【導讀】然而，單詞難記，文章難背。卻是眾多英語學習者的很頭痛的問題。如何長久有效地記單詞，用正確的方法學英語成。一段時間后，通過舉行兩次測試來檢驗他們的學習效果，一個是文章聽寫測試，另一個是單元測試。然后，觀察這些學生的反應和他們測試分數(shù)的差距，分析這兩個班。出現(xiàn)的不同結果。該研究主要解決以下兩個問題：。⑴使用理解記憶這一方法來記單詞是否更有效？此外，在考試中成績也明顯比用傳統(tǒng)。記憶法的學生更好。因此筆者認為，在英語教學中應該通過一些科學的方法和策略培養(yǎng)。學生的記憶能力以此來提高學習效率。者在實際教學中對該記憶方法加以驗證和改善。

　　

【正文】 her should grasp this opportunity. After the examination, the two classes of students will turn out two disparity results, then, analyze the consequence. The main steps for Class A Teaching aims: Leading them to remember new vocabulary effectively and arouse their English learning interest. The Effects of the Memory through Understanding Method on Junior Middle School Students’ Learning Efficiency 8 Teaching content: New words and text in unit2 Teaching procedures: Step1 Leadin This unit is about the changes of a place, so the new vocabulary is largely related to place names. At the beginning of the class, ask several students to describe the new changes of their hometowns, and list the place names they have mentioned. Step2 Presentation 1. Ask the class to circle the new words and phrases in the text which bring some troubles for them to understand. Meanwhile, the teacher also should write down the new vocabulary on the blackboard. 2. Guide students to guess the meanings according to the teachers’ hints instead of telling them directly. Then, give them the correct pronunciation and some extended knowledge about these words. In addition, explain the difficult points in details. Step3 Practice Give them the limited time to memorize, then close the book and check them. If they could not keep in mind of, consolidate the points immediately. Step4 Production Ask them to scan the text again and translate the passage Homework To memorize the new vocabulary From this lesson period, it’s obvious that the teacher has dexterously applied the memorythroughunderstanding method. At the start of the lesson, the teacher led the students to enter the theme of this unit smoothly. It would arouse the students’ interest, thus they may have the appetite for learning. During the period of new words’ learning, the teacher guided the students to guess the meaning of new vocabulary so that they are eager to get the correct meanings. Tightly following, the teachers’ specific explanation has given them a better understanding of the new vocabulary. In the end of the class, the students would have a deeper impression by extending some knowledge about these new words. In the whole process, the teacher has acted as a prompter and anizer, and students have formed the construction of the knowledge under the help of teacher. The Effects of the Memory through Understanding Method on Junior Middle School Students’ Learning Efficiency 9 This is an effective learning strategy. It’s benefit to consolidate the content which the students have learnt. Because this method requires learners to consider and understand the logical relevance and related former knowledge, thus, applying this memory method will prompt students’ learning efficiency. The main steps for Class B Teaching aims: To learn new vocabulary Teaching content: New words and text in unit2 Teaching procedures: Before learning the text, ask the students to learn the vocabulary. Step1 Presentation 1. The teacher read the new glossary and the students follow to read. 2. When the students can read the new words, the teacher gives them ten minutes to recite them, including their Chinese meaning. Step2 Practice The teacher says the Chinese meaning and the students answer the English word, and vice versa. Step3 Production Mark off the Chinese meaning of these new words in the new passage. Homework Recite the new vocabulary Compared with Class A, the teaching procedure in Class B is evidently simpler. The teacher only narrated the meaning of the new vocabulary and finished the teaching task. The students just recited the content following the teachers’ order rather than prehended the connotative meaning. Obviously, it’s a typical mechanical memory method which is opposite to Class A. Applying this learning method, the students might keep the knowledge in mind for one or two days, but it wouldn’t last long time. Through strongly repeating and reading the words, perhaps they can remember it in the current time. However, lacking of the knowledge construction in their mind, the students would fet for a short time. The Effects of the Memory through Understanding Method on Junior Middle School Students’ Learning Efficiency 10 4 Results and discussion Next two days, the teacher will conduct the word dictation. After finish the whole unit, conduct a unit test to check them. Data present Here are the data from dictation test. Table1 Class Full Mark (100) Good (8099) Passing (6079) Not Passing 60 Class A 10 20 10 5 Class B 6 16 15 8 Here are the data from unit examination Table2 Class Excellent Rate Passing Rate Not Passing Rate Average Mark Class A 22% 71% 7% 85 Class B 15% 68% 17% 78 The analysis of the results From these two test consequences, we can clearly see that Class A students have got much better results than Class B. In the dictation test, the excellent rate is close to 66%, while Class B is only %, below a half. Besides, the not passing quantity of Class B is more than Class A. We also can find that there are 40 students have reached 60, just 5 students have not passed, that means the passing rate is as far as %. However, the students in Class B who have got the full and good marks are apparent lower than Class A. In table 2, it is evident that both the excellent rate and passing rate in Class A are much higher than Class B, particularly the excellent rate accounts for 22%. In Class B, 17% of students have not passed the examination, whereas, Class A is just 7%, much less than Class B. Furthermore, the average mark of these two classes are obviously different, Class A is as far as 85, more than the excellent mark 80, conversely, Class B is only 78