依據
這些做法，不是拍腦袋定的。
間隔複習照 FSRS 的排程、錯題靠檢索練習、「講得出來才算會」來自以教促學。下面是我們真正依據的研究 —— 點標題看原文。
- 為什麼單開一頁
- 我們說「按科學的節奏複習」「講得出來才算會」—— 這些話得有出處。這一頁就是出處本身，不是頁腳的裝飾。
- 怎麼核的
- 21 篇裡 18 篇有 DOI，每一條都經 CrossRef 逐條核過：標題、年份都對得上，點標題直接跳原文。另外三本是書(Vygotsky 1978、Erikson 1950、Dweck 2006)，本來就沒有 DOI —— 我們不偽造一個。
- 我們刻意不做的
- 你不會在產品功能旁邊看到角標。實時字幕、OCR、導出 PPTX 這些是工程，沒有心理學出處；硬掛一個，就是假嚴謹。這裡的每一篇，只對應一個學習做法。
方法 · SOAR 從哪來
- 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
複習與記憶
- 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
課堂與互動
- 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
一對一輔導 · 助手為什麼這麼做
- 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
動機與情緒 · 分寸從哪來
- 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
成長觀
- 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 逐條核過。