本科畢業(yè)設(shè)計(jì)論文The Application of Associative Memory in English Vocabulary Teaching of Primary School

ContentsAbstract I摘要 IIIntroduction 11ResearchBackgroundandSignificance 31.1ResearchBackground 31.2ResearchSignificance 42OverviewofAssociativeMemory 52.1DescriptionofAssociativeMemory 52.2ImportanceofAssociativeMemory 72.3AdvantagesofAssociativeMemory 83ProblemsinVocabularyTeachingofPrimarySchool 103.1HideboundVocabularyTeachingMode 103.2NeglectingStudents’EssenceStatus 113.3IgnoringImportanceofContext 124ApplicationofAssociativeMemoryMethod 144.1ContrastAssociation 144.2RelevantAssociation 164.3SimilarAssociation 20Conclusion 25Bibliography 27Acknowledgments 29AbstractThefunctionofwordsisofgreatsignificancetolanguage.ThroughoutthewholeprocessofEnglishlearning,vocabularyisthefundamentalpremiseofotheraspectsoflearning,whichis,thewordaboveeverythingelse,especiallyforprimaryschoolEnglishteaching,vocabularyplaysanextremelyimportantrole[1].IntheprocessoflearningEnglish,vocabularyisboththefoundationandthemostimportantcomponent.Butnowadays,thereisabigprobleminvocabularyteachinginprimaryschool.Theteacher’simproperteachingmethodleadstothestudentsgraduallylosinginterestinlearning.Thispaperusesthemethodsofliteraturereferenceandobservationtodividethecontentintofourparts.Thefirstpartistheresearchbackgroundandsignificance.Thesecondpartsummarizestheassociativememorymethod.Thethirdpartdiscussestheproblemsinvocabularyteachinginprimaryschool.Thefourthpartputsforwardthesolutionoftheaboveproblemsthroughtheelaborationofassociativememorymethod.Oneofthemainfunctionsofmemoryistomakeconnectionswithrelevantexperiences,andtheeffectofmemorycanbeenhancedbythefrequentformationandapplicationofassociations.Basedonthedetailedanalysisofassociativememorymethod,thispaperproposesthesolutionstotheproblemsexistinginvocabularyteachinginprimaryschool.Theauthorhopesthatthispapercangiveenlightenmenttotheresearchinthisfield.Keywords:associativemethod;vocabularyteaching;primaryschool摘要詞匯對(duì)于語言來說是意義非凡的。其始終貫穿于英語學(xué)習(xí)的整個(gè)過程，是其他方面學(xué)習(xí)的根本性前提，即單詞高于一切，尤其對(duì)于小學(xué)英語教學(xué)來說，詞匯具有極其重要的作用。在學(xué)習(xí)英語的過程中，詞匯既是基礎(chǔ)又是最重要的組成部分。但目前小學(xué)英語詞匯教學(xué)存在著很大的問題。教師不恰當(dāng)?shù)慕虒W(xué)方法使學(xué)生逐漸失去了學(xué)習(xí)興趣。本篇文章運(yùn)用文獻(xiàn)參考法、觀察法等方法將內(nèi)容分為四部分。第一部分為研究背景及意義；第二部分對(duì)聯(lián)想記憶法進(jìn)行概述；第三部分闡述當(dāng)今小學(xué)詞匯教學(xué)中存在的問題；第四部分通過對(duì)聯(lián)想記憶法的細(xì)化提出上述問題的解決方案。記憶的一種主要機(jī)能就是在有關(guān)經(jīng)驗(yàn)中建立聯(lián)系，如能經(jīng)常形成聯(lián)想和運(yùn)用聯(lián)想，就可增強(qiáng)記憶的效果。本文在詳細(xì)分析聯(lián)想記憶法的基礎(chǔ)上，針對(duì)小學(xué)英語詞匯教學(xué)中存在的問題提出了解決方法。望本文對(duì)這一領(lǐng)域的研究有所啟示。關(guān)鍵詞：聯(lián)想記憶；詞匯教學(xué)；小學(xué)IntroductionVocabularyisofgreatimportanceforEnglishlearners,anditplaysafundamentalroleinthewholeEnglishlearning.Englishlearningismainlydividedintofouraspects:listening,speaking,readingandwriting.Vocabularyisthecombinationofsound,formandmeaning,andtheunityofsound,meaningandgrammaticalfeatures.ForthebigideaofEnglish,vocabularyisthebuildingblockoflanguage,whichsustainspronunciationandgrammar.InEnglishlearning,therearethreebasicelements,namelyvocabulary,pronunciationandgrammar.Amongthem,vocabularyisthemostbasicandimportantlearningcontent.Wordexistsasafoundation,andtheroledeterminesitsimportance.Howtolearnvocabularyeffectivelyhasbecomeaproblemformanystudents.Thispaperwillfocusontheadvantagesofassociativememory[2]invocabularylearning.Associativememorymethodistolinkdifferenteventstogetherbymeansofassociation,whichhasastrongmemoryeffect.Associativememorymethodcaneffectivelyimprovetheclassroomlearningeffectwhenitisusedinclassroommemory,especiallyforEnglishvocabularymemoryinprimaryschool.Asisknowntoall,inthecourseofclass,studentsmustnotunderstandwhattheteachersaidatthattime.Theassociativememorymethodhascompletelybrokenthroughthisdifficulty.Itwillhelpstudentsrememberthewordsaccuratelyinashorttime.Thepaperisdividedintofourparts,whicharetheresearchbackground,theoverviewofassociativememorymethod,theproblemsinvocabularyteachinginprimaryschool,andtheapplicationformsofassociativememorymethod.Throughthediscussionoftheseparts,thethesisiscompleted.Thisprojectfocusesontheapplicationof“associativememorymethod”invocabularyteachinginprimaryschool,andmainlystudiestheapplicationofseveralassociativememorymethodsinvocabularyteachinginprimaryschool.Throughtheoreticaldescriptionandcaseanalysis,severalassociativememorizingmethodssuitableforprimaryschoolvocabularyteachingandeasytobeacceptedbyprimaryschoolstudentsarefound.Theadvantagesofassociativememorymethodinprimaryschoolvocabularyteachingaresummarizedbymeansofliteraturereference,observationandexperiencesummarization.Theauthorhopesthatthroughtheanalysisofthisarticle,peoplecanfindouttheadvantagesofassociativememorymethodinEnglishvocabularyteaching,anditcanbewidelyusedinvocabularyteachingofprimaryschoolinthefuture.Associationistheactofthinkingaboutsomethingthatisrelatedtoanotherthing,orofthinkingaboutsomethingthatcomestomindandleadstothinkingaboutanotherthing.Sinceobjectivethingsareinterrelatedandallkindsofknowledgeareinterrelated,associationisabasicformofthinkingandamethodofmemoryinthinking.Associationisthementalprocessinwhichthebrain,whenexposedtoastimulus,visualizestheobjectassociatedwiththestimulus.Generalspeaking,itiseasytoassociatethingsthatareclosetoeachother,oppositethingsandsimilarthings.Oneofthemainfunctionsofmemoryistomakeconnectionswithrelevantexperiences.Nowadays,associativememorymethodhasbeenusedinmanylearningmaterialsathomeandabroad.ForprimaryEnglishvocabularylearning,itisapreferredmethodofmemory,anditspsychologicaltheoreticalbasis.Inthefuture,moreandmorepeoplewillusethismethodtorememberknowledgepoints.

1ResearchBackgroundandSignificanceWiththeprogressofsocialcivilization,educationisalsodevelopingstepbystep,andtheprogressofculturecannotbeseparatedfromthedevelopmentofeducation.Primaryschooleducationistheenlightenmentstageforeveryonetostartlearningknowledge,butalsothebasiceducationforapersonandacountry.Therefore,itoccupiesanimportantpositionintheindividual’sstudyandlifeandinthenationaleducationsystem.Themethodofvocabularyteachingisthemostimportant.Thisarticlewillanalyzetheassociativememorymethodfromtheperspectiveoflexicology.1.1ResearchBackgroundTherearemanywaystoremember,andmnemonicsisarelativelyunknownmethodofmemory.Thismethod,alsoknownasassociativemethod,isatechniqueandmethodtoimprovethememoryeffectbyartificiallyadoptingaspecialwayofmemory.InChina,thetestbookofteachercertificationinTianjinhasmentionedthemethod,pointingoutthatassociativememorymethodcanmaketheprocessofmemoryinterestingandvivid,thusstrengtheningmemory.Inrecentyears,somemaster-doctoralpapershavealsoexplainedandevenstudiedthemethodindividually.Forexample,theresearchofgalena(2012);therearealsosomepapersonassociativememoryofwords,suchasZhangXiaoyu(2003).Inthebook,FiftyWaysofRemembering,SuXiangpengputforwardtheideaofusingassociativememorytoexpandvocabulary.Abroad,asmemoryexpertHarryLorainandJayLucassay,IntheBookofMemorythathumancanrememberanypieceofnewinformationifitisrelatedtosomethingyoualreadyknoworremember.Whenmemorizingwords,besuretoassociatethenewwordswiththememorizer’soriginalknowledge.Memorypsychologytellspeoplethatitiseasytoforgettorememberanobjectinisolation[3].Onlywhenthenewobjectthathasnotbeenrememberedinthefutureiscloselyrelatedtotheoldobjectthathasbeenfamiliarwith,thenewcontentcanberememberedmostfirmlywiththeleastcost.Vocabularyisthebasisoflanguageexpression.IgnoranceofwordmemorycanmakeEnglishlearningwaterwithoutaspring.Tosomeextent,students’foreignlanguageabilitydependsontheirvocabularybuilding.“Inadequacy”or“inaccuracy”isthe“biggestobstacle”forstudentstolearnEnglish.Therefore,accordingtothenewEnglishcurriculumstandardsandmemorizationrules,itisanimportanttaskforteacherstoscientificallyenlargestudents’vocabulary.1.2ResearchSignificanceVocabularyplaysanimportantroleinEnglishteaching.ItisalsocommonforstudentstoloseinterestinEnglishbecausetheyhavenotlaidagoodfoundationinEnglishvocabularylearning.People’slanguageliteracyandcommunicativeabilitydependonmanyfactors.Iflanguageiscomparedtoaroad,thenwordsarethebuildingblocksoftheroad;Iflanguageiscomparedtothesea,thenwordsareatrickleintothesea;Iflanguageiscomparedtoaforest,thenwordsarethetreesintheforest.;ifthelanguageiscomparedtothesea,thenthevocabularyismergedintotheseaofthesmallstream;iflanguageiscomparedtotheearth,thenthewordisahandfulofdirt.Vocabularyisthefoundationoflanguagelearning.Onlybyconstantlyaccumulatingapplications,itcanbecomeaproperlanguagesentence.Studentscanformbeautifulsentences,paragraphsandchaptersonlybyunderstandingthesoundsandmeaningsofwords.Thispaperwillanalyzetheexistingproblemsinvocabularyteachinginprimaryschoolfromtheperspectiveofteachers’teachingmodeandformulateappropriatesolutions.2OverviewofAssociativeMemoryPsycholinguisticsshowsthattheprocessingoflexicalinformationbyhumanbrainisanindependentandcompleteprocess,sovocabularycanberegardedasaseparateteachingactivity.Vocabularymemorystrategyisastrategyadoptedbylearnerstopromotetheretentionofvocabularyinformation[4].Manystudieshaveshownthatwordmemorycanbetaught.InEnglishteaching,learningvocabularybyassociativememoryisaneffectivestrategy,whichneedsteachers’guidanceonstrategiesandstudents’activeassociativethinking.2.1DescriptionofAssociativeMemoryFerdinandDESaussurewasthefatherofmodernlinguistics.Hepioneeredstructuralismlinguistics,andthecourseingenerallinguistics,compiledbyhisstudents,isconsideredthe“bible”ofmodernlinguistics.Inthecourseof“GeneralLinguistics”,Saussure’sideascanberoughlydividedintoseveralcategories.Thesignisconsideredtohavevariabilityandinvariability.Itdistinguishessynchroniclanguagefromdiachroniclanguage.Italsoillustratestherelationshipbetweensentenceandparagraphandassociation[5].AccordingtoSaussure,therelationofsentenceandassociationisthefoundationofalllinguisticrelations.Saussurepointedoutthattherearetwokindsofrelationsinlanguage:“sentence-paragraphrelation”and“associativerelation”.Sentence-paragraphrelationreferstothehorizontalcombinationoflanguage.Associativerelationisproducedbypsychologicalassociationandreferstothelongitudinalcombinationofwords.ThetwokindsofrelationsrevealedbySaussure,representingtheverticalandhorizontalaxes,becomethecoordinatesofeachlanguageunitinthesystem.Inhisbook“SupermemoryTraining”,BradJoyce,anAmericanpsychologistandeducator,cameupwiththeideaof“associativememory”.ProfessorShaJiangalsogivesacleardefinitioninhisbooktospeeduplearning:thebasicmethodofmemorizingistoassociatenewinformationwithknownthings.Theabilitytoassociateissomethingthateveryoneisborn,itisthebasisofmemory.Theintegrationofassociativerecognitionmemorydependsonthedynamicinteractionacrossthebrainmemorynetwork[6].Thisrecognitionmemoryreliesontheintegrationofinformationaboutanobjectandthespace-timeenvironmentinwhichtheobjectislocated.Associativememorymethod,asitsnameimplies,isamethodofmemorizingthingsbyassociation.Associationistheperceptionofotherthingsfromthecurrentperceptionofthings,orthemindthinkingaboutonething,andthroughtheassociationofotherrelatedthings.Becauseinthisworld,allkindsofobjectivethingsareinterrelated,sothereisalsoaconnectionbetweenallkindsofknowledge.Therefore,inpeople’sthinking,associationisabasicthinkingmodeandamethodofmemory.Associationisthementalprocessinwhichwhenacertainstimulusoccurstothebrain,animageofsomethingrelatedtothestimulusappearsinthemind.Ingeneral,theclosertheyaretoeachother,orviceversa,orthingslikethat,themorelikelytheyaretomakeassociations.Associativememoryisverycommoninourlife.Oneofthemainfunctionsofmemoryistomakeconnectionswithrelevantexperiences.Whetherinthestudyordailylife,moreuseofassociativememorythinkingmode,inthelongrun,memorywillimprove.Thereisalawtocorrelations;thelawofassociationhasclosetolaw,similarlaw,lawofcontrast,lawofcauseandeffect,suchasclosetoassociation,similarassociation,contrastassociation,causalassociationandothermemoryassociation.Theassociativemethodissuitableforlearninganddailylife,soitisbothalearningmethodandaninertialthinkingmode.Itstheoreticalbasisistheschematheoryincognitivelinguistics,whichisdividedintostaticanddynamicdiagrams.Astaticdiagramisoneinwhichinformationisalreadyinthemindandispermanentlyprojectedinthemindasastaticimage.Dynamicdiagrammeansthatwhenpeoplehavenewinformationinputinthebrain,theimagepreviouslystoredinthebrainwillbeassociatedwiththenewinformationthroughthebraindynamicresponse,formingadynamicinteractionmodetoactivateassociation-cognition.Associativememorymethodisbasedonthegraphictheory,newwordsaretakenasnewschemainput,stimulatetheexistinggraphicalinformationinbrain,generatenewinformationthroughanassociativememory,andintegratenewwordsintolong-termmemoryafterdeepprocessing,soastoexpandthevocabularystorageoflearners.Manypsychologistsbelievethatthemostbasicruleofmemoryistomakevariousconnectionsbetweennewinformationandknowninformation,whichiscalledassociativememory.Someevendefinemnemonicsasassociatingsomethingtoberememberedwithafamiliarobjectusingassociation.“Thebasicruleofmemoryistoassociatenewinformationwiththingsyoualreadyknow,”saysHarryLorain,aleadingAmericanmemorizationexpert.Itcanbesaidthatassociationisanimportantstrategyofhumancognition,whichcanbeeitherconsciousorunconscious.Theschoolofassociativepsychologysumsupthethreeprincipallawsandthethreesecondarylawsofassociation.Theformerhasthelawofproximity,similarityandcontrast,thatis,twostimuliintheindividual’sperceptionandmemoryareclosetosimilarityorcrossreference,willproduceaconnection.Thethreelawsofassociationinclude:thelawofmultiplecauses,themoretimesthethreeprincipallawsappearinexperience,themoreconsolidatedtheassociation;Strongbecauselaw,themoreintensethestimulationthatconstitutesassociation,thestrongerthememoryis;Accordingtothelawofproximatecause,themorerecentthestimulusthatconstitutestheassociation,thestrongertheassociation.Theabovereflectsthegeneralruleofassociativememory,whichisconsistentwiththefrequencyeffect,stimulusintensityeffectandregencyeffectinmemorypsychology.2.2ImportanceofAssociationMemoryAsthenameimplies,“associativemethodofmemory”containstwoaspects:associationandmemory,orimaginationandmemory.Imaginationisveryimportantinvocabularyteaching.Withthisability,apieceofinformationcanbeturnedintoapileofinformation.Thecreativeimaginationworksonitsown.Onlywhenthehumanbrainisconstantlyworkingcanimaginativethinkingbecontinuouslystimulated.Atthesametime,memoryisalsothemostbasiclearningability;anyhigh-levellearningapplicationisbuiltonthisbasis.FrancisBacon,afamousBritishphilosopher,said,“Alltheacquisitionofknowledgeismemory;memoryisthebasisofallintellectualactivities.”Manyfamousfiguresinhistoryhadremarkablememories.Napoleon,thegreatmanofFrance,oncesaid,“Aheadwithoutmemoryisafortresswithoutawe.”Memoryisespeciallyimportantforcelebrities,scholarsandindustrialists.Accordingtoonesurvey,ofthe100scientists,onlyonehadapoormemory;Ofthe100speakers,onlythreehadpoormemory;Ofthe100successfulbusinessmen,onlyfourhadpoormemories;Ofthe100peopleinthegeneralpopulation,79hadpoormemory.Thestudyshowshowagoodmemorycontributestoaperson’ssuccess.People’smemoryisirreplaceable;eachmemoryitemismadeupofalotofinformation,somemoryisthepremiseoflearning.Similarly,associativememorymethodisalsobasedonthelawofmemory;newmemorycontentisfromalotofinformationassociation.Thesameistrueinlearning.“Organ”istheinformation,whichcanonlybeputintothebraintomakebetteruseofassociativememorymethodmakesuseofthelawofmemory,givesfullplaytotheimaginationthinking,carriesontheassociationunceasingly,andachievesthememorygoal.LvShuxiang,afamousscholarinChina,oncesaid,“Wordshavelifeonlywhentheyareembeddedinthecontext,onlywhentheyareeasytoremember,andonlywhentheyareused.”Thissentenceindicatesthatthevocabularydoesnotexistindependently,anditiscloselyrelatedtothecontext.InEnglishvocabulary,awordusuallyhasmanypartsofspeechandmeanings.Ifstudentssimplymemorizethespellingandmeaningofaword,thereislikelytobeconfusionandtheywillnotbeabletorememberthemostwords.Onthecontrary,ifthecontextiscreatedbetweenwordsorbetweenwordsandsentences,eachwordisnotanisolatedpart,soastopromotestudents’understandingandapplicationofvocabulary,improvememoryefficiencyandenrichvocabulary[7].2.3AdvantagesofAssociativeMemoryAssociativememorymethodcanexpandstudents’vocabulary.InprimaryEnglishvocabulary,eachworddoesnotexistinisolation.Eachwordiscloselyrelatedtotheothers.Somewordsaresimilarinconstruction,somewordsinpronunciation,andsomeinmeaning.Eitherapproachissuitableforassociativememory.Becauseoftheseassociations,theteachercanleadthestudentstoopentheirimaginationanduseittolinkdifferentwordstogetherthroughassociativememory.Evenifsomewordsseemunrelated,studentsshouldthinkoutsidetheboxandmakeconnections.Especiallyforprimaryschoolstudents,thisperiodofthestudentsinaperiodoftherichestimagination,thiskindofassociationformemorizingwordsisthemosteffective.Andstudentsonthebasisofunderstandthenewvocabularycanalsoreviewtheoldwords,toalargeextentcanexpandstudents’vocabularyreserves,sothatthestudents’uniontheconversionofalimitedknowledgeoftheinfinitetotheabilityoflearningnewwords,thechangeruleofpromptingstudentsvocabularyhasacomprehensiveandsystematicgrasp,learningnewvocabularysolidfoundationforlater.Associativememoryisthestrongestwaytorememberwords.Oneproblemwithwordmemorythatcan’tbeignoredisforgetting.Forgettingisthegreatestrivalofmemory,butitisalsoinevitable.Theso-calledforgetfulnessistheinabilitytorecognizeandrecallthematerialswehaveknownorthewrongrecognitionandrecall.ThefamousEbbinghausforgettingcurverevealsthelawofforgetting.Ebbinghaus,afamousGermanpsychologist,wasthefirsttodiscoverthelawofforgetting.“EbbinghausForgettingCurve”tellpeoplethatforgettingisregular,theprocessofforgettingisfast,andfastfirstandthenslow.Afterlearningknowledgeoneday,ifyoudonothurrytoreview,willonlybeleftwiththeoriginalmemoryof25%.Thecounterpartofforgettingismemory,amentalactivitythatbelongstothedisciplineofpsychologyorthebrain.Asabasicmentalprocess,memoryiscloselyrelatedtoothermentalactivities.Associativememorizationusesthefeaturetomaximizeretentionofwords.Thisistheadvantageofassociativememorymethod,whichconvertsisolatedmemorypointsintolinearthinkingandthusmaximizestheresistancetotheEbbinghausForgettingCurve.Associativememorymethodisaflexibleandchangeablememorymethod;itcanchangeteachers’mechanizedteachingstateandstudents’passivelearningsituation,sothatstudentscanlearnmoreactivelyandefficiently.3ProblemsinVocabularyTeachingofPrimarySchoolStudents’learningofEnglishinprimaryschoolcomesfromEnglishvocabulary.Englishlearningrequiresacertainvocabularyfoundation.WiththereformofChina’seducationsystem,moreandmoreteacherspayattentiontostudents’vocabularylevel.However,duetotheimproperteachingmethods,studentsfacegreatobstaclesinmemorizingvocabulary,whichindirectlyleadstothedifficultyinpromotingEnglishteaching.HuangHuizhenmentionedintheanalysisandSuggestionsontheerrorsofvocabularyteachinginprimaryschoolEnglishthatthevocabularyteachinginprimaryschoolEnglishshouldmakecorrespondingteachingplansaccordingtotheagecharacteristicsofstudentsandprincipleofvocabularyteaching[8].Therefore,theteachingmethodsdesignedbyprimaryschoolteachersshouldadapttotheageandcharacteristicsofprimarystudents.3.1HideboundVocabularyTeachingModeWiththedevelopmentofTheTimes,teachingmethodsareconstantlyimproving.Thetraditionalvocabularyteachingmodelmainlyadoptsthe“cramming”teachingmethodofteacherspeakingandstudentlistening.Thiskindofcurriculummodelisrigid;classroomatmosphereisnotactive,lifeless.PrimaryschoolistheenlightenmentstageofEnglishlearning,andtheoldteachingmethodisnotconducivetocultivatingstudents’interestinlearning.Theyoungageofstudentsischaracterizedbyhyperactivityandinabilitytoconcentrateforalongtime.Ifthestudentsareonlyinamechanicalteachingstate,itisnotconducivetotheirdevelopment.Inaddition,teachers’teachingmethodsarenotnovelenough,whicheasilyleadtotheprimaryschoolstudents’attentioniseasilydistractedandtheirlearningabilityispoor.VocabularyisthefoundationofEnglishlearningandapplication.Studieshaveshownthatstudents’successinEnglishlearningdependslargelyontheirabilitytomasterandadapttoEnglishvocabulary.Therefore,theimportanceofvocabularycannotbeignored.AstheprimarystageofEnglishlearning,primaryschoolisalsoaveryimportantstage;teachersmustadoptappropriateteachingmethodstoteach.InprimaryschoolEnglishvocabularyteachingprocess,teacheroftenadoptsthemechanicalteaching,“cramming”education,torepeatedlypracticetranscription.Itisembodiedinthemechanicalteaching,suchasrepeatedcopyingofwordsandrepeatedreadingofwords,whichalsoshowsthattheteacher’svocabularyteachingisnotsolidenough.Intheprocessofknowledgememory,forgettingisacommonprocess.Forgetfulnessistheinabilitytorecallexistingmemoriesandknowledgetorecognizeorrecallmistakes.Theformeristemporaryamnesia,whichmayberecoveredbysomestimulus,andthelatterispermanentamnesia,whichneedstoberelearned.Forgettingcanaffectstudents’learningattitude,sohowcanstudentsreduceforgetting?ThefamousGermanpsychologist,Ebbinghausdiscoveredtheforgettingcurvethroughhisresearch,whichdescribestheforgettingrulesofhumanbrainfornewthings.Therearetwotypesofmemory:short-termmemoryandlong-termmemory[9].Inputafterpeople’sattentionintheprocessoflearning,andbecameamanofshort-termmemory,butifnot,thememorycontentisnotreviewed,itisshort-termmemory,whichiseasytoforget;Ifpeoplereviewmemorymore,theshort-termmemorywillbecomethelong-termmemory.Inthetraditionalteachingmode,teachers’outdatedteachingmethodsleadstudentstomemorizewordsinarigidandinflexibleway.Thismethodisgoodforshort-termmemory,butovertime,itiseasytoforgetagainandspellingmistakesarecommon.Inthiswayoflearning,students’learningefficiencyandmemoryefficiencywillbeverylow.Asaresultofthissingleteachingmethod,studentshavelittlecontactwithandabsorbvocabulary.Manywordsareeasytorememberatthebeginningoflearning,buttheywillgraduallyforgetthemlater.3.2NeglectingStudents’EssenceStatusStudentsarethemainbodyoftheteachingprocess;Teachersshouldgivefullplaytothemainroleofstudents.Inprimaryschoolvocabularyteaching,theconceptofmanyteachersisstillstuckinthepast,thataslongastheteacherspeak,studentscanlisten.However,thiskindofteachingmodeignoresstudents’feelingsabouttheirEnglishability.Themainbodyofmodernclassroomisstudents,teachersshouldnotblindlyinculcateknowledgetostudents,andshouldguidestudentstothinkabouttheproblem,putforwardthequestion.Ifstudentsjustblindlyinculcateknowledge,theywillloseinterestinlearningEnglish.Thereisatheoreticalbasisforattachingimportancetotheprincipalroleofstudentsintheclassroom,thatis,thetheoreticalbasisofconstructivism.Constructivism