依据
这些做法，不是拍脑袋定的。
间隔复习照 FSRS 的排程、错题靠检索练习、「讲得出来才算会」来自以教促学。下面是我们真正依据的研究 —— 点标题看原文。
- 为什么单开一页
- 我们说「按科学的节奏复习」「讲得出来才算会」—— 这些话得有出处。这一页就是出处本身，不是页脚的装饰。
- 怎么核的
- 21 篇里 18 篇有 DOI，每一条都经 CrossRef 逐条核过：标题、年份都对得上，点标题直接跳原文。另外三本是书(Vygotsky 1978、Erikson 1950、Dweck 2006)，本来就没有 DOI —— 我们不伪造一个。
- 我们刻意不做的
- 你不会在产品功能旁边看到角标。实时字幕、OCR、导出 PPTX 这些是工程，没有心理学出处；硬挂一个，就是假严谨。这里的每一篇，只对应一个学习做法。
方法 · SOAR 从哪来
- Learning strategies that help students SOAR to success. Kiewra, K. A., & Luo, L. (2020) · Oxford Research Encyclopedia of Education
- An investigation of SOAR study strategies for learning from multiple online resources. Daher, T. A., & Kiewra, K. A. (2016) · Contemporary Educational Psychology, 46, 10–21
- Concept mapping: A useful tool for science education. Novak, J. D. (1990) · Journal of Research in Science Teaching, 27(10), 937–949
- Becoming a self-regulated learner: An overview. Zimmerman, B. J. (2002) · Theory Into Practice, 41(2), 64–70
复习与记忆
- Distributed practice in verbal recall tasks: A review and quantitative synthesis. Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006) · Psychological Bulletin, 132(3), 354–380
- Test-enhanced learning: Taking memory tests improves long-term retention. Roediger, H. L., & Karpicke, J. D. (2006) · Psychological Science, 17(3), 249–255
- Retrieval practice produces more learning than elaborative studying with concept mapping. Karpicke, J. D., & Blunt, J. R. (2011) · Science, 331(6018), 772–775
- Improving students' learning with effective learning techniques. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013) · Psychological Science in the Public Interest, 14(1), 4–58
- The relative benefits of learning by teaching and teaching expectancy. Fiorella, L., & Mayer, R. E. (2013) · Contemporary Educational Psychology, 38(4), 281–288
课堂与互动
- Active learning increases student performance in science, engineering, and mathematics. Freeman, S., Eddy, S. L., McDonough, M., et al. (2014) · PNAS, 111(23), 8410–8415
- The ICAP framework: Linking cognitive engagement to active learning outcomes. Chi, M. T. H., & Wylie, R. (2014) · Educational Psychologist, 49(4), 219–243
- Mind in Society: The Development of Higher Psychological Processes. Vygotsky, L. S. (1978) · Harvard University Press
一对一辅导 · 助手为什么这么做
- The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Bloom, B. S. (1984) · Educational Researcher, 13(6), 4–16
- The role of tutoring in problem solving. Wood, D., Bruner, J. S., & Ross, G. (1976) · Journal of Child Psychology and Psychiatry, 17(2), 89–100
动机与情绪 · 分寸从哪来
- Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. Locke, E. A., & Latham, G. P. (2002) · American Psychologist, 57(9), 705–717
- The control-value theory of achievement emotions. Pekrun, R. (2006) · Educational Psychology Review, 18(4), 315–341
- Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Ryan, R. M., & Deci, E. L. (2000) · American Psychologist, 55(1), 68–78
成长观
- Theoretical propositions of life-span developmental psychology: On the dynamics between growth and decline. Baltes, P. B. (1987) · Developmental Psychology, 23(5), 611–626
- The role of deliberate practice in the acquisition of expert performance. Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993) · Psychological Review, 100(3), 363–406
- Childhood and Society. Erikson, E. H. (1950) · W. W. Norton & Company
- Mindset: The New Psychology of Success. Dweck, C. S. (2006) · Random House
共 21 篇 · DOI 逐条核过。