The ancients said, "Persistence in reciting and persistence in thinking." It means that reciting can help thinking, and thinking needs the help of reciting. Reciting is an effective way to learn English and input knowledge. It can not only help students master a lot of basic English knowledge, but also cultivate their rich sense of language and carry out listening, speaking, reading and writing activities. In the process of learning, students must master scientific methods and improve the efficiency of reciting.

First of all, establish the concept of understanding and reciting.

With the growth of age, students' understanding ability is gradually enhanced. Simple and mechanical recitation is not only time-consuming and laborious, but also prone to boredom and low learning efficiency. This requires us not to memorize by rote, but to recite on the basis of understanding, so as to improve the speed of recitation and enhance the learning effect.

Second, eliminate speech barriers.

Incorrect pronunciation or inability to read words is a big obstacle to reciting. If there are too many uncommon words in a text, it will affect students' confidence in reciting. To this end, we can help ourselves find such words and correct pronunciation by listening to the recording or listening to the teacher's demonstration reading. At the same time, we should also pay attention to the intonation of sentences, incomplete bursts, and emphasize weak reading and other phonetic phenomena in order to enhance the rhythm of reading and improve the effect of reciting.

Third, grasp the key words

When reciting, some students are used to reciting word by word, which makes a complete sentence fragmented and affects the effect of reciting. As we know, sentences are composed of phrases, and different phrases form different meaning groups. When reading, we should pause according to the complete meaning group to ensure the integrity of sentence form and meaning, so that it is also a complete sentence in our memory.

Fourth, eliminate grammatical difficulties.

Those long sentences and complicated sentences in the text are the most difficult for students to understand and recite. For this kind of sentences, students can first analyze their structural types: simple sentences, distinguishing subject, predicate, object, definite, form and complement; Compound sentence, find out what kind of compound sentence it is. At the same time, we should also pay attention to the relationship between sentences. In this way, you can understand the meaning of the sentence quickly and recite it much easier.

Fifth, recite the text layer by layer.

According to the central content of the text, break the whole into parts, first easy and then difficult, and recite at different levels. Finally, recite the full text, find unfamiliar places, and carry out intensive recitation.

How to recite the text

Reciting the text sounds terrible, and everyone seems to have experienced it. However, it is undeniable that reciting texts is one of the best ways to learn English. Especially for children. As the most effective way to learn English, the author thinks it is necessary to encourage children to recite more texts to enhance the learning effect. In fact, reciting the text is a hard but enjoyable way of learning. As long as it is well grasped, students can learn with happiness and a sense of accomplishment. Below, some concrete suggestions are put forward for this method.

Let's talk about the benefits of reciting the text first. Reciting texts can help students learn words and grammar in an all-round way, not only each word and syntactic phenomenon itself, but also their usage, collocation and other mood features in practical use, so as to better combine learning with application; Moreover, because the whole article or sentence is understood and accepted together, the memory of a single language unit, such as words, grammatical points, collocation and so on, is relatively solid.

Secondly, reciting texts can encourage children to read more and read aloud, which is very important for children to form a good sense of language. Reciting a text can help children to strengthen the fluency and speed of practice and improve their oral English quickly.

It is also very important: it is difficult for us to provide a good English language environment for our children in daily life, and it is difficult to get in touch with pure English; And if you want to practice English communication, you must have a certain level and communication objects, which are not easy to have. Reciting a text can provide children with a relatively closed language environment and pure and rich language materials to make up for the above shortcomings. Reciting a text fluently will bring great fun and sense of accomplishment to children's English learning and enhance their self-confidence.

Since reciting the text has so many benefits, what problems should we pay attention to in the process of reciting? Let me talk about my personal views on this issue.

First principle: understand before reciting.

For a text, the first problem is to know its meaning very clearly. Only on this basis can we begin to study hard. It's no use eating by rote. Before memorizing, we should first understand the central content of the article, and the narrative should understand things, people, time and place. Explanatory articles should understand the main explanatory objects and different aspects and properties, while argumentative articles should understand the problems discussed and the relationship between the main arguments, arguments and arguments.

Take the content of the article as a clue to remember. It is necessary to understand the content and logical relationship between the upper and lower sentences, and then the language link. Reciting the text in this way is to talk about the matter, recite it meaningfully, recite it substantively and recite it rationally.

The second principle: the articles you recite should be typical and pure.

Once the article is memorized, it will be remembered for a long time or even never, which will have a far-reaching impact on future English learning. So carefully choose those articles that are truly typical and pure. Enrich children's language materials with completely correct and representative articles. New concept English is recommended here, especially the second book. Very good!

Rule 3: Listen to the back first.

Since reciting the text is an effective way to practice oral English, you should pay special attention when reciting. Learning language imitation is the key, so you should listen more before reciting, listen to the original and genuine recordings, and of course recommend the recordings of foreign teachers, so as to learn very authentic pronunciation. And listen to it again and again until you can imitate it very much. This stage is boring, but very effective.

The fourth principle: from easy to difficult, from short to long, step by step.

It is difficult to recite the text, especially at the beginning, and it is most important to avoid conflicts. So at the beginning, even if it is only a few words, we must first build confidence and interest. Don't be greedy, the idea of eating a fat man in one bite is extremely wrong. Can't wait, grow up slowly, get familiar with the routines of reciting texts and some commonly used English related words, and you can become more and more relaxed.

The fifth principle: recite the text one morning.

Morning is the prime time to practice oral English and recite texts, so make full use of it. Getting up early for half an hour every day and reciting aloud is not only good for English, but also good for your mood and the state of the day.

Rule 6: Pay attention to key sentence patterns and words.

Reciting the text not only pays attention to the whole, but also pays attention to a single key language phenomenon. After all, the most important task of reciting the text is to learn English in the text.

Therefore, before reciting, we should seriously study and master the key words in the text, not only paying attention to his pronunciation and spelling, but also paying attention to its collocation. We should not only fully understand the grammatical phenomena of key points, but also pay attention to the changes in actual use and specific meaning.

Rule 7: Review in time and repeat more.

What you recite should be repeated in time, usually 28 times before you can remember it firmly. Of course, we don't ask to remember every article, but it is meaningless to forget it like a bear breaking a stick. The most effective way to remember is to repeat and review in time. Reciting one article is much better than stuttering ten. Therefore, repetition and review are necessary means instead of slowing down.

Eighth principle: the same recited text should be repeated in different intonations and under different environments and conditions as much as possible.

This can not only enhance memory, but also make the memorized text come alive and truly become an ideal tool to be vividly portrayed. For example, a narrative can be read aloud in a reading tone or in the form of a story. Only in this way can we gradually get rid of the habit of language and pay more attention to the content expressed by language, so that when similar situations arise, language will blurt out naturally.

The above is an effective explanation and personal opinion on reciting the text. Of course, there is no certain rule in learning. The most important thing is perseverance and hard work. It is also very important to find a suitable learning method, which can often achieve twice the result with half the effort.

Recitation is one of the traditional reading methods in China. There are many ways to recite. Which of the following methods is suitable for you? Might as well try.

First, reading methods. The ancients said, "Read it a hundred times and you will know its meaning." . "Anyone who reads ... must read every word clearly. It's good, it's not missing, it's not many words, it's not inverted, it's not memorized. Just repeat it a few times. It's naturally catchy and unforgettable for a long time."

Second, try to recite. After reading aloud three or two times, try to recite. If you can't recite it, open the textbook and have a look, and then recite it until it's finished.

Third, the decomposition of recitation. Divide the article into several parts, one at a time, and read and memorize it step by step. The content broken down into several parts or levels can be memorized and then recited as a whole.

Fourth, the keyword (outline) method. Pick out the key words to recite in the text, write them in your notebook, press the key words, sometimes lower your head and close your eyes, sometimes open your eyes to read and test yourself.

Fifth, the combination of back and silence. If you think you can recite it, write it once; Moby, open this page and correct yourself. If there are any mistakes and omissions, mark them yourself and recite them again. Recite it again, silently, silently, until the punctuation is correct.

Sixth, the emerging image method. Suitable for reciting articles and poems with mixed scenes and strong words. In this way, you can also draw stick figures on paper at will, and let the drawing help you recite them.

Seven, pair recitation method. Form a recitation pair independently, and 2-3 people are appropriate. Competing with each other, you can ask your friends to give you tips when you encounter forgotten places in your recitation until you can recite them all.

Eight, circular memory method. The next day, every 3-5 days, every other week, recite the contents of the day again ... three or four times, you can form a lifelong memory.

The eighteen methods of practical memory memory is an important part of learning and an important means to consolidate knowledge. Scientific memory is conducive to improving learning efficiency and accelerating knowledge accumulation. Therefore, to improve learning efficiency and accelerate knowledge accumulation, we must learn to remember scientifically.

1, alternate memory method.

Also known as distributed memory, French attaches importance to head and tail memory. This is a method of memorizing different mnemonic materials through time allocation and alternation. Memorizing the knowledge of a subject for a long time is not effective, because the stimulation of materials of the same nature to the brain nerve is too monotonous. Over time, the corresponding areas of the brain are overburdened and prone to fatigue, and will change from excited state to protective inhibition state, which is manifested as dizziness, brain swelling and inattention, which is not conducive to memory.

Psychological research tells us that in the process of memory, what we remember first has an inhibitory effect on what we remember later, which is called postmortem inhibition (we use it to represent it); What you remember later also inhibits what you remember first, which is called reverse inhibition (we use it); Then, the order of memory is: a b c d e f.

It can be seen that the beginning a and the end f are suppressed in only one direction, while the middle parts b, c, d and e are suppressed in two directions. The more middle parts, the stronger the inhibition. In order to reduce this inhibition, partition method can be used. That is to say, the order of memory is interrupted, and non-memory activities are inserted, which increases the beginning and end, decreases the middle part, and greatly weakens the inhibition.

Someone did an experiment, a very long material, you have to read it 68 times a day before you can recite it; But read a few paragraphs a day and read them 38 times a day, and you can recite them all. Therefore, memorizing long texts and reviewing them in stages is better than focusing on time and surprise. It is better to divide and rule and recite a little every day. In other words, learning different subjects alternately and avoiding too much single stimulation can improve the memory effect.

Exercise between classes is to interrupt a morning memory sequence and turn it into two memory sequences. Taking a nap will minimize the depression between morning and afternoon, thus restoring the energy of studying in the afternoon and evening.

How to use this feature of memory?

(1) Remember the important things at the beginning and the end. If you speak, you should tell everyone the important things in advance and emphasize them at the end.

(2) Memorizing large-length materials can be carried out in sections, so that each section has a beginning and an end, which artificially creates conditions for improving memory.

(3) Reciting several nouns or big questions at a time can change the order, change the beginning and end every time, and evenly distribute the review power.

(4) Organize the memory materials reasonably, and try to make the adjacent learning contents completely different to prevent inhibition. For example, just after learning history, don't learn Chinese to reduce the interaction between materials.

(5) Arrange the time reasonably. Get up in the morning, not affected by forward inhibition, and go to bed after studying at night, not affected by backward inhibition. These two "golden ages" can't be missed and can be used to remember those difficult materials. Furthermore, in the long study, there should be a rest in the middle, and the best time is 10- 15 minutes, increasing the number of times at the beginning and end.

In short, making full use of the beginning and the end will enable you to achieve remarkable memory effects at the same time and with the same energy.

Someone once introduced Mr. Feng Zikai's "Twenty-two Reading Methods". These twenty-two times were not completed at one time, but in four days. Read it ten times on the first day, five times on the second and third days, and twice on the fourth day. This is the distributed memory method. This method is labor-saving and scientific. Psychologist Shardakov once did such a test: two groups of students were asked to memorize the same poem separately. One group adopts the method of centralized memory (that is, focusing on learning the memorized materials repeatedly for a period of time until memorizing them), while the other group adopts the method of decentralized memory (reciting them only once a day for three days, and finally memorizing them). The test results show that distributed memory is better than centralized memory. When distributing and remembering, human brain nerve cells can get proper rest; On the contrary, if the same material is always repeated, monotonous stimulation will easily lead to protective inhibition of the cerebral cortex. Distributed memory means decentralized memory. The so-called dispersion is also limited, and it cannot be thought that the more dispersed the better. Materials that are too short should not distract memory. At the same time, we must master the interval. Too long an interval is easy to forget, and too short an interval is easy to be disturbed.

2, self-test memory method.

This is a way to enhance memory through self-testing.

First of all, it can help us understand our "foundation" accurately. Through regular self-tests, we can know what we have not learned well, what we have not remembered, what we have confused and what we have done wrong, and we can check and correct it immediately to avoid repeating mistakes. Secondly, it can cultivate our ability to improvise. In the examination, the examination questions often change their angles, which is quite different from the original study; At work, I often encounter some thorny problems. If you often use the self-test memory method to understand and digest what you have learned in many ways, you can be confident and not panic when you get cold feet. Even if you encounter unexpected problems, you will handle them well because you are well trained at ordinary times.

Specifically, the self-test memory method is as follows:

(1) Routine test. Time can be divided into two types: daily test and Sunday test. ① Daily test: Before going to bed at night, you should repeat or meditate on the main points of what you learned that day. ② Sunday test: On Sunday, you can ask questions from the perspective of changing the contents of the courses you have studied for a week, write them on a piece of paper and test them yourself. If you find any problems or ambiguities, solve them immediately and never delay. From the course content, it can be divided into unit test and book test. Unit test: after learning a unit, you can ask yourself what you have learned, what is the main content and what you have gained. 2 Book test: After learning a book, you can open the table of contents, recall the contents chapter by chapter, and select those important contents for self-test.

(2) Dictation self-test. The effect of memorizing written symbols is more remarkable than that of reading without writing. This is because when dictation, attention is highly concentrated and the brain is active, which will inevitably consolidate the knowledge of memory.

(3) Ask and answer questions. "If I am a teacher, what questions do I want my students to master?" If you often ask yourself this question and answer it from various angles, you will get unexpected results. Because questioning and answering can further clarify the purpose of learning, enhance the interest in learning and stimulate the enthusiasm for learning. And these are all favorable factors to enhance memory.

3, the system memory method

Systematic memory method is to weave knowledge into a net according to the systematization of scientific knowledge, so that you can remember a string. We can't catch a few scattered beads in one hand. If we thread the beads with a thread, we can pull out the thread and pull up a string. So is memory. Scattered and fragmented knowledge can't be remembered much, and it won't last long. If you organize and systematize your knowledge, you will leave a deep impression on your mind. For example, when memorizing the area formulas of circle, sector and arch, we can remember them as follows: first, we should grasp the relationship between these three shapes: sector is a part of circle and arch is a part of sector, and then we should string together several formulas of graphic area. This is not difficult to remember.

To systematize knowledge, list comparison can often be used. Memory is a storehouse of wisdom, but it can't be chaotic in this storehouse. We should put all kinds of knowledge in the right place, so that we can remember it clearly and extract it conveniently. In the process of listing, you can also cultivate the ability of comparison and induction. Always sort it out in a table, and the knowledge is clear in your mind. You don't need to memorize it, but you can remember it firmly.

4. Debate the memory method.

This is a way to strengthen memory by arguing with others about memory materials.

During the argument, both sides were in a state of high tension. On the one hand, they listen to each other's opinions and analyze right and wrong; On the one hand, think positively, comment on each other's views and explain your own. In this case, the information input into the brain is easy to leave a deep impression.

Argumentation can help us check the accuracy of memory. Through argument, mistakes are exposed and corrected, thus forming correct memories. The knowledge with correct memory has also been tested and applied, consolidated and strengthened.

Arguments can also broaden both sides' horizons, broaden their thinking and inspire each other. In the debate, because of the high concentration, whether you hear new ideas or find new arguments; Whether you are refuted to pieces by the other party or praised by the other party, it is a strong stimulus and can leave a deep impression.

When using argument memory method, we should pay attention to the following points:

(1) The motive should be correct. The purpose of the argument is to identify the accuracy of knowledge, so as to deepen understanding and memory, rather than to compete for high and low, to show off, and not to be brave and hurt each other.

(2) The attitude should be correct. Keep a friendly and equal attitude when arguing, and don't get into a dead end. It is necessary to allow the other party to have wrong opinions and admit their own shortcomings. Correcting others' fallacies sincerely, bravely correcting your own mistakes, and never sticking to your own opinions.

(3) The method should be correct. Don't digress in the argument. If it is too far from the point, it is difficult to draw a correct conclusion. In an argument, we should insist on independent thinking, not follow the trend and pretend to understand.

5, understand the memory method

According to psychology, understanding is to use existing knowledge to establish logical connections between things. When reading a relaxed article, understanding is only manifested as perception, that is to say, I suddenly remember what I have mastered before, or I can immediately grasp what I need from the existing knowledge and combine it with new impressions. But when reading and learning unfamiliar and incomprehensible knowledge, we need to use knowledge to establish new logical connections. Understanding memory is based on the understanding of learning content. This kind of understanding does not mean general understanding, but mainly refers to mastering the content to be learned, especially the logical connection between the parts and the connection with previous knowledge and experience.

Understanding mnemonics is the key and foundation of memory. To understand, it is necessary to analyze and judge the content of memory. Grasp their internal logical connection and hierarchical relationship, and grasp the key points (or keywords, key sentences, paragraphs, key steps, etc. ) to express the essence of the content. This will be memorized in understanding.

6. Try to remember.

The process of perceiving things that are not in front of us but can be independently reproduced is called memory. Trying to remember is to constantly test yourself in the process of memorizing. There are many ways to test, mainly retelling and writing by yourself. For example, you can recite foreign words, you can also read English and write in Chinese, and you can also read Chinese and read English. When reciting the text, you can keep trying to recite it yourself. The back is wrong. Read it again and remember it again. It is effective to try to recall what you have learned in time.

The advantages of this method are as follows: ① You can know your memory in study in time. Every time I try to remember, I will know what I remember and what I don't remember. When reading further, you can remember with emphasis and selectivity. ② It can stimulate people's enthusiasm for learning. Try to recall, the purpose is to reproduce what you read word by word, and you can encourage yourself to read word by word, aiming at those materials that you haven't remembered yet.

Some students always read over and over again with their heads closed when they recite. This kind of boring repetitive reading often can't make the cerebral cortex in an excited state. In this way, it will inevitably reduce the memory effect. Try to remember, although it takes more effort than reading from the book, especially when you can't remember, you should use your head. Because the nerve cells in the cerebral cortex are always excited, it is easy to remember the materials you have read.

Read the materials to be memorized repeatedly, and try not to read them. Recite (or recall) once, and then read when you encounter difficulties. This mnemonic method of trying to recite by using feedback effect is called trying to recite mnemonics.

For example, after memorizing English words, you can watch English write Chinese silently, or you can watch Chinese write English silently, and then compare the answers and correct the mistakes before writing them down. Another example is reciting texts. You can try to remember it after you recite it, that is, recite it yourself. When you can't recite it, look again and remember it again. For another example, when memorizing a complex mathematical theorem proof, you can also try to recite it with a pen after understanding it. When you can't prove it, just read the book and remember it again.

Experiments show that letting the memorizer know his memory effect, that is, giving information feedback, can often improve the memory effect. The following psychological experiments can illustrate this problem:

The subjects were divided into group A and group B. The examiner asked the students in group A to read a text four times in a row. Let the students in Group B read the same text once, try to recite it again, watch it again and try to recite it again. Results After one hour, Group A only remembered 52.5%. Group B remembered 75.5%; A day later, Group A only remembered 30%, while Group B remembered 72.5%. 10 days later, Group A only remembered 25%, while Group B still remembered 57.5%.

Every time I tried to recite it, I gave a feedback of the memory information. Why can trying to remember by using feedback effect improve the memory effect? This is because feedback improves the consciousness and initiative of memory. A piece of material has been recited several times, but some parts have been recited, some parts have not been recited, or mistakes have been made. Feedback information can tell you which parts have been memorized and which parts need to be processed, and help you understand the progress and difficulties of memory. Then, you can focus on the difficult parts. Secondly, feedback can enhance the self-confidence of memory, thus adding strength to memory. If you read a difficult material or a long material several times, you will find that you have memorized most of it, which will greatly stimulate your learning motivation and the joy of success, and complete the remaining memory tasks with confidence. Of course, when you recite it several times and find that you haven't remembered it, you will inevitably be upset. At this time, you should know: "fidgety will interfere with memory and affect the memory effect." The best way is to control your emotions, calm yourself down, trust your memory ability, or think like this: "This material is more difficult, so remember it several times." Secondly, feedback can eliminate fatigue and keep concentration in a certain program. Boring reading over and over again, this boring repetitive reading is easy to produce fatigue, and attention is easy to be distracted over time. If information about memory is fed back to you from time to time in the process of memory, it will undoubtedly eliminate some fatigue, or delay the occurrence of fatigue, and at the same time let your attention focus on memory. Therefore, instead of reading, watching and writing repeatedly, it is better to try to recite the mnemonic method.

7. Comparative memory method.

This is a method to compare and analyze similar but different memory materials and find out their similarities and differences for memory.

Comparison is an important means for people to understand the objective world. Only by comparison can we tell. Without comparison, it is difficult for us to distinguish the characteristics and essence of things, and it is also difficult to understand the connections and similarities and differences between things. The important role of comparison is mainly manifested in three aspects:

(1) comprehensive learning materials. The comparative reading of similar materials will obviously achieve the effect of comprehensive understanding and "three-dimensional" memory of materials.

(2) accurate memory materials. The accuracy of memory is directly related to the initial memory. If the information input to the brain is wrong, then the extraction must be inaccurate. Contrast is the key to accurate memory.

(3) In-depth memory of materials. Many back materials have similarities and differences, so it is difficult to distinguish them. When memorizing a certain material, if you look for similar materials to read for reference and compare them slightly, your respective characteristics will be prominent and your impression will be profound.

There are many methods of comparison, mainly including opposition comparison, comparative comparison, sequential comparison and similar comparison. Comparison has two basic principles:

First, seek common ground while reserving differences. That is, to find out the differences beyond the similarities of memory materials. When comparing, don't stop at understanding the surface phenomena of materials, but focus on the comparison of their essential attributes and grasp the subtle features for memory.

Second, seek common ground while reserving differences, that is, try to find out their similarities or similarities in addition to the differences in rote learning materials. Things in the world are very complicated. Although the superficial phenomena are very different, they are often similar or identical in essence. If we can find them, we will remember them more firmly.