新亚高级中学 | 使体验映照理论：心理课堂的真实建构

这节课的主题是心理学中一个相对复杂的理论模型—工作记忆模型（Working Memory Model，简称WMM）。作为认知心理学的基础理论之一，WMM解释了人类是如何通过四个不同的系统在实时中处理、储存和操作信息的。理解这四个系统的作用并不轻松—而如果只是通过课本或幻灯片来学习，恐怕也很难激起学生的兴趣。

In this lesson, students were diving into one of the more complex models in psychology: the Working Memory Model (WMM). As a foundational model in cognitive psychology, the WMM explains how we process, store, and manipulate information in real-time through four distinct systems. Understanding the roles of these four systems can be demanding – and let’s face it, not the most thrilling if approached only through a textbook or PowerPoint slide.

为了将这一挑战性的理论转化为一次富有意义的学习体验，课堂摇身一变，成为了一个富有趣味的“站点轮换”活动现场。每个站点代表WMM的一个组成部分，学生们在各个站点完成动手任务，以激活和体验该记忆系统的具体功能。

To transform this challenging model into a meaningful learning experience, the classroom became an exciting station rotation experience. Each station represented a different component of the WMM and invited students to complete hands-on tasks designed to activate that memory system.

这节课以建构主义教学理念为基础，提供了让学生在实践中学习、并与同伴共同探索和建构对理论模型理解的机会。从仅凭视觉提示拼出乐高模型，到通过“听错歌词”来解读信息处理方式，每一个任务都鼓励学生积极参与、合作思考，并在亲身体验中深化认知。学生不再是被动接受记忆系统的运作原理，而是通过提问、尝试和观察，自己一步步发现答案。

Rooted in a constructivist approach, this lesson provided students with an opportunity to learn by doing and co-create knowledge of the model with their peers. From recreating LEGO structures using only visual aid to decoding misheard lyrics, each task pushed students to engage, collaborate, and develop understanding through direct experience. Instead of being told how each memory system works, students uncovered it themselves through inquiry, experimentation, and observation.

为了进一步深化学习，学生在每个站点完成了观察记录表。表格中的引导性问题虽然简单，却十分有针对性，鼓励学生思考自己在任务中使用了哪种记忆方式和相关技能，并分析这些任务如何反映该记忆系统的运作。这样的反思过程不仅加强了主动学习的效果，也促使学生将理论与自身的思维过程相连接——帮助他们更深入地理解工作记忆模型，同时也更好地认识自己的思维与记忆方式。

To deepen the learning, students completed observation sheets at each station. These simple yet purposeful prompts asked them to reflect on the kind of memory and skills they were using and interpret what the task revealed about that system. This reflection reinforced active learning and encouraged students to connect theory to their own thought processes – helping them better understand not just the model, but their own ways of thinking and remembering.

课堂设计的每个关卡都经过精心设计，旨在激发学生不同类型的思维模式——包括语言、空间、执行控制以及整合能力，让学生从多个角度探索工作记忆模型。穿梭于各个站点之间，为课堂注入了节奏感与活力，打破了传统的静态听讲模式，保持了学生的高度专注与参与感。限时挑战与贴近生活的任务增添了游戏感与紧迫感，使课堂既富有趣味，又充满挑战。这种融合多种感官与形式的游戏化教学方式，让原本抽象的理论变得更易理解、更容易记住，也更加有趣。

Each station was intentionally designed to tap into different modes of thinking – verbal, spatial, executive, and integrative, allowing students to explore the WMM from multiple angles. Movement between stations created a dynamic rhythm, breaking away from traditional seated instruction and keeping energy high. Timed challenges and real-life problem-solving brought a sense of play and urgency to the lesson. This multimodal, gamified approach helped make an abstract model accessible, memorable, and fun.

教室空间的设计进一步提升了学习体验。词汇墙、参考图示以及互动式“脑图板”为学生持续提供关键词汇、图解和模型，帮助他们在完成每项任务的过程中理解复杂内容。这些教学工具帮助学生在工作记忆模型的四个组成部分与其对应的大脑区域之间建立联系，并在此过程中巩固他们在此前关于大脑结构与功能单元中所学的知识。

The classroom environment further elevated the learning experience. Word walls, reference visuals, and interactive “brain boards” offered students continuous access to key terms, diagrams, and models – helping them make sense of complex content as they moved through each task. These tools supported students in drawing connections between the four components of the Working Memory Model and their corresponding brain regions, building on knowledge from earlier units on brain structure and function.