为何孩子的学习时间越长，学习成绩越差呢问题出在哪里

Mysonisatypicalchildwhocan'tsitdown.Thehighestrecordforhimtostayinhischairanddohishomeworkisonly30minutes.After20or30minutes,hehadtoleavethedeskandrun,jumpanddanceforafewminutesbeforehehadthecouragetocomebackandcontinuehisstudy

Ioncehatedthishabit-doyouhavethornsonyourbuttocks?Can'tyoufinishallyourhomeworkbeforeyougotoplay?

Whatoncepuzzledmewasthatthesonofletmeflyhadaverygoodscore,andhecouldrankfirstinalltheCaliforniaunifiedexaminations.

Onthecontrary,notlongago,aSingaporeanmothercomplainedwithasadface:ourhusbandandwifearebothgraduatesoffamousuniversities,andoursonisespeciallyobedient.Hecanseriouslysitathisdeskandstudyfromschooluntilbeforehegoestobed...However,whydidhefailintheunifiedexaminationseveraltimes,andwhydidhegetworseinthehighergrade?

Infact,manymodernstudieshaverevealedthattheeffectofcontinuouslong-termlearningisnotasgoodasintervallearning.

Forexample,PaulKelley,aresearcheratOxfordUniversity,onceconductedanexperimentwithSurreybusinessschoolintheUK.

600businessschoolstudentsweredividedintothreegroups.Thethreegroupsofstudentslearnthesamematerials,butindifferentways:

Thefirstgroupparticipatedintraditionalacademiclecturesandseminars;

Thesecondgroupwasself-study;

Thethirdgroupusedtheintermittentlearningmethod.

Differentfromthefirsttwogroupsofstudents,thestudentswhousetheintermittentlearningmethodwillhaveseveralshort-timeintenselearningduringtheonehourlonglearning,andbetweentheseveralintenselearning,about10minutesofresttimeisarrangedforeachtimetodothingsunrelatedtolearning,suchascopyingPicasso'spaintings.

Aweeklater,thestudentsweretested.Thetestisdividedintothreeparts:knowledgeacquisition,knowledgeapplicationability,andwhetherknowledgecanbeextendedandappliedtoareasnotcovered.

Whatissurprisingisthatintheknowledgeacquisitiontest,thestudentswhousetheintermittentlearningmethodremember20%moreknowledgethanthestudentswhousethetraditionallearningmethod,and23%moreknowledgethantheself-taughtstudents!

Inotherwords,studentswhooftenrestinonehour'sstudy,comparedwithstudentswhostudycontinuouslyforonehour,rememberonefifthmorethings!

Intheknowledgeapplicationtest,intermittentlearnersarestillinthelead,andtheirapplicationabilityis13%higherthanthatoftraditionallearnersand19%higherthanthatofselflearners;Intheextendedtest,intermittentlearnersare10%higherthantraditionallearnersand15%higherthanselflearners.

Researchershavefoundthatforlearnerswhostudycontinuouslyforonehour,78%oftheknowledgetheycanrememberisacquiredwithinthefirsthalfhouroflearning.

Afterthat,theirbrainslosttheiroriginalvitality-only22%ofwhattheyrememberedinthesecondhalfhour.

Inotherwords,inanhour'scourse,theeffectofthefirsthalfisnearlyfourtimesthatofthesecondhalf.

Thisisonlytheresultofonehourofhigh-densitylearning.Let'simaginethatmanychildrentoday,aftercominghomefromschool,havetodevotefourorfivehoursofintenselearning.Ifthereisnotenoughrest,howmuchstrengthcantheirsmallbrainshaveleft?