How to pass the nomenclature in geography. How to study the material correctly in order to remember it well. Repetition is the mother of learning

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Chemical nomenclature appears to be a way of "negotiating" chemistry with mathematics. But where to start? ... and what are the reasons and theories? Some "names" are taken from latin... I know there are IUPAC rules, etc., but it is so demanding and exaustive to learn all these rules at once, for organic and inorganic chemistry. Maybe there are reasons and rules that help us to name a chemical or compound... Since I am interested in metallurgy, can you give me some tips? To connect the theory with a formula, ad strutural formula, would be good. An untouchable “why” in the universe is always welcome.

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Welcome to Chemistry.SE. As you say, there is a lot of nomenclature, not to mention additional jargon pertaining to our techniques, methods, tools, etc. There is a reason that it is usually broken down into smaller chunks and spread throughout the entire four year degrees in chemistry. Oddly enough, the nomenclature of metals** alloys** is one of the few types that is rarely taught. - Ben Norris Oct 19 13 2013-10-19 11:58:37

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Chemical nomenclature is a mixture of historical features, empirical knowledge, and a bit of systematics. And, as you mentioned, explore everything exhaustively at once.

To understand the nomenclature, you must understand the systems themselves. Because it is their structure and reactivity that is reflected in the name.

This results in a failed circular dependency. To start learning any chemical industry, you must know its language. But without knowing science, language has no meaning. It's similar and you probably can't do anything about it, just cut that circle and go through the nomenclature. It will start to make sense once you get deep enough. Also, the “why” is a good indicator. Once you have enough knowledge to understand the answer, why it's named the way it is, you can probably answer it yourself.

In our methodological literature, the work of assimilating and consolidating in memory the placement of a cartographic object on a map along with its corresponding name is usually called “the study of geographical nomenclature.” It usually begins with the teacher and then the students finding, showing and naming the corresponding cartographic images on the map.
The teacher faces three pedagogical tasks: 1) how to teach so that the name is correctly pronounced and firmly learned; 2) how objects should be shown; 3) how to teach how to correctly find them on the map. All these three problems are solved together. The organization of work is based on the use of all types of memory - visual, auditory, motor and verbal-semantic.
To assimilate the name, the teacher uses various techniques - clearly pronounces the name, and in some cases writes it on the board, noting what you need to pay attention to. In the lower grades, the name is repeated syllable by syllable, written down in notebooks, and immediately found and read on tabletop maps, which, in essence, does not yet relate to the map. The task is to associate a cartographic image of the corresponding object with the name. To do this, simultaneously with the assimilation of the name, work is carried out with the map itself.
The attention of students is drawn to the specific features of the image of an object that distinguish it from all others: its special shape, size, color, etc. For example, appliqués are often used for these purposes.
The essence of the technique is that the teacher pre-cuts out the outline of the objects being studied from colored paper and compares them with some figures: the Black Sea resembles a bean, the Apennine Peninsula resembles a boot, the Scandinavian Peninsula resembles the figure of a lying lion, etc.
These comparisons, although not exact, allow students to quickly locate the desired features on the map. In order to develop correct ideas about the size of the countries being studied, applications are attached to the desired places on the map or placed on the outline of other objects, with the sizes of which the areas are compared.
In order to consolidate in the memory a cartographic image and its associated geographical name, many teachers, while working with a map, try to arouse students’ interest in the object itself, for example, they report the origin of the name, a particular incident, an interesting fact associated with this object, etc. Often the very name of a geographical object has a deep meaning, and its interpretation helps not only to remember the name, but also to understand its essence. Such techniques, of course, arouse interest, as a result of which the student more easily remembers not only the name, but also the cartographic image of the object.
When displaying geographical objects on a wall map, didactic rules must be followed. You need to show it with a pointer, without obscuring the drawing. You need to place the pointer on the symbol, not on the inscription; areas need to be outlined, and linear objects (roads, rivers) should be shown by moving the pointer along them in a certain direction. These rules must be taught to schoolchildren (especially in primary school).
It is not enough to learn the name and show a cartographic image of the studied object - the student needs to remember where the object is located on the map and be able to quickly find it. To do this, you should pay attention to the position that the object being studied occupies among other images surrounding it, and train students to remember their relative positions. When searching for an object specified on a map, the student uses a known system of landmarks, along which he gradually gets to the goal.
For example, the student firmly remembers that the Mediterranean Sea should be looked for on the map between Europe and Africa; the city of Gorky stands at the confluence of the Oka and Volga. Each class should have its own system of guidelines determined by the program. In order to consolidate the skill in using a system of landmarks, it is useful to require students that, when showing an object on a map, they describe its position, starting with the most general to specific landmarks.
A very valuable technique in this sense is when the teacher forces the student to tell him how to find a given object on the map. Its value lies in the fact that students comprehend the internal logic of determining a geographical location, acquire the skills of coherent reading of cartographic text, master the correct terminology and generally develop speech and thinking. It is also important that this technique allows students to monitor the position of the described object based on a verbal description. “The correct geographical determination of a location, not only on a map, but also in words, serves as an indicator of skillful teaching of geography,” says Prof. V. P. Budanov.
Very often, to make it easier to memorize a place on the map, teachers use various didactic means - a flag and conventional icons, laces and arrows, two pointers, etc. By attaching such materials to the necessary places on the map during the lesson, the teacher fixes the students’ attention on certain points in order to facilitate perception of the position on the map of the object being studied. In some cases, the same problem is successfully solved with the help of a chalk sketch on a blackboard showing the desired object in close-up. These techniques also help to consolidate in memory the relative placement of geographic objects on the map.
The work of accumulating a stock of firmly acquired geographical nomenclature should not be carried out in isolation from the study of geography itself. Mechanically memorizing the position on a map of any list of geographical objects is of little use. It generates formal knowledge of the map. Experienced teachers never turn this work into rote learning or simple mechanical actions. They always strive to give such work a meaningful character.
For example, when studying the political map of Europe in the sixth grade in class, you have to remember many states and their position on the map. Students are given the task of grouping states according to their position: a) on the mainland; b) on islands and peninsulas; c) landlocked; d) facing the Baltic and North Seas; e) located on the coasts of the Atlantic Ocean and the Mediterranean Sea, etc.
Students are warned that when answering, they will need to show on a physical map, and that along with showing the borders, they must also name the border states. These kinds of problems require a creative approach to solve them. In them, nomenclature is only an auxiliary element. The nature of the tasks causes repeated repetition of the same state in various combinations. This ensures the strength of memorization of political divisions and contributes to the repetition of the part of the world as a whole. As a result of intelligently solving such problems, deep knowledge and the ability to accurately, as if automatically, show objects on the map are achieved. But such an automatic skill will be the result of a lot of creative work.
As you can see, the best means for mastering geographic nomenclature on a map is the map itself. In this regard, let us dwell on the characteristics of some specific methods of using a map for the purpose of teaching its knowledge, where special maps and special cartographic work are used for this. We will talk about drawing and copying maps, drawing up map diagrams and special maps, working with contour and silent maps and some other techniques.
Drawing and copying maps under the name of the “constructive method” was very widely used in the Russian school in the second half of the 19th century. The passion for it was so great that all other teaching methods receded into the background. Its essence was that students drew cartographic outlines of objects from memory, using auxiliary points and lines. This work was largely mechanical, which led to formal knowledge of the map.
At the beginning of the 20th century, a change in views on the goals of teaching geography led to an almost complete abandonment of this teaching method. In its place, school life included drawing maps and working with contour maps. However, even today, drawing maps from memory is sometimes used. It is valuable not only because it leads to lasting memorization, but also serves as a means of combating superficial examination of drawings, drawings and maps, which is so common among students, and contributes to the development of a very valuable skill - to express one’s spatial ideas with a drawing, a drawing, in general - the ability draw, draw. Therefore, of course, one should not completely abandon the method of drawing maps. Obviously, it is important to observe moderation in everything.
Drawing maps is widely used in teaching geography. Experienced teachers draw them on the board as they present new material, sometimes involving students in similar work. In other cases, students, on the instructions of the teacher, draw certain objects on the outline. Such simple map diagrams can be created in class when studying new material and at home while working on a textbook. In a number of cases, drawing maps is used when interviewing students.
The advantage of a map diagram is that it reflects only the most important thing that you need to pay attention to. In addition, a map diagram is easier to draw than a regular map. Drawing is further simplified if the map diagram is drawn up on a contour map or on a pre-prepared contour (a stencil is used to make such contours).
Work with contour maps pursues the same goals of consolidating and testing students’ cartographic ideas. The drawing itself is kept to a minimum here, since the cartographic outline of the country on the map is preserved. This simplifies things and makes it easy to involve all students in cartographic work. In most cases, it consists in the fact that, guided by their desk maps, students find on the contour map, mark and label the location of the desired objects, for example, find, circle and label rivers, mountains, cities, etc. These works can be very diverse in form and content - from simple drawing of the necessary objects on a contour map to creative work on drawing up map diagrams and maps with special content. There are also various forms of using these cards to test students' knowledge.
Contour maps are useful not only for drawing up schematic maps. They are convenient for carrying out cartometric work (measuring lengths, areas, directions, laying out routes, plotting points at given coordinates, etc.), work on establishing natural and artificial boundaries on the map (identifying the boundaries of a river basin, geographical landscape, administrative units, industrial districts, areas, etc.) etc.
Currently, work with contour maps is included as mandatory in all classes. The methodological literature reflects considerable experience in the diverse use of these maps in teaching. Contour maps are widely used in teaching geography in schools in the GDR, Poland, Bulgaria and other countries, where there are also interesting techniques and forms of working with them.
Silent maps are usually physical wall maps that are devoid of any writing. They were widely used in school in the past to reinforce and test knowledge of geographical nomenclature.
Currently, such maps, unfortunately, are not published. The experience of the best teachers has shown the undoubted usefulness of using silent maps in teaching schoolchildren to understand, read and know maps. It's all about how to work with such a card, and not about the card itself. Any methodological technique can be brought to the point of absurdity if it is misapplied or abused. In the past, our school used semi-mute cards on which names were marked only with an initial letter or two or three initial letters. It is easier to find geographic features on such maps than on a regular silent map. In the GDR and other foreign countries, silent cards are widely used in the educational process.
In conclusion, let us also mention the so-called duty card. This is an ordinary large-format educational wall map (usually a world map or the USSR), on which the most important current geographical events are marked with flags or icons. These signs are connected by laces with a short explanatory text attached to the edges of the card. Current life events marked on it constantly attract students' interest to the map. This helps strengthen knowledge of geographic nomenclature, develops map understanding, and strengthens map reading skills.
In general, the teacher should strive to ensure that the geographical map is in front of the students’ eyes as often as possible. For example, it is useful for a wall geographical map to constantly hang in the classroom where students are in class, so that the student also has his own map on the wall near his working corner (except for the atlas, which every student should have as an indispensable aid as textbook).
A useful pedagogical technique leading to an increase in cartographic knowledge, skills and abilities are a variety of games with cards, for example, cartographic lotto, dominoes, games for guessing objects by their cartographic symbols and contours, for finding objects on the map using figurative verbal descriptions of them, games - traveling on a map, etc. Unfortunately, in our methodology, the issue of using games in educational work with maps is almost completely undeveloped. Meanwhile, they could become a powerful means of increasing cartographic culture.

One of the parts of the structure of the mandatory minimum content of a geography course is geographical nomenclature.

Geographic nomenclature is the language of geography. The student must navigate the geographical nomenclature within the scope of the school curriculum.

Knowledge of nomenclature becomes of great importance when introducing the Unified State Exam as a form of final control of students’ knowledge. Since 2009, it is planned to transfer the Unified State Examination to “normal mode”. Consequently, geography teachers are obliged to focus on the tasks of the Unified State Exam when monitoring knowledge, skills and abilities.

An analysis of the tasks in the demonstration materials for 2005 - 2009 showed that out of 31 tasks in Part A, 12 tasks are related to knowledge of geographical nomenclature, and in Part B there are 4 tasks. In this regard, in the Methodological Letter of the Ministry of Defense of the Russian Federation “On the use of the results of the Unified State Exam of 2006 in teaching geography in secondary schools,” along with other issues, much attention is paid to working with nomenclature.

Based on the data presented, I consider it necessary to dwell on the topic “Techniques for studying geographical nomenclature in preparation for the Unified State Exam.”

Among the means of teaching geography, maps occupy one of the leading places. “Geography and a geographical map are inextricably linked. It would hardly be an exaggeration if we say that without a map there is and cannot be geography” (A.A. Polovinkin).

An analysis of methodological literature showed that the authors pay great attention to the problem of developing skills to work with maps. However, due attention has not been paid to a particular issue - working with geographical nomenclature.

O.V. writes in most detail about working with geographical nomenclature. Krylova.

So, O.V. Krylova says that for a child a word exists as something heard, seen, or spoken by him. Consequently, already at the stage of becoming acquainted with a new geographical name, the student must hear it clearly and correctly pronounced by the teacher, and see it written on a geographical map, on the board or in a textbook, and finally, write it and pronounce it.

The name of the object is specified in the image of the object on the map. However, having found a geographical object on a map, students most often only visually and mechanically remember its location. When showing an object, the student should be able to simply explain where it is. Thus, the child’s visual, auditory, and muscular memory is mobilized, and knowledge of nomenclature is formed.

When systematically working with a map, students involuntarily remember the image of the territory being studied. The teacher’s task is to help understand the result of this work, i.e. help realize this knowledge. When studying a particular continent, it is useful to offer students short training dictations on individual course topics. At first, such work can be done orally. For example, “Imagine a mental image of a map and answer the question: How much of Africa is surrounded by the Mediterranean Sea?” Questions asked of students force them to imagine the image of a map, which builds cartographic memory and culture.

Gradually the number of questions increases and the content becomes more complex.

The methods for studying geographic nomenclature are clearly stated in the Methodological Letter of the Ministry of Education of the Russian Federation “On the use of the results of the 2006 Unified State Exam in teaching geography in secondary schools.” The Letter suggests using the following techniques for memorizing geographic nomenclature:

1. Working with the toponymic history of an object - getting to know the history of the name.
2. Presentation of information about the opening to students.
3. Organization of work by students to identify the relationships of an object with human economic activity, determining the role of this object in the economy of the population of a given territory.
4. Placing emphasis on the aesthetics of perception of a given object.
5. Using a description of the environmental situation associated with the named object.
6. Use: proverbs, sayings, quotes, aphorisms, fairy tales, legends, fragments of songs, musical works, etc.

7. Using the technique of associations with an object, with its name;

8. Use of special computer programs;

9. Students actively create contour maps

In my practice I use various techniques for working with geographical nomenclature, presented in the theoretical part of the work.

The presentation of any nomenclature object always begins with showing the object by the teacher. This work is especially important in the 6th grade, since students become familiar not only with geographical names, but also with display rules (features of displaying area objects, rivers, etc.). A very important job is to teach the characteristics of the geographical location of an object (in Gerasimova’s textbook “Geography. 6th grade” plans are given for characterizing the geographical location of the sea, river, mountains). Therefore, I conduct a series of oral characteristics, then students complete these practical works in writing.

Usage toponymic history territory is of interest to children. An example of using name history would be the lesson “North America: FGP, history of research.” Group assignments:

Group 1 1. characterize the coastline of the northwestern coast of the mainland, plot it on the map.

2. Why are there many Russian names on the map of the northwestern coast?

Group 2 1. Characterize the coastline of the northern and eastern coasts of the mainland, plot it on the map. 2. How is the name of the peninsula “Newfoundland” translated?

3. Why do English names predominate in the north and east?

Group 3 1. Characterize the coastline of the south-eastern coast of the mainland, plot it on the map. 2. Why do Spanish names predominate on the map of the SE coast?

In the process of group work and general discussion, students come to the conclusion that modern names are inextricably linked with the history of settlement and exploration of the territory. E. Vartanyan’s book “History with Geography” provides great assistance in organizing work with toponyms.

I often use the emotional representation of an object (poems, prose) in grades 6–8. Usage fairy tales, legends, historical events comes across very well in the lesson “ Lakes of Russia”, 8th grade.

Students independently compile a systematizing table “The Origin of Lake Basins,” and the teacher (or students on an advanced assignment) will tell about legends or historical events associated with this lake.

Baikal - the legend about the old man Baikal, his daughter Angara; Lake Peipus - battle of 1242;

Ilmen - Sadko; Ladoga - “the road of life” during the siege of Leningrad during the Great Patriotic War; Onega - poem “Onega”, a story about the island of Kizhi.

The next lesson starts with geographical dictation. Based on the description, students must name the lake. As a rule, students always learn this topic well.

Geographical dictations allow you to check not only quantitative, but also qualitative assimilation of objects. Often, when testing knowledge in writing, there are errors and distortions in names. It would be a shame if on the Unified State Exam in Part B, where you need to give a short answer, the computer does not count the correct answer with a grammatical error.

In tasks B 9, B10 (Unified State Exam Work Plan 2007-2009) it is proposed to name a country or region of Russia using a brief description. In the 9th and 10th grades, when studying individual regions of Russia or the world, a creative task is given according to options - briefly highlight the main features of the country or region, and pose a question to the class. Students turn not only to the textbook, reference book, but also to the map, trying to find features of the geographical location (island country, border region of the Russian Federation, etc.).

When teaching geography, I pay special attention to the ability classify and compare. These skills belong to generally accepted intellectual skills, and students’ lack of understanding of methods of classification and comparison affects the quality of mastery of basic geographical nomenclature.

Classification is a strict grouping that obeys certain rules. Students need to find only one common basis for all proposed concepts; they look for the common only in the main thing, highlighting specific, generic and class concepts. This is how a hierarchical classification is created.

For example, to teach the ability to classify and memorize objects, I use the following tasks:

1. Classify landforms based on height above sea level: East European Plain, Ural, Carpathians, Valdai Upland, Himalayas, Caucasus, Central Russian Upland, Central Siberian Plateau.

2. Write down in the table in which oceans the following islands and peninsulas are located: Islands: Novaya Zemlya, Britain, Iceland, Sakhalin, Greater Sunda, New Guinea, Madagascar, Greenland, Antilles, Tierra del Fuego, Hawaiian.

Peninsulas: Scandinavian, Iberian, Arabian, Hindustan, Kamchatka, Labrador.

3. Distribute the proposed concepts into three columns of the classification table (class, genus, species). Fill out the fourth column (Species differences) yourself.

1. Volga, surface waters, river.
2. Africa, mainland, Antarctica, land, Madagascar, island.
3. Himalayas, mountains, high mountains.

Filling out the “Species Differences” column forces children to pay attention to the features of the object (for example, the longest river, the largest island, etc.), which promotes memorization.

By the 10th grade, students have accumulated a sufficient knowledge of geographical objects. As a rule, in the 10th grade, not only knowledge of the position on the map of a country is tested, but its economic features. The main task in studying is to give a qualitative description. Systematizing tables for the countries of the region are of great importance:

4. Group Asian countries according to the level and characteristics of socio-economic development. Name each group of countries yourself.

The ability to classify is also used in the game “Fourth Extra”: For example, find one extra concept in each line:

1. Himalayas, Andes, Ural Mountains, Alps.
2. Black Sea, Baltic Sea, Barents Sea, Mediterranean Sea.

Comparison, as a methodological technique, is used more often in grades 9–10, when students have accumulated a certain amount of knowledge and can independently determine essential and secondary features.

In grades 9–10, lessons are based on comparison, for example, “The Volga region and the Urals,” “Comparative characteristics of foreign European countries,” etc.

A special role in learning has the success of educational activities - knowledge and quality of knowledge, methods and techniques for acquiring it. Everything that is easier to assimilate becomes more accessible - and interest does not go away. The material is better remembered, attention is easier to concentrate, and performance increases. This is facilitated by use in lessons game elements. For many years, in final control lessons in grades 6–7, I have been using the game “Geographical Relay Race,” when 2–3 students, passing a pointer to each other like a relay baton, name and show geographic objects on the map. An element of competition arises in knowledge of a geographical map; students master the nomenclature many times faster.

To develop creative abilities, I suggest making crossword puzzles based on the map, and when checking, I use ready-made ones. Students can use their creativity when drawing up a travel itinerary along a given route. This could be a task to learn new material:

1. Draw elements of coastlines when traveling around Australia (7th grade).

2. Create an excursion route from St. Petersburg to Moscow, including rivers, canals, and reservoirs in the route (8th grade).

During the survey, you can use tasks with the need to fill in the missing words.

Undoubtedly, an effective technique is associations, and first of all, with the shape of the object. Students remember Great Britain and the Apennine Peninsula immediately and forever.

Since Unified State Examination tasks often use only a fragment of a contour map, working with contours is mandatory, as is working with the contour map itself. contour map. No one has yet come up with a better way to transfer an object from an atlas to a contour map, orient it using a degree grid or hydrographic objects.

In addition to filling out the contour map, it is necessary to monitor knowledge of geographical nomenclature in the form of the task “Recognize the object on the contour map.” When doing this work, children are offered a contour map on which objects are marked with numbers. Two types of test can be used: open and closed. For the open type, the student signs the name of the object, and for the closed type, he selects one of the answer options.

It is difficult to imagine a modern lesson without ICT. I can't say that I use the interactive whiteboard every lesson. This year I used the program “Geography of Russia, 8th grade,” where lessons were developed on the topic “General overview of the nature of Russia.” At each lesson, the developers use an interactive map that allows students to pay attention to objects (highlighting). But the problem is that the object on the map is not immediately associated with the object on the atlas map. It is necessary to immediately invite students to find the object in their atlas, and then put it on the contour map.

Using contour maps of the site “Russian Education: Interactive Maps” (http://www.edu.ru/maps/kkw/), you can create tasks for moving names and characteristics (for example, mark countries - monarchies in Europe). This work is still time-consuming for me and the students, but it arouses interest among children . It makes the most sense to maintain a kind of balance between traditional and computer technologies in teaching geography..

To assess the effectiveness of various methods of working with geographical nomenclature, a survey was conducted among 10th grade students. 15% of students have difficulty remembering the location of objects. The main reason indicated was the difficulty in remembering unpronounceable names. Students like the techniques of working with a contour map, an interactive whiteboard (the same contour map in an enlarged form), mutual testing techniques, and elements of competition. Hence, teachers need to use different working methods, taking into account the age and intellectual characteristics of students.

Bibliography

1. Dushina I.V. Ponurova G.A. Methods of teaching geography. M: Arkti, 1996.
2. Unified State Exam: Geography: Testing and Measuring Materials: 2008. M, Prosveshchenie, St. Petersburg, branch of the publishing house “Prosveshchenie”, 2008, 122 p.
3. Krylova O.V. Methodical manual on the geography of continents and oceans, M. “Enlightenment”. 1997, 144 l.

Internet resources:

1. Methodological letter of the Ministry of Defense of the Russian Federation “On the use of the results of the Unified State Exam of 2006 in teaching geography in secondary schools” http://www.fipi.ru.
2. Methodological letter “On the use of the results of the unified state exam of 2007 in teaching geography in secondary schools” Scientific supervisor: G.S. Kovaleva, Ph.D., Deputy Director of FIPI. http://www.fipi.ru.
3. Russian education: interactive maps http://www.edu.ru/maps/kkw/

Many schoolchildren like oral homework until the time comes to test the material they have independently completed. Often, even students who honestly tried to prepare do not get the best marks for their answers on the board. How to quickly learn a paragraph and remember all the most important things?

Forget rote learning

Many schoolchildren take the teacher’s task to “learn a paragraph” literally. After sighing and gasping, the guys begin to mechanically memorize 3-6 pages of text. And this is a big mistake. Memorizing prose verbatim is always more difficult than poetry, especially if we are talking about a large volume of text. It is not at all easy to memorize a paragraph or chapter of a textbook, even for a student with a very good memory. And what’s most offensive for students is that usually such serious efforts are not required. Most teachers assign homework to study the material independently, rather than memorize chunks of text. When checking oral homework, the teacher wants to evaluate the student’s knowledge, and not his memorization abilities. How to quickly learn an answer paragraph in class? To begin, read the text calmly and thoughtfully; your first priority is to understand the meaning of the textbook chapter.

Notes are a student's faithful friend

When reading a new text for the first time, it is advisable to try to visually imagine all the events or rules described. Be sure to make notes for yourself. Write down your main ideas in the form of a short outline. Try to highlight only the most significant moments, dates and rules. The principle of highlighting the main thing is one of the simplest secrets of how to quickly learn a paragraph.

Read the desired text 1-2 times and try to retell it. If it doesn’t work out well enough, you should take a short break and then start reading and repeating again.

Keep in mind that for elementary school students the optimal duration of study sessions is no more than 15-25 minutes; older children and adults can study for 45 minutes. After this time, you need to take a break. Classes will be as productive as possible if you do some physical work during breaks. Try doing some light exercise or doing a little housework. After about 10-15 minutes you can return to school lessons.

Subtleties of memorizing various school disciplines

Literature is deservedly considered the easiest school subject for oral retelling. In order to remember a literary text well, it is enough to imagine it in the form of a film, focusing on the key points of the plot.

Very often, schoolchildren ask the question: “How to learn a paragraph in history if it was assigned at home?” Indeed, within the framework of this discipline, teachers often ask teachers to independently study the material as homework. When reading a paragraph, it is useful to create a “time line” and mark all important events with dates on it. This simple diagram will allow you to remember the sequence of incidents described in the textbook article. Complete the “time line” with a brief outline. You should not copy out long quotes from the textbook if the assignment does not provide for it. 1-2 sentences for each paragraph is enough. The secret to successfully studying history is understanding the topic; do not hesitate to look for additional information when encountering unfamiliar terms.

For many schoolchildren, exact sciences seem to be the most difficult. How to learn a paragraph in chemistry, physics or algebra? It makes sense to memorize all the key formulas and rules (usually this is a small amount of text). But the explanation of theories and laws is enough to carefully read and understand. Having thoroughly understood the topic, it is not difficult to answer any question from the teacher. And you won’t have to blush at the board anymore!

Repetition is the mother of learning!

Most often, schoolchildren who do not know how to consciously remember important information think about how easy it is to learn a paragraph. After basic memorization and successful repetition of the material, you should switch your attention to something else. Recommended rest time is at least 1-2 hours. After this, you should repeat the material; you can use your notes or the original text. Be sure to retell the topic you have studied again before going to bed. It makes sense to postpone the final repetition of the material until the morning; on the way to school you should repeat what you have learned. This is the most effective memorization technique. Using it, you can learn any topic in any subject. Now you know how to quickly learn a paragraph. We wish you success in your studies!

Every person periodically faces the need to learn material of varying content and volume. This comes easily to some, but the vast majority of people face difficulties, not knowing how to quickly memorize a given amount of text.

The functioning of the human brain is still not 100% understood; we only know that we use a small part of the brain’s abilities. Psychological processes occurring in the human mind are amenable to daily training. Memory and other mechanisms of consciousness can be developed to unprecedented heights. A strong memory will allow you to achieve success in any area of ​​human life; it will be needed in everyday life, study, and will easily increase your intellectual abilities.

To learn text, artistic or scientific content, you will need constant memory training with exercises specially designed for this. Human memory is divided into visual, auditory, olfactory, gustatory and tactile. It represents the ability to remember and store any amount of information.

Each type of memory develops differently in people. Some people find it easier to remember a text by saying it out loud, while others, on the contrary, learn it better after visualizing what they read. Therefore, it is important to understand which type of memory is better developed in order to use it for memorization in the future.

The same information can be learned well in several ways. There are three ways to remember the necessary material in a short time.

• Method of rational memorization;

It is based on the use of logical memory. In the process of rational memorization, the semantic and logical connection of the material with life experience is consolidated in the mind. With rational memorization, awareness of the text read occurs and information is more easily perceived. This method helps to remember the material by heart, trains intellectual abilities and increases knowledge.

• Method of mnemonic memorization;

This is the most interesting method of the three. It helps to remember non-semantic information by processing it into images and associative connections. Mnemonic memorization is based on life experience, translating the text into images familiar to consciousness. This method helps to remember a large amount of material that does not carry a semantic load. These could be dates, phone numbers, names, addresses. It helps combat everyday forgetfulness by increasing the ability to mechanically remember things that happen.

• Method of rote memorization.

This method involves memorizing the material. It is considered ineffective and difficult to train, since it can fail at any moment, “falling out” of memory. As we age, our rote memorization ability declines.

Memorization techniques

To quickly assimilate text, different memorization techniques are used. One of the most effective methods of thoughtful reading. It is well suited for memorizing large and small volumes. This method is used by actors, for whom it is more important than anyone else to know how to quickly learn a text by heart.

• First, we slowly and carefully read the text that needs to be remembered. It's better to read it out loud. When reading, you need to understand the main idea of ​​the text, its main plot, so that you can remember it faster.
• If the volume of material is large, we break it down into meaningful parts. Each part must be learned separately, finding the main words or phrases in them. This will help in the future to restore all the text in order.
• After this, you need to rewrite all the text manually. This must be done slowly, delving into the essence of what is written.
• After everything is rewritten, we retell what we remember. You need to remember the smallest details, based on keywords. If you can’t remember a moment, it’s better not to look at the recording, but try to do it yourself. You can peek only as a last resort.
• Next, we rewrite a second time only what we remembered without prompting.
• At the last stage, we carefully re-read the text and retell it. It's better to do this before bed.

This memorization method is suitable for learning a text word for word. It will help students, schoolchildren and anyone who needs to know how to learn a large amount of information in a short time. Theater and film actors use this method to remember their roles.

Tricks for fast memorization

There are a few more simple but very effective tricks for memorizing the entire text, based on the nuances of our brain. To do this you need:

• Highlight the main points in the text with a bright marker;

This will allow you not to be distracted by unnecessary text. Actors thus highlight their lines in the script.

• Sing words or text;

This is a non-standard method of memorization. Having sung the material, it will be better embedded in your memory and you can recall it faster.

• You need to read until the meaning becomes completely clear;

It is very important to feel the feelings and emotions that the characters experience if this is fiction.

• After reading, you need to ask yourself questions about the content;
• Read out loud with expression;
• Write the text with the other hand;

If you are left-handed, write with your right hand, if you are right-handed, write with your left. This tricky trick will force your brain to spend more effort analyzing all the written material.

• Find a training partner;

The actors rehearse in pairs, this helps in their work. You can also ask someone you know to test your knowledge of all the material. Learning by heart is more interesting and much easier in a company.

• Record the text on a voice recorder;

Record the text on a recording device and listen to it throughout the day while doing your daily routine or while traveling. This will help you remember voluminous text without being distracted from other things and without wasting extra time.

Memory needs to be constantly trained. Memorizing information consists of encoding it and sending it to a special part of the brain for further storage. If the information is needed, it will be easily remembered. When it is not used for a long time, the brain will remove it as unnecessary. Forgetting is inherent in humans; it happens after a certain time. This is a natural mechanism of the brain and it helps not to overload the brain with unnecessary information and if it is not used, it disappears from memory over time.