
Visual models will help us analyze the abstract concept of 'understanding' and to explore its components. What can be applied in the classroom? and how can we help students when they don't understand?
视觉模型将帮助我们分析 "理解 "这一抽象概念，并探索其构成要素。当学生不理解时，我们该如何帮助他们？
Can we define meaning operationally? and what are the implications for the key role of meaning-making in every stage of learning?
我们能否对意义进行可操作的定义？"意义建构 "在每个学习阶段的关键作用有何意义？
Translated into: Spanish/ Español by Juan Fernández
翻译成 西班牙语/ 西班牙语：胡安-费尔南德斯
What is the role of prediction in updating existing memories with new information? what is the evidence and what are the possible implications?
预测在用新信息更新现有记忆方面有什么作用？
A ResearchEd talk turned into blog, explores the research behind prediction and its applications to the classroom.
将 ResearchEd 讲座转化为博客，探讨预测背后的研究及其在课堂上的应用。
What is the difference between consolidation and reconsolidation? what are the evidence in humans and the possible implications to educations?
巩固和再巩固有什么区别？在人类身上有哪些证据以及对教育可能产生的影响？
What is the crucial difference between 'learning to the test' and 'learning for long-term retention'?
应试学习 "与 "长期学习 "之间的关键区别是什么？
A review of a research paper by Rawson, Dunlosky, Sciartelli (2013) with implication for field-research and classroom practice.
对 Rawson、Dunlosky、Sciartelli（2013 年）研究论文的评论，以及对实地研究和课堂实践的启示。
The benefits of practicing by using retrieval, the barriers too.
利用检索进行练习的好处，也有障碍。
Key points to consider , and practical examples from teachers that apply.
需要考虑的要点，以及教师提供的适用实例。
An experiment in cognitive psychology taken into the classroom for educational purposes.
将认知心理学实验带入课堂，以达到教育目的。