物理教学中有的公式、规律需要学生牢固地记忆,有的数据、单位也应作为常识留在学生的记忆中。前者可通过理解加深记忆,而后者往往只有靠机械记忆。心理学研究表明,不论何种识记方法,举凡能够引起兴趣的事物,不仅易于记忆,而且能保持。因为感兴趣的事物最易诱发大脑神经兴奋,且能使其持续,使信息储存处于最佳心理状态。我尝试让学生借助谐音对抽象的记忆内容“赋加”一种人为的意义,使记忆材料变得形象化、趣味化。 Some formulas and laws in physics teaching require students to firmly memorize, and some data and units should also remain in the memory of students as common sense. The former can deepen the memory through understanding, while the latter often rely only on mechanical memory. Psychology studies show that regardless of the method of memorizing, anything that can cause interest is not only easy to remember, but it can be maintained. Because the things of interest are most likely to evoke the brain’s nervous excitement and enable it to persist, the information store is in an optimal state of mind. I try to allow students to “add” an artificial meaning to the abstract memory content by means of homophonic sounds, so that the memory material becomes visualized and interesting.