本系列英文内容来自https://www.edx.org/course/the-science-of-learning-what-every-teacher-should-know，翻译是自己练习，如有发现不妥请批评指正！
Spacing and Interleaving
间隔和交织
Think of something you know really well, something you have deep knowledge of and are confident you could apply effectively in different contexts.
想想你真正熟悉的事情，你有很深的知识并且你有信心可以在不同的环境下有效应用。
How did that understanding develop for you? Chances are in whatever way it happened it probably took quite a bit of time.
这种理解是如何发展起来的？无论发生什么事情，可能都需要相当长的一段时间。
That's how deep and enduring learning develops.
这就是深刻和持久的学习发展之路。
It's almost invariably distributed over long periods of time with ample opportunities for feedback and reflection.
它几乎总是分布在很长一段时间，有充足的反馈和反思机会。【是一个很长时间的不断错了改，改了错的过程】
This is called spaced practice.
这被称为间隔练习。
A learning principle we're all familiar with, both in our academic and daily lives, yet in schools it's a learning principle we frequently forget or ignore.
我们都熟悉学习原理，无论是在学术上还是在日常生活中，但在学校里，这是我们经常忽略或忽略的学习原则。
Too often our students, especially as they make their way through school from K to 12, are taught in ways that run counter to what we know to be best practice for creating long-term learning.
我们的学生经常被教导，特别是当他们在从K到12的学校上课时，他们的教学方式与我们所知道的创造长期学习的最佳做法背道而驰。
Surveys indicate that the most frequent way for students to study, especially in junior high and high school, is called massed practice or more commonly cramming.
调查显示，学生学习最常用的方式，尤其是初中和高中，被称为集中练习或更常见的临时抱佛脚方式。
This usually involves students intensively studying over a short period of time, often the night before they have a test.
这通常会让学生在短时间内深入学习，通常是在他们进行测试前一晚。
What happens next compounds the problem of cramming.
接下来会发生什么情况会造成什么问题。
That's because many times the students end up doing okay or even more than okay on the test.
这是因为很多时候学生在测试中最终做得不错或甚至没有问题。
It turns out that our human memory is pretty good at retaining a surprising amount of information for short periods of time.
事实证明，我们的人类记忆非常好，可以在短时间内保留大量的信息。
That's the problem.
那就是问题所在。
The knowledge is retained for only short periods of time.
知识只保留很短的时间。
Give those students the same test three weeks later unannounced and see how they do.
三周后，给那些学生进行相同的测试，并且不提前说，看看他们是怎么做的。
My experience is that those same students who achieved high scores retain little of what they knew a few weeks earlier.
我的经验是，那些获得高分的学生几周前几乎不知道他们所知道的。
Even more interesting would be to have students take their final exam from June the following September.
更有意思的是让学生在次年9月参加今年6月份的期末考试。
You could even limit the important skills and concepts from the previous year.
你甚至可以限制前一年的重要技能和概念。
How do you think they would do? The problem of fragile knowledge, as the physicist Richard Feynman called it years ago, is a common one in our schools.
你觉得他们会怎么做？正如物理学家理查德费曼多年前所说的那样，脆弱的知识问题在我们学校中是常见的。
This is because for the most part we don't seem to value learning that creates lasting and transferable understanding beyond the immediate.
这是因为大多数情况下，我们似乎并不重视那些能够创造超越眼前的持久和可转移理解的学习。
If so, we would place front and center the principle of spaced practice as we design curricula, instruction, and assessment.
如果是这样，我们会在设计课程，指导和评估时将前面的和中心的间隔练习原则置于中心位置。
Surprisingly, one of the oldest and most powerful research basis in cognitive science has to do with just this learning principle.
令人惊讶的是，认知科学中最古老和最强大的研究基础之一与这种学习原理有关。
For over a century, numerous studies have demonstrated that distributing learning over time in relatively short intervals is a much better way to develop enduring and usable memories.
一个多世纪以来，大量研究表明，在相对较短的时间间隔内分布学习是开发持久和可用记忆的好方法。
This is in comparison to devoting the same amount of learning time in less frequent and longer sessions or even in single intensive sessions.
相比之下，相同的学习时间用于不太频繁和较长时间的课程，甚至是在单一密集课程中。
The principle of spaced practice is one of the most important for long-term learning.
间隔练习的原则是长期学习最重要的原则之一。
That's in addition to of course the principle of active learning or thinking to learn as we have described throughout this course.
当然，这还包括主动学习或思考的原则，正如我们在整个课程中所描述的那样。
Spaced practice applies to children and adults of all ages for any subject and it's useful for memorizing basic facts in addition to learning complex skills and high order thinking.
间隔练习适用于任何学科的所有年龄段的儿童和成人，除了可以用来记忆基本事实之外，它还可以被用来学习复杂的技能和高级思维。
Lets now talk about how this principle applies to designing curricula, choosing teaching strategies and planning homework.
现在让我们谈谈这个原则如何适用于设计课程，选择教学策略和计划作业。
Recall, however, that our basic operating assumption is that we want to create long-lasting and transferable understanding for students.
回想一下，然而，我们的基本操作假设是我们想要为学生创造持久和可转移的理解。
The first move in applying the concept of spaced practice is to identify the most important concepts and skills you want your students to walk out of your class, department, or school knowing, what's most worth learning for the future for every learner.
应用间隔练习的概念的第一步是确定你希望学生在走出课堂，部门或学校的时候能带着的最重要的概念和技能，知道每个学习者未来最值得学习的东西。
This will then provide a sense of priority and focus for what is to be learned in a distributed way.
这将为分布式学习提供一种优先感和重点。
It's also the first step in what Grant Wiggins calls backward design.
这也是格兰特威金斯称之为回顾设计的第一步。
And it will prevent you from suffering the futility of trying to teach everything of importance as he puts it.
它会避免你尝试教他所说的所有重要事情的徒劳。
It will also prevent, hopefully, the student corollary of the futility of forgetting almost everything of importance.
它也将避免学生推论忘记几乎所有重要事物的徒劳。
Spaced practice has implications for how you plan the sequencing of priority concepts and skills in your course over time.
间隔练习会影响您如何计划课程中优先概念和技能的顺序。
Instead of teaching a concept or skill intensively over days or weeks as a unit, better would be to plan spreading the learning of the most important concepts over months, returning to them periodically to build and reinforce.
而不是在几天或几周内集中教授一个概念或技能，最好是计划在几个月内传播最重要概念的学习，定期返回以建立和加强。
This lends itself to a companion spacing principle called interleaving.
这适用于称为交织的伴随间隔原理。
We discussed this previously in the student learning strategy section of this course.
我们之前在本课程的学生学习策略部分讨论过这个问题。
Recall that interleaving involves spending some time learning one thing, then pausing to concentrate on learning a second thing, then returning to the first thing and possibly starting to learn a third thing, all occur without fully learning to completion any one of those subjects.
回想一下，交错涉及花一些时间学习一件事，然后停下来专注于学习第二件事，然后回到第一件事，并可能开始学习第三件事，都发生在没有完全学习完成任何一个主题的情况下。
This sounds confusing, but it works, especially if you're a good planner who can keep track of lots of things.
这听起来令人困惑，但它很有用，特别是如果你是一位能够跟踪很多事情的优秀策划者。
As you can see from this English class example, a teacher could block the four elements of their course and teach each consecutively in a concentrated way.
从这个英语课的例子中你可以看到，一位老师可以把他们课程分成四个要素，并且集中地连续教授每一个要素。
Instead, this teacher has chosen to interleave the topics in a way that makes sense for the material and the students she's teaching.
相反，这位老师选择以对她所教的材料和学生有意义的方式来交错。
She might even teach a given topic a few days in a row.
她甚至可能会连续几天教授一个特定的话题。
It all depends on the subjects at hand and how they build on one another.
这一切都取决于手头的主题以及它们如何相互建立联系。
Also important of course is how well her students are grasping the material.
当然，重要的是她的学生对材料的掌握程度。
The research is strong about how interleaving enhances learning in a spaced practice way.
该研究强调交错如何以间隔练习的方式增强学习。
In the session on student learning strategies, we talked about the benefits of interleaving, but it's just as effective as a tool for curriculum design and instruction.
在关于学生学习策略的会议中，我们谈到了交错的好处，但它与课程设计和教学工具一样有效。
With regard to teaching strategies, intentionally and frequently having students try to recall past learning is important, especially for the skills and knowledge you want to prioritize.
关于教学策略，故意和经常让学生试图回忆过去的学习很重要，尤其是对于你想要优先考虑的技能和知识。
You can conduct mini reviews periodically in class, asking students to harken back to important concepts learned weeks before or to practice important skills learned earlier.
您可以在课堂上定期进行小型评论，要求学生回顾前几周学到的重要概念，或者练习之前学到的重要技能。
This need only take five or so minutes of class time.
这只需要花费五分钟左右的上课时间。
Combined with retrieval practice, you have a very potent duo of in-class learning strategies.
结合检索练习，你有一个非常有力的课堂学习策略。
It's hard to beat spaced retrieval practice to increase student learning.
很难打败间隔的检索练习来增加学生的学习。
For homework, you can include questions or problems that require students to reflect back on previous learning.
对于作业，您可以包括需要学生反思以前学习的问题或问题。
Again, the effect is amplified when coupled with retrieval practice.
再次，当结合检索练习一起使用时，效果被放大。
In testing, make your exams, when feasible, cumulative.
在测试中，在可行的情况下进行考试累计。
You can tell students that any given test might include not only current material, but also past material.
你可以告诉学生，任何给定的测试可能不仅包括当前的材料，还包括过去的材料。
It's important that students know in advance the most important skills and concepts that will be included from past tests.
学生必须事先知道过去测试中包含的最重要的技能和概念，这一点很重要。
This means they need to have a clear sense of what the priority skills and knowledge include.
这意味着他们需要清楚地了解优先考虑的技能和知识。
Also test the students unannounced on previous learning.
还要在以前的学习材料被测试前不通知学生。
Occasionally regive parts of a test taken weeks before, focusing on the important prior learnings.
有时会把几周前的测试重新进行部分测试，重点关注以前的重要知识。
Don't tell them ahead of time, but alert students at the beginning of your course that you will retest and explain the reason for retesting.
不要提前告诉他们，但在课程开始时提醒学生您将重新测试并解释重新测试的原因。
By doing this, you're signalling that you value long-term learning and you're also highlighting learning priorities and at the same time devaluing the short-term learning benefits of cramming.
通过这样做，你发出的信号表明你重视长期学习，并且还强调了学习重点，同时贬低了灌输的短期学习益处。
In addition, it can provide useful information for you about what your students are retaining in enduring ways.
此外，它可以为您提供有用的信息，帮助您了解您的学生以持久的方式保留的内容。
Make sure you speak to your students about spaced practice and interleaving.
确保你与你的学生谈论间隔练习和交错。
They can get frustrated doing it especially at first because they feel like they're not mastering anything.
特别是一开始他们会感到沮丧，因为他们觉得自己没有掌握任何东西。
Also explain to them that concentrated focus on a single topic can provide an illusion of mastery in the short term, but not in a lasting way.
还要向他们解释，集中精力于单一主题可以在短期内提供掌握的幻觉，但不能持久。
One final note.
最后一点说明。
Sometimes spaced practice is offered up as a way to simply memorize things in a knowledge on call way.
有时候间隔练习被提供作为一种方式来简单地记住回忆中的知识。
That may be true, but as we all know, effective critical thinking, problem solving, and decision making all require ready access to critical information and knowledge.
这可能是事实，但众所周知，有效的批判性思维，解决问题和决策都需要随时获得重要的信息和知识。
In addition, as the work of Anders Ericsson about how experts are made reveals, one of the crucial factors in their development is deliberate practice extended over long periods of time.
此外，正如安德斯爱立信关于专家如何制作的工作所揭示的那样，其发展的关键因素之一是经过长时间的深思熟虑的实践。
Both spaced practice and interleaving are integral to becoming an expert in any field or endeavor.
间隔练习和交错是成为任何领域的专家不可或缺的。
As teachers, we may not be developing world class experts, but we surely can model our practices after their techniques.
作为教师，我们可能不会培养世界级的专家，但我们当然可以在他们的技巧之后对我们的实践进行建模。
