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！
Connecting Prior Knowledge Effective teachers start with the learner in mind.
有效的教学从学习者的头脑中的已知知识链接开始
Our first move in designing lessons and choosing teaching strategies should be to consider what's already inside the learner's head as they walk into our classroom.
我们在设计课程和选择教学策略方面的第一步应该是考虑学习者走进教室时脑子里已经存在的内容。
This is because cognitive scientists agree that learning is connecting new knowledge to previously existing knowledge.
这是因为认知科学家认为学习是将新知识与以前存在的知识联系起来。
In some ways, it's that simple and that complicated.
在某些方面，这很简单又很复杂。
In the last session we talked about working memory as the gateway to long-term memory.
在上一次会议中，我们讨论了工作记忆作为长期记忆的必经之路。
What is attended to and processed in working memory is essential for making permanent memories to use later.
在工作记忆中处理的过程和处理的内容对于形成方便以后使用的永久记忆非常重要。
For this session, we will talk about the importance of what is already in our students memories, their prior knowledge, beliefs and skills, and the ways they influence ongoing learning.
在本次课程中，我们将讨论已经存在于我们学生脑中的记忆，他们的先前知识，信仰和技能以及影响他们正在进行的学习的方法的重要性。
Lee Shulman and his book, The Wisdom of Practice, speaks eloquently to inside out teaching and connected learning.【这是什么关系？语法问题？】
李舒尔曼和他的着作“智慧的实践”雄辩地讲述了教学和互联学习。
He writes, to prompt learning, you've got to begin with the process of going from inside out.
他写道，为了促进学习，你必须从内而外的开始这个过程。
The first influence on new learning is not what teachers do pedagogically but the learning that's already inside the learner.
对新学习的第一个影响不是教师在教学上做什么，而是已经在学习者内心进行的学习。【严重同意，我目前一直无法把学习放入内心】
Any new learning must, in some fashion, connect with what learners already know.
任何新的学习必须以某种方式与学习者已知的知识联系起来。
Prior knowledge is one of the most influential factors in student learning because new information is processed through the lens of what they already know, believe, and can do.
先前的知识是学生学习中最有影响力的因素之一，因为新信息是透过他们已经知道，相信和能够做到的事情的镜头来处理的。
Our students are not blank slates as they walk into our classrooms.
我们的学生在走进我们的教室时并不是空白的石板。
They come with their own concepts, ideas, beliefs, values, theories, and attitudes gained through previous schooling and daily life.
他们带着自己的观念，思想，信仰，价值观，理论，以及通过以前的学校教育和日常生活获得的态度。
And this head full of previous learning profoundly influences new learning.
这个充满了以往学习的头脑深深地影响着新的学习。
That's why ascertaining, activating, and linking to our students prior knowledge is so key to effective learning.
这就是为什么确定，激活和链接到我们的学生以前的知识是有效学习的关键。
Please notice that we mentioned beliefs as part of what our students come into our classrooms possessing.
请注意，我们提到信仰是我们的学生进入我们课堂的一部分。
Because what a student believes about themselves as a learner and about learning itself can greatly influence how effectively they learn or not.
因为学生对自己作为学习者的认知及对学习本身的认知影响他们学习是否有效。
This is an idea we'll delve into during week two about mindsets.
这是我们将在第二周讲的关于思维模式的一个想法。
Let's talk more now about prior knowledge and how it can help or hinder learning.
现在让我们来谈更多关于先前的知识以及它如何帮助或阻碍学习。
If I say the word cardinal, what comes to mind for you? Some of you probably thought of a bright red bird, the state bird of Indiana, others a religious figure, especially if you are catholic.
如果我说出cardinal这个词，你会想到什么？你们当中有些人可能会想到一只鲜红的小鸟，印第安纳州的小鸟，还有一些是宗教人士，尤其是如果你是天主教徒。【我什么也没想到，因为不认识这个单词，也不了解这些宗教，先前的知识真的很重要啊】
If you're a sports minded person, you might have imagined a baseball team from Saint Louis.
如果你是一个体育头脑的人，你可能会想象一个来自圣路易斯的棒球队。
A few of you, mathematicians, most likely, might have conjured the concept of cardinal numbers.
你们中的一些人，数学家很可能已经想出了基数的概念
These same eight letters can mean such different things to different people depending upon our prior knowledge and experiences.
根据我们以前的知识和经验，这些相同的八个字母对于不同的人可能意味着不同的事情。
Our comprehension and sense making of the world around us in basic ways is prior knowledge dependent.
我们对周围世界的理解和感知的基本方式是依赖于先前知识。
Now consider this phrase, the notes were sour because the seam split.
现在考虑这个短语，笔记因为接缝裂缝而变酸。
Does this sentence make sense to you? Probably not.
这句话对你有意义吗？可能不会。
What about now? Again, for most of you the picture and word caused the concept bagpipe to be retrieved from your memory.
现在呢？同样，对于大多数人来说，图片和文字使风笛的概念从你的记忆中恢复。
This then helped you make sense of that sentence.
这有助于你理解这句话。
However, if you don't know what a bagpipe is or what a sour note might be, the sentence still may not make sense.
但是，如果你不知道风笛是什么或者一个酸的笔记是什么，那么这个句子仍然没有意义。
Now let's look at one more example of how having access to relevant knowledge influences comprehension and understanding as well as memory formation and recall.
现在让我们再看看另一个例子，如何让相关联的知识影响理解和如何理解记忆是如何形成和回忆的。
It's from a classic study done by Bransford and Johnson in 1972.
这是由布兰斯福德和约翰逊于1972年完成的一项经典研究。
We're going to show on the screen a short paragraph.
我们将在屏幕上显示一小段。
Please spend a few moments reading it.
请花一点时间阅读它。
Does it make sense to you? Probably not.
这对你有意义吗？可能不会。
Most people find this passage unintelligible or, at the least, confusing.
大多数人认为这段文字难以理解，或者至少令人困惑。
Now look at the sketch that next appears on the screen.
现在看看下一个出现在屏幕上的草图。
This sketch is of a man serenading his girlfriend as she leans out of the window of her sixth floor apartment.
这张图是一个男人对着他的斜靠在六楼公寓的窗户外的女友唱的小夜曲。
The man used balloons to float the speaker for his microphone up to her so she could hear him sing.
该男子用气球将麦克风的扬声器放在她身上，以便她能听到他的歌声。
Now please read the passage again.
现在请再读一遍这篇文章。
Now does it make sense to you? Probably so.
现在它对你有意义吗？可能是的。
Bransford and Johnson found that without seeing the sketch, people remembered very little about the story later.
布兰斯福德和约翰逊发现，在没有看到草图的情况下，人们后来对这个故事的记忆很少。
Mainly because they couldn't comprehend it in a way that linked to their prior knowledge.
主要是因为他们无法以与先前知识相联系的方式来理解它。
For those people given the sketch ahead of time, it was not only more comprehensible, but when tested later they remembered much more about the story.
对于那些提前给了图的人来说，它不仅更容易理解，而且在以后进行测试时，他们还记得关于这个故事的更多内容。
So what's the point of these examples? If our students have appropriate, retrievable, and accurate prior knowledge to link new knowledge to, learning will happen more readily and will stick in enduring ways.
那么这些例子有什么点呢？如果我们的学生有适当的，可检索的和准确的先前知识以将新知识联系起来，学习将更容易发生，并将持续很久的方式。
This is why figuring out our students prior knowledge is so important to effective teaching.
这就是我们为什么指出的：我们的学生以前的知识对有效教学如此重要。
It's also why choosing readings and problems that can link in some fashion to our students prior knowledge and skills is equally important.
这也是为什么选择能够以某种方式与我们的学生以前的知识和技能相联系的阅读和问题同样重要。
If readings contain vocabulary or problems require analytical skills not possessed by a learner, then new learning will be very difficult to happen for two reasons.
如果读物含有词汇或问题需要学习者不具备的分析技能，那么新的学习将很难发生，原因有两个。
The first is that there will be nothing to link to and the second is that cognitive load will likely increase and learning then becomes even more compromised.
首先是没有什么可与之关联的，其次是认知负荷可能会增加，然后学习效果变得更加打折扣。
Sometimes too the prior knowledge of our students can be misconceived.
有时候，我们学生的先前知识可能会被误解。
They may have already existing inaccurate facts, ideas, stereotypes, or faulty models and theories about how the world works that they've developed from their own lived lives.
他们可能已经存在不准确的事实，想法，陈旧观念，或者关于他们从自己的生活经验中发展起来的世界如何运作的错误模型和理论。
This means their learning and certain context may be hindered or even prevented depending on the nature of their misconceptions and how robust those misconceptions are.
这意味着他们的学习和某些前后关系可能会受到阻碍，甚至可能被阻止，这取决于他们的错误观念的性质以及这些错误观念的强大程度。
For examples of these misconceptions in different subjects and to learn more about them, please see the teaching strategies section of our MOOC under misconceptions for a variety of suggestions and ideas about how to translate the learning concepts in this section into teaching strategies for your classrooms.
有关这些不同主题误解的例子以及有关它们的更多信息，请参阅MOOC的教学策略部分，以了解关于如何将本节中的学习概念翻译成课堂中教学策略的各种建议和想法。
Meaningful learning is linking new information and knowledge to already existing conceptual knowledge and skill routines in our memory.
有意义的学习将新的信息和知识与我们记忆中已有的概念知识和技能程序联系起来。【这就能解释为什么我学编程时脑海中总是会出现做律师的例子了，新知识和旧技能结合】
Without relevant and accurate prior knowledge and skills, subsequent learning tends to be hindered because learners might ignore, resist, discount, or even not recognize important new information and evidence that conflicts with existing knowledge.
如果没有相关和准确的先验知识和技能，后续学习往往会受到阻碍，因为学习者可能忽视，抵制，打折甚至不承认与现有知识相冲突的重要新信息和证据。
And this can vary from learner to learner in different contexts.
在不同的情况下，这可能因人而异。
Our students often need help accessing their relevant prior knowledge.
我们的学生经常需要帮助来访问他们相关的先前知识。
Teachers who are aware of their students existing prior knowledge, whether accurate or not, can design instruction to connect new information more effectively with what they already know.
知道学生已有先验知识（无论是否准确）的教师可以设计教学，以更有效地将新信息与他们已知的知识联系起来。【这也是演讲准备需要提前了解听众信息的道理吧，想吸引注意力必须跟他们的先前认知联系起来】【我就曾利用老一辈对建国时期的事件认知带领他们了解宪法知识，当时反馈特别强烈呢】
No surprise, our students learning environment are accurately sensitive to the individual differences among the learners in it, especially with regard to their prior knowledge and skills.
毫不奇怪，我们的学生的学习环境对学习者之间的个体差异，尤其是对于他们的先前知识和技能的准确非常敏感。
Please see our teaching strategy section under prior knowledge to learn about ways to translate the concepts in this section into learning designs for your classroom.
请参阅我们的教学策略部分，了解如何将本节中的概念转化为课堂学习设计。
As David Ausubel wrote in one of the first textbooks written about cognitive science in 1978, the most important single factor influencing learning is what the learner already knows.
正如David Ausubel在1978年撰写的关于认知科学的第一本教科书中所写的那样，影响学习的最重要的单一因素是学习者已经知道的。
Ascertain this and teach accordingly.
确定这一点并据此进行教学。
Our next session will focus on how we can help our students make durable memories in ways they can use and apply them when needed later.
我们下一节课的重点将放在如何帮助我们学生产生持续记忆，在以后需要时予以适用和应用的方式。
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