(i) categorization of memory
The classification is based on the nature, characteristics and intrinsic links of the identification material in order to help students remember. For example, upon completion of the measurement unit, all the elements studied can be grouped into five categories: length; area; volume and volume; weight; and time. The first four categories include public and municipal systems and conversions, while the fifth category includes the century, year, month, day, minutes, seconds and their rates of progression. This grouping enables the systematic, structured and easy to remember complex things。
(ii) harmonizing memory
This method of memory is to use the sound of certain memoirs to make the memory of the students impressive and unforgettable。
(iii) comparative memory method
Some mathematical knowledge can be easily confused, and students can be helped to distinguish and remember by applying the opposing relationships of some concepts and capturing key points in the concept。
(iv) musical memory
It's about making up songs, mouths or evasive words about the mathematical knowledge to be remembered, thus facilitating memory. For example, the decorative fraction multiplication, the division method, makes up four lines: “the symmetrical multiplication is clear, the molecular denominators multiply, the fractions divide differently, and the dichotomy multiplexes multiply”. This method is used to remember that students are not only easy to remember, but also hard to remember。
(v) understanding memory
Understanding is an effective minimum memory method, a rich knowledge of mathematics, easy to forget by death, and only with deep understanding. Therefore, the process of conceptualization, generalization of nature, the drawing of rules and the extrapolation of formulas must be clear. For example, there are various size formulas in which rectangular size formulas are the most basic and other graphic area formulas can be derived from rectangular size formulas. Students understand the process and relationships of extrapolation, and it is easy to remember the size formula of graphics。
(vi) regular memory
It's about finding regular things for memory based on the interrelationship of things. For example, the length units, the size units, the characterization of the units and the grouping methods. The conversion and fusion methods are inversely related, i. E. The value x rate of the higher unit: the value of the lower unit, the value of the lower unit + the rate = the value of the higher unit. With these two patterns in mind, the problem of integration is solved. Regular memory requires students to develop their minds to process and organize the materials they learn, and thus to have a strong memory。
(vii) list memory method
It is to put certain easily confused cognitive materials in tables for memory purposes. This approach is clear, intuitive and contrasting. For example, the distinction between the three concepts of prime, factor and factor can be presented in tables to help students remember。
(viii) key memory approach
With age, there is a growing knowledge of mathematics, and students are wasting time and having poor memory in order to fully remember it. Therefore, in order for students to learn to remember what is important, they can remember what is important, on the basis of what is important, and by extrapolating, linking, etc. For example, learning is a common quantitative relationship: work efficiency x working hours = workload. Workload = working hours; workload + working hours = working efficiency. As long as the first quantitative relationship is remembered, the latter two quantitative relationships can be derived from the multiplication and division. This recollection reduces the burden on students ' memory and increases its efficiency。
(ix) the joint memory method
It's through one familiar thing that comes to mind another thing connected to it. For example, the law of integers and subtractions combines the law of decimal additions and subtractions, the law of additions, the law of multiplication, the law of integration and the law of distribution. It's an effective way of remembering。
(x) practice memory
This is how the students draw conclusions through brain work, experiments. For example, learning about the size and size of a class allows students to measure a plot of land, counting acre production; learning about statistical charts allows students to draw a statistical table or chart of their own class height, weight, etc. By doing this in person, the student will have a lasting effect。
