1. This is because of the specific application of the perceptual selectivity rule. The object of perception is always selected from the surrounding things. The greater the difference between the object and the background, the easier it is for the object to be distinguished and perceived.

I don't review my lessons on the same day, but I always review before the exam, but many things are forgotten, so I can only review with half the effort without a plan, and I can't grasp the key points and points. Psychologist Ebbinghaus and others found that the process of forgetting is fast first and then slow. In the last 20 minutes, I almost forgot 40%, but in a few days, I almost forgot. If you wait a long time to review before the exam, it is almost equivalent to relearning. Therefore, the newly learned materials must be reviewed in time, at least on the same day, to slow down the process of forgetting. As an educator said, it is necessary to "consolidate the building" in time, rather than "repair it after it collapses".

We should review in time. Because the law of forgetting is fast first and then slow, if you spend a long time reviewing what you have learned, you will almost forget. At this time, reviewing is equivalent to relearning, which requires a lot of time and energy. As a student, we should try our best to review in class and on the same day. Don't wait for the exam to review, engage in surprise and burn the midnight oil. This is tantamount to digging a well, and you can only set yourself on fire. Also pay attention to decentralized review. Even if you review it in time, you can't do it once and for all. Review it many times and often. Many experiments have proved that decentralized review is better than centralized review at the same time. For example, if you spend 30 minutes reviewing foreign words in the morning, it is better to use 10 minutes at noon and evening in the morning. The scattered review that needs to be carried out many times should not be too long at first, and it can be gradually lengthened later. It should also be noted that reading is combined with trying to recall. Some people have done experiments to prove that the group members who review the text simply by reading, whether they recall at that time or delay their memories, are not as good as the group members who combine reading and trying. It can be seen that the combination of reading profanity and trying to recall can greatly improve the review effect. According to the experimental results, for meaningful learning materials, the best time ratio between reading and trying to recall is 2: 3, in which 2/5 of the time is spent reading and 3/5 of the time is spent trying to recall. In other words, more time is spent on memory than on reading. Finally, pay attention to the combination of partial review and overall review. Memorize the article repeatedly from beginning to end until the whole article is memorized, which is a holistic method; Divide the article into several parts, recite one part, and then write down the other part until all the parts are memorized. This is part of the method. If you read the article from beginning to end-several times, then read and memorize it in sections, and finally read it from beginning to end until you know it by heart, this is the whole-part-whole method, also known as the comprehensive method. Experiments show that the comprehensive method is the best way to review, and its advantage obviously lies in the perfect combination of the advantages of the overall method of "grasping the overall situation" and the local method of "divide and rule".

3. Attention has become one of the important research fields of cognitive psychologists. Since 1970s, cognitive psychologists have done a lot of research in the field of attention, among which selective attention is one of the main areas of attention research. . Selective attention is closely related to the automatic processing of individual cognitive skills. Selective processing of information can improve the speed of information processing. Therefore, in the study of teachers' classroom information processing, we call the selectivity of attention processing selective attention strategy. From the analysis of teachers' classroom information processing process, the main function of choosing attention strategies is to register and index classroom information consciously or unconsciously. This process is usually based on teachers' existing knowledge and experience, but it is not related to specific problems. According to Berliner's research, with the development of teachers' teaching expertise, the intuition of classroom information processing is also improving. From the perspective of selective attention to classroom information, with the accumulation of knowledge and experience and the development of expertise, teachers' attention processing to classroom information has gradually changed from endogenous selective attention to exogenous selective attention, and their awareness of attention processing has also declined, reaching the level of cognitive automation. Long-term classroom teaching experience enables teachers to quickly distinguish important information from complex classroom information, effectively organize and implement classroom teaching activities, and solve various classroom teaching problems.

According to the research of selective attention, the factors affecting attention processing include the number of interfering stimuli or the complexity of stimulus information, the effectiveness of clues, the novelty of stimuli and the familiarity of stimulus information. In the process of classroom information processing, the above factors also have certain influence on the choice of classroom information and attention to processing. First of all, pay attention to the choice of processing will have a certain impact on teachers to exclude interference information from complex classroom teaching information and identify effective information. In classroom teaching, how to select effective information related to problems from complicated information plays an important role in cultivating teachers' ability to observe and deal with classroom teaching phenomena and improving classroom teaching efficiency, and is also an important embodiment of the process of expert teaching cognition automation.

Secondly, in the process of classroom information processing, the consistency of teachers' expectations or predictions of teaching activities or teaching phenomena is directly related to the efficiency of solving classroom teaching activities or teaching problems. The higher the consistency of expectations or predictions, the higher the efficiency of problem solving and the higher the efficiency of classroom teaching. Teachers' classroom information processing ability is closely related to their selective attention to the classroom information processing process (accuracy and effectiveness of information selection).

Thirdly, in the process of classroom information processing, the processing of new heterosexual classroom information (such as disciplinary problems or problems) will directly affect the teaching efficiency of teachers. How to deal with the classroom information of the new opposite sex properly and effectively to ensure the effectiveness and efficiency of classroom teaching is an important aspect of teachers' teaching skills, and choosing attention strategies also has an important influence on dealing with the classroom information of the new opposite sex.

In addition, familiarity with classroom situational information is also an important factor affecting the efficiency of classroom information processing. With the development of teaching expertise and the accumulation of knowledge and experience, teachers' proficiency in classroom information has been continuously improved, and teachers' selectivity in classroom information processing, teachers' ability to observe and deal with problems and their cognitive automation level in dealing with classroom information have also been continuously improved. Selective attention processing mechanism is one of the important mechanisms of teachers' cognitive skill automation.

In view of the above research on selective attention, we believe that selective attention strategy is an important cognitive strategy for teachers' classroom information processing and plays an important role in teachers' classroom information processing. The level of selective attention strategy will directly affect teachers' classroom information ability and its development level. Therefore, the selective attention strategy of classroom information processing is also one of the problems to be further discussed in this study.

4.