Auxiliary teaching aid for college English teaching

Abstract

The invention discloses an auxiliary teaching aid for college English teaching, which comprises a box body, a turntable, a power assembly drum and a grammar presentation belt. When the auxiliary teaching aid for college English teaching is used, the grammar presentation belt is driven by a power assembly to move, and example sentences recorded on the grammar presentation belt can be observed in a reading window in sequence. Due to the fact that a large number of learning materials need to be recognized by a learner in a short time to achieve implicit memory and implicit learning, the purpose of efficient implicit learning can be achieved through the arrangement. Specifically, a grammar presentation belt with considerable length can be stored in a storage mode in which the grammar presentation belt is wound around the drum, and the requirement of implicit learning for the learning material quantity is met. Along with the movement of the grammar presentation belt, the example sentences can be observed in sequence in a short time, proper recognition and processing time can be obtained by adjusting the rotating speed of the motor, so that the requirement of implicit learning for efficient learning material input is met.

Description

technical field [0001] The invention relates to the field of language learning equipment, in particular to an auxiliary teaching aid for college English teaching. Background technique [0002] Implicit learning is an important concept in cognitive psychology. It refers to the implicit acquisition of some complex rules without too much conscious participation, but they cannot be clearly expressed when they are required to express them. representations, and were able to exhibit this learned effect with a much higher probability than random when tested indirectly. The earliest research on implicit learning began with artificial grammar, sequence rules, and complex system control paradigms, especially Reber's artificial grammar paradigm, which pointed out to the academic circles that for the complex and difficult regular knowledge of grammar, through the A large amount of learning materials are quickly and repeatedly identified, and without excessive analysis and processing, th...

AI Technical Summary

Problems solved by technology

The earliest research on implicit learning began with artificial grammar, sequence rules, and complex system control paradigms, especially Reber's artificial grammar paradigm, which pointed out to the academic circles that for the complex and difficult regular knowledge of grammar, through the A large amount of learning materials are quickly and repeatedly identified, and without excessive analysis and processing, the subjects can still master the internal rules of artificial grammar that are not clearly explained and guided. In fact, some scholars believe that people learn their mother tongue to a large extent. In fact, it comes from implicit learning - without too much conscious participation, but under the infiltration of a large number of learning materials, the learners have mastered the rules of mother tongue grammar, and it is difficult for learners to express such rules clearly express

[0003] In the existing language teaching, the grammar learning process of English or other foreign languages ​​is often explicit. The teacher will introduce the grammar one by one, and use example sentences as a demonstration analysis, so that students can remember the characteristics and usage rules of each grammar. In this way, various fallacies will still appear when facing test questions, many of which are considered to be related to "language sense". Teachers also use the principle of implicit learning when teaching students to improve their language sense, allowing students to immerse themselves in a large number of languages. learning materials, but this process is long and cumbersome and lacks pertinence, resulting in low efficiency

[0004] According to people's cognition of implicit learning, this kind of learning process can more easily learn the internal rules that are most commonly reflected in the learning materials, so by using learning materials that contain a large number of the same rules, such as a specific grammar, Higher efficiency will be obtained when assisting students in implicit learning, but there is a lack of such practical techniques and equipment in the prior art

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