间隔重复在课堂上是行不通的

学校不应推行间隔重复

By definition, spaced repetition is a personal tool. It cannot be used by a group. It does not belong in a classroom.

根据定义，间隔重复^[1]是一种个人工具。它不能由一个团体使用。它不属于课堂。

This does not prevent some great teachers asking the obvious question: Could SuperMemo or Anki improve student performance even if it violated the basic principles of spaced repetition itself? Even the visionary mind of George Zonnios tried spaced repetition in a classroom (see his conclusions). It is natural. For a teacher who cares about his students, spaced repetition is like a natural gift of better learning.

这并不妨碍一些伟大的教师提出一个明显的问题：即使违反了间隔重复本身的基本原则，SuperMemo 或 Anki 能否提高学生的成绩？甚至连 George Zonnios 这样有远见的人也在课堂上尝试了间隔重复法（见他的结论）。这是很自然的。对于一个关心学生的老师来说，间隔重复就像一个自然的礼物，可以让学生更好地学习。

课堂实验

Tanagrabeast is a nick of a high school teacher who tried to share the benefits of spaced repetition in the class. It is a clear demonstration of how love and passion can make impossible happen: A year of spaced repetition in the classroom. A year later, the same author provided a more composed assessment with an honest analysis of pros and cons. The text demonstrates extensive knowledge of the theory of learning, even quoting Kahneman's description of conceptual computation. The second year of spaced repetition in the classroom leads to a conclusion that forms the basis of incremental reading:

The subconscious is a black-box back-office you can deliberately prime with study cards

Tanagrabeast 是一个高中老师的昵称，他试图在课堂上分享间隔重复的好处。这清楚地表明了热爱和激情可以使不可能的事情发生：课堂上间隔重复的一年。一年后，同一作者提供了一个更有条理的评估，对优点和缺点进行了诚实的分析。该文显示了对学习理论的广泛了解，甚至引用了卡尼曼对概念计算^[2]的描述。课堂上第二年的间隔重复学习产生了一个结论，这个结论构成了渐进阅读^[3]的基础：

潜意识是一个黑箱的后台，你可以有意地用学习卡片来激发它。

Compare: Inevitability of incremental reading

对比：渐进阅读的必然性^[4]

优秀的课堂分析

The message that oozes from the teacher's text is that practice easily uncovers all the truths discussed at SuperMemo Guru. This teacher could write the same articles with the same conclusions. Only the terminology would differ. There is only one stumbling block to full enlightenment. The entire analysis is made with an important assumption: "school is good, school is inevitable, and school is here to stay, so we better learn to live with it". It is clear that the mere design of school makes the whole effort incredibly ineffective. However, for a teacher full of love for his/her students, this is no obstacle. They say, love is blind.

从这位老师的文字中透露出的信息是：实践很容易揭开 SuperMemo Guru 讨论的所有真理。这位老师可以写同样的文章，得出同样的结论。只有术语会有所不同。完全开悟的绊脚石只有一个。整个分析是在一个重要的假设下进行的："学校是好的，学校是不可避免的，学校是要持续下去的，所以我们最好学会和它一起共存"。很显然，仅仅是学校的设计就使整个努力变得无比无效。然而，对于一个对学生充满热爱的老师来说，这并不是什么障碍。他们说，爱是盲目的。

To say that good critical analysis based on a small sample is an inferior effort is a bad school habit. The text is a goldmine of ideas but adds a bit of well-schooled self-deprecation:

Prior studies are already pretty convincing on this point and I couldn't think of a practical way to run a control group or "blind" myself

将基于小样本的良好批判分析称之为一种低劣的努力是一种学校的坏习惯。这段文字是一个思想的金矿，但又加上了一点学究式的自嘲：

以前的研究在这一点上已经很有说服力了，我想不出一个实际的方法来运行一个对照组或 "蒙蔽" 自己

教育的历史

History of education is like a pendulum in which we often swing from one extreme to another without using mathematical optimization. This naturally is a larger problem that affects the entire progress of mankind. We seem to condition flawed problem solving habits at school (see: 100 bad habits learned at school). If a great deal of the population is affected, optimization is poorly understood, poorly applied, and leads to a culture of worshipping pop science in problem solving. Our teacher noticed the effect of pendulum in the approach to memory and learning

教育史就像一个钟摆，我们经常从一个极端摆动到另一个极端，而不使用数学优化。这自然是一个更大的问题，影响到整个人类的进步。我们似乎在学校里就把有缺陷的解决问题的习惯作为条件（见：在学校学到的100个坏习惯）。如果大量的人口受到影响，优化就会被理解得很差，应用得很差，并导致在解决问题时崇拜流行科学的文化。我们的老师注意到记忆和学习方法中的钟摆效应

“Drill and kill” is a catchy phrase today's teachers hear in their heads whenever they use rote learning, because we've been heavily conditioned via our training and Hollywood that this is what Bad Teaching looks like. This might be one of the greatest overcorrections in the history of education. I'm not saying we should use unadorned repetition as our tool of first resort, but learning and remembering do not happen without some sort of reiteration going on, and we've made it taboo to use the most direct approach to it. We're like soldiers in a gunfight who have decided we should only kill via ricochets

"操练和扼杀"是今天的教师每当使用死记硬背的学习方法时脑子里听到的一句话，因为我们已经通过培训和好莱坞受到了严重的制约，认为这就是糟糕的教学的样子。这可能是教育史上最伟大的过度修正之一。我并不是说我们应该把不加修饰的重复作为我们的第一手段，但是如果没有某种复述，学习和记忆就不会发生，而我们已经把使用最直接的方法作为禁忌。我们就像在枪战中的士兵，他们决定我们只应该通过跳弹来杀人

The pendulum is a useless pointer in determining the value of memorization. There are pieces of knowledge that are worth preserving with spaced repetition, and pieces that are not worth the effort. The latter form a vast majority of human knowledge. The former are golden nuggets that are too precious to expose to the risk of forgetting through disuse.

在确定记忆的价值方面，钟摆是一个无用的指针。有一些知识值得用间隔重复^[1]来保存，也有一些知识不值得努力。后者构成了人类知识的绝大部分。前者是如同黄金珍贵，不值得冒着因不使用而被遗忘的风险。

学校教育的指责游戏

Blame game is inherent to schooling. In the presented case it necessitated a primary violation of the rules of spaced repetition. If the study had a control group, and was blinded, we could simply toss away results. The experiment had little to do with spaced repetition. It was more about teacher's effort to maximize memory in a classroom with a proxy of "group review". To me, the prime value of the experiment is to measurably reveal the ordeals of students and teachers alike. The teacher who is always given a bad hand, does not seem to blame the system. The system is a constant in the equation, this is why the teacher ultimately blames himself/herself for the outcomes:

指责游戏是学校教育所固有的。在本案例中，它使对间隔重复规则的违反变得必然。如果该研究有一个对照组，并且是不知情的，我们可以简单地抛开结果。这个实验与间隔重复没有什么关系。它更多的是关于教师在课堂上通过代理 "小组复习" 来最大化记忆的努力。对我来说，这个实验的首要价值是可衡量地揭示了学生和教师的苦难。那个总是被打倒的老师，似乎并不责怪系统。系统是方程中的一个常数，这就是为什么老师最终把结果归咎于他/她自己：

I did not make Anki decks, assign them to my students to study independently, and then quiz them on the content. With honors classes I taught in previous years I think that might have worked, but I know my current students too well. Only about 10% of them would have done it, and the rest would have blamed me for their failing grades - with some justification, in my opinion

我没有制作 Anki 卡片，把它们分配给学生独立学习，然后对他们的内容进行测验。对于我前几年教的荣誉班，我想这可能是有效的，但我太了解我现在的学生了。只有大约10%的学生会这样做，而其余的学生会把他们的失败成绩归咎于我--在我看来，这是有一定道理的。

Luckily, schools do not entirely kill efficient learning. There is always private time after school and it can come to rescue for those who show interest:

幸运的是，学校并没有完全扼杀高效学习。放学后总有私人时间，对于那些表现出兴趣的人来说，它可以来拯救：

Weekly, I updated the deck to the cloud for self-motivated students wishing to study on their own

每周，我为希望自学的学生将牌组更新到云端

Schools rig a blame game in which students and teachers are under endless criticism. In the end, schools take credit for what best students accomplish on their own

学校操纵着一场指责游戏，学生和教师在其中受到无尽的批评。最后，学校把最好的学生自主完成的事情归功于自己

没有记忆的学生

Every teacher knows students with absolutely no memory. Those students can cram some facts for a test, and show zero recall just a week later. They can reflexively regurgitate facts or provide gamed answers in the class. They coast on autopilot passing tests and grades with little demonstrable knowledge. Spaced repetition is an excellent tool to demonstrate the futility of learning in those cases. Absence of long-term memory can be measured:

每个老师都知道完全没有记忆力的学生。这些学生可以在考试中死记硬背一些事实，而在一周后却表现出毫无记忆。他们可以反射性地复述事实，或在课堂上提供骗人的答案。他们在自动驾驶仪上通过测试和成绩，但几乎没有可证明的知识。间隔重复是一个很好的工具，可以证明在这些情况下学习是徒劳的。长期记忆的缺失可以被衡量：

A few of my students have an impressive, empirically verified zero absorption rate. I am not exaggerating. I can compare pre-test performance to post-test performance and find absolutely no improvement, even with easy objective content that we covered extensively

我的几个学生有一个令人印象深刻的，经验验证的零习得率。我并没有夸大其词。我可以将测试前的成绩与测试后的成绩进行比较，发现绝对没有改善，即使是我们广泛涉及的容易的客观内容也是如此。

School may have a negligible impact on long-term memory. The horrible inefficiency of learning at school can be measured with spaced repetition tools

学校对长期记忆的影响可能可以忽略不计。在学校学习的可怕的低效率可以用间隔重复^[1]工具来衡量。

有意愿的关注

The text provides an outline of a diagnosis. The term "caring at will" is used to describe the meta-cognitive ability to override the learn drive and provide fake valuations that feed the memory systems in the process of cramming. Naturally, this school-induced drive to learn is nothing but a bad school habit that emasculates natural semantic valuations that underlie intelligence. At school, nobody seems to care. Knowledge for the test is what counts.

该文提供了一个诊断大纲。术语"有意愿的关注"被用来描述元认知能力，以推翻学习内驱力^[5]，并提供虚假的估值，在死记硬背^[6]的过程中为记忆系统提供营养。自然，这种学校引起的学习动力只不过是一种学校的坏习惯，它阉割了作为智力基础的自然的语义估值。在学校，似乎没有人在乎。为考试而学的知识才是最重要的。

If that healthy "inability to care" affects a large fraction of teenagers, we quickly understand the roots of school hate. The problem can be explained by the demands of the knowledge valuation network, individual semantic distances, and valuations. The text simplifies this neatly to "layers of indirection":

如果这种健康的 "无力关注" 影响了很大一部分青少年，我们很快就能理解厌学的根源。这个问题可以通过知识估值网络、个人语义距离和估值的要求来解释。这篇文章干净利落地将其简化为“层次分明的间接层”：

A large fraction of teenagers lack the ability to direct caring at will. They can be made to understand why they should care about something in school, but there are too many layers of indirection between it and the impulses that can actually move them .... brains in neutral can still learn. They just can't do it on purpose

很大一部分的青少年缺乏主导有意愿的关注的能力。可以让他们理解为什么他们应该在学校里关注某件事情，但是在它和能够真正推动他们的冲动之间有太多的间接层....，处于中性状态的大脑仍然可以学习。他们只是不能有意这样做

一小步

The importance of a short semantic distance is expressed with the term "baby steps", which is worth memorizing for the sake of better elucidation of the harm of schooling:

短语义距离的重要性是用"一小步"这个词来表达的，为了更好地阐明学校教育的危害，这个词是值得记忆的：

A good card for an apathetic learner will feel unneeded on creation, because it's only a baby step away from what they already knew

对于一个漠然的学习者来说，一张好的卡片在创作上会被觉得不需要，因为它离他们已经知道的东西只有一小步了

It is worth noting that apathy should not be confused with learned helplessness. What looks like apathy to a teacher may simply be a reflection of strong interests that find no outlet in the classroom.

值得注意的是，漠然不应该与习得性无助^[7]相混淆。在老师看来，漠然可能只是反映了强烈的兴趣，但在课堂上却找不到发泄口。

漠然和注意力

What is seen as apathy or inattention can also be associated with an inherent problem of spaced repetition. The schooled approach will ask for accumulating items and reviewing them systematically. This might be the key reason for spaced repetition failure where users swear it does not work for them. Without pleasure of learning and specific goals, repetitions became automatic reflexes of the mind. For users who make repetitions on the go, robotization of learning is worst. This is why I am not a fan of mobile SuperMemo. I tried that in the era of Pocket PC. Today, there is a simple remedy: incremental reading. Interleaving spaced repetition with new reading. Combining review with novelty.

被视为漠然或注意力不集中的情况也可能与间隔重复^[1]的内在问题有关。学校的方法会要求积累问答卡片，并系统地复习它们。这可能是间隔重复失败的关键原因，用户发誓这对他们不起作用。没有学习的乐趣^[8]和具体的目标，重复就成了头脑中的自动反射。对于那些在旅途中进行重复的用户来说，学习的机械化是最糟糕的。这就是为什么我不喜欢移动版的 SuperMemo。我在掌上电脑时代就尝试过。今天，有一个简单的补救办法：渐进阅读^[3]。将间隔重复与新的阅读交织在一起。将复习与新奇相结合。

Her name is Apathy, and she doesn't give a shit. You know how you can zone out and review something three or four times without processing it, but then you realize, kick yourself in gear, and engage yÍour faculties, pushing it into your mind? You have to care, just a little bit. To keep it up, you have to care a little bit more. It's not always easy to find and sustain that spark of caring, because the learning target might be only indirectly instrumental to your goals

她的名字叫 "漠然"，她不屑一顾。你知道吗，你可以在不处理某件事的情况下走神复习三四次，但之后你会意识到，把自己踢出档位，投入自己的能力，把它塞进你的脑海里？你必须关注，哪怕只有一点点。要保持下去，你必须多关注一点。找到并保持关注的火花并不总是容易的，因为学习目标可能只是间接地有助于你的目标

自然创造力周期

The harm of the disrespect for the circadian cycle and the madness of early school hours is nicely expressed as a progression from "crickets" to a "death spiral". Again, in spaced repetition, the process is measurable. All good leaners know this. All sleep researchers know it. And yet schools persist in torturing young brains and inflicting organic damage on the brain tissue:

对昼夜节律周期的不尊重和早课时间的疯狂，其危害很好地表达为从 "一声不吭"到 "恶性循环 "的进展。同样，在间隔重复中，这个过程是可测量的。所有优秀的瘦身者都知道这一点。所有睡眠研究者都知道这一点。然而，学校仍然坚持折磨年轻的大脑，对脑组织造成有组织的损害：

I have one morning class where eyelids hang low, indifference runs high, and we can go several Anki cards in a row without anybody raising a hand. Crickets herald a death spiral where we can't review as many cards in a given period of time, and where don't spend as much time reviewing because the energy falls off more rapidly

我有一节上午的课，眼皮低垂，漠不关心，我们可以连续过好几张 Anki 卡片而没有人举手。一声不吭预示着恶性循环，我们不能在限定时间内复习那么多的卡片，也不能花那么多时间复习，因为精力下降得更快。

无意义的课程

Most of teachers I know are great people and great teachers. However, there is a gaping hole in their reasoning about school and education. Due to their fish tank perspective, teachers largely do not understand the role of freedom in learning. They may understand the importance of the pleasure of learning, but they do not seem to account for the opportunity costs. If learning is good or even great, it does not mean it is optimum. Great learning with a teacher can often be substituted with greater learning that brings benefits that are larger by an order of magnitude.

我认识的大多数教师都是伟大的人和伟大的老师。然而，他们对学校和教育的推理有一个漏洞。由于他们的鱼缸观点，教师基本上不理解自由在学习中的作用。他们可能明白学习的乐趣^[8]的重要性，但他们似乎并没有考虑到机会成本。如果学习是好的，甚至是伟大的，这并不意味着它是最佳的。与老师一起的伟大学习往往可以被更大的学习所替代，而后者带来的好处要大一个数量级。

In the cage of the classroom, the teacher is the boss, and she is the least likely to sense the limits on her freedom

在教室的笼子里，老师是老板，她最不可能感觉到对自己自由的限制。

This phenomenon leads to a form of negative selection. Once the teacher collects enough evidence on the importance of student's choice; once she realizes that the rules and regulations deprive her of her best qualities in her role, she will demand change and is likely to be fired or quit. This is what happened to legendary opponents of compulsory schooling such as John Taylor Gatto, John Holt, Danny Greenberg, Tom Durrie, and many others.

这种现象导致了一种消极的选择。一旦教师收集到足够的证据证明学生选择的重要性；一旦她意识到规则和条例剥夺了她在角色中的最佳品质，她就会要求改变，很可能会被解雇或辞职。这就是发生在义务教育^[9]的传奇反对者身上的事情，如 John Taylor Gatto、John Holt、Danny Greenberg、Tom Durrie，以及其他许多人。

The analytical mind of our Anki teacher reveals how the seed of that awareness are planted. The rest is a matter of personality. Some teachers grit their teeth and grind on in the belief that they are more useful in the class than on the streets. The bond with the students keeps them locked in, but their conscience will never stop the whispers:

我们的 Anki 老师的分析头脑揭示了这种意识的种子是如何种下的。剩下的就是个性问题了。有些教师咬紧牙关，继续磨练，认为他们在课堂上比在街上更有用。与学生的联系使他们被锁在里面，但他们的良心永远不会阻止那些低语：

Veteran teachers start acquiring a sense of when it might be a good time to go off book and teach something that isn't in the unit, and maybe not even in the curriculum. Maybe it's teaching exactly the right word to describe a vivid situation you're reading about, or maybe it's advice on what to do in a certain type of emergency that nearly happened. As the year progressed, I found myself humoring my instincts more often because of a new confidence that I can turn an impressionable moment into a strong memory and lock it down with a new Anki card. I don't even care if it will ever be on a test. This insight has me questioning a great deal of what I thought knew about organizing a curriculum

老教师们开始意识到，什么时候可以脱离书本，教一些不在本单元，甚至可能不在课程中的东西。也许是教正确的词来描述你所读到的一个生动的情况，或者是关于在某种差点发生的紧急情况下应该怎么做的建议。随着这一年的进展，我发现自己越来越经常地迎合了我的直觉，因为我有一种新的自信，我可以把一个印象深刻的时刻变成一个强烈的记忆，并用一张新的 Anki 卡片锁定它。我甚至不关心它是否会出现在考试中。这种洞察力让我质疑大量我认为知道的关于组织课程的东西。

自尊心

School has a knack for eroding self-esteem of nearly everyone but the very top dog in the class. A simple remedy would be to help everyone build their own strengths at their own pace in their own direction. Lowering then speed of learning or lowering the hoop to jump over can also do a lot. Spaced repetition can also become useful: it can solidify a win, and leave a permanent mark in memory. All it takes is a single memory that can serve as a seed for expanding the perception of one's own value:

学校有一个诀窍，可以侵蚀几乎所有的人的自尊心，除了班上最优秀的人。一个简单的补救措施是帮助每个人在自己的方向上以自己的速度建立自己的优势。降低学习的速度或减少要跳过的圈圈也能起到很大的作用。间隔重复^[1]也可以变得有用：它可以巩固胜利，并在记忆中留下永久的痕迹。只需要一个记忆，就可以作为扩大对自身价值认知的种子：

It turns out that easy cards are really important because they can give wins to students who desperately need them. Knowing a 6th grade level card in a 10th grade class is no great achievement, of course, but the action takes what had been negative morale and nudges it upward. And it can trend. I can build on it. A few of these students started making Anki the thing they did in class, even if they ignored everything else. I can confidently name one student I'm sure passed my class only because of Anki. Don't get me wrong—he just barely passed. Most cards remained over his head. Anki was no miracle cure here, but it gave him and I something to work with that we didn't have when he failed my class the year before

事实证明，容易的卡片真的很重要，因为它们可以给那些急需的学生带来胜利。当然，在十年级的班级里知道一张六年级水平的卡片并不是什么伟大的成就，但这个行动将原本消极的士气向上推升。而且它可以成为趋势。我可以在此基础上继续努力。其中有几个学生开始把 Anki 作为他们在课堂上做的事情，即使他们忽略了其他一切。我可以自信地说出一个学生的名字，我确信他通过我的课只是因为 Anki。不要误会我的意思，他只是勉强通过。大多数卡片都还留在他的脑海中。Anki 并不是奇迹，但它给了我和他一些工作上的帮助，而这是他前一年在我的课上失败时我们所没有的。

智能

The superiority of incremental reading over spaced repetition is that it builds a coherent body of abstract knowledge where rules emerge from the generalization of multiple sub-rules and facts. This generalization and crystallization process is very difficult to simulate with bare-bones spaced repetition. In incremental reading, the process of reading, reasoning, creativity, creative elaboration, and writing, and are all interleaved with the review. This orchestrates all processes involved in the natural emergence of intelligence. It is very hard to pause and pinpoint which facts or rules had a contribution to creative breakthroughs that change lives or underlie knowledge that chains into more breakthrough. The difficulty stems from the fact that forgetting, generalization, and memory optimization are all process that occur spontaneously, over time, party in sleep, partly while doing unrelated things, or while doing nothing ("idle meditation"). It would be a teacher's dream to control this process, but it is a quick path to realization it is hardly possible. There are jobs that the brain must do with no outside intervention. Even worse, intervention is often the spanner in the works. Even the best teachers will not replace the need for autonomous thinking that requires unquestioned freedom and a great deal of time that school steals from young lives:

与间隔重复相比，渐进阅读^[3]的优势在于它建立了一个连贯的抽象知识^[10]体系，其中的规则是由多个子规则和事实的泛化^[11]产生的。这种泛化和结晶的过程很难用光秃秃的间隔重复来模拟。在渐进阅读中，阅读、推理、创造、创造性阐述和写作的过程，都与复习交错进行。这协调了智力自然出现所涉及的所有过程。要暂停并确定哪些事实或规则对改变生活的创造性突破有贡献，或对连锁成更多突破的知识有贡献，是非常困难的。困难源于这样一个事实：遗忘^[12]、泛化^[11]和记忆优化^[13]都是自发的过程，随着时间的推移，一方在睡眠中，部分在做无关的事情时，或在什么都不做时（"闲暇冥想"）。控制这个过程将是教师的梦想，但这是一条几乎不可能的捷径。有些工作，大脑必须在没有外界干预的情况下完成。更糟糕的是，干预往往是捣乱。即使是最好的老师也不能取代自主思考的需求，而自主思考需要不受质疑的自由和大量的时间，学校从年轻人的生活中偷走了这些时间：

SRS is inherently weak when it comes to the abstract and complex. No card I've devised enables a student to develop a distinctive authorial voice, or write essay openings that reveal just enough to make the reader curious. Yes, you can make cards about strategies for this sort of thing, but these were consistently my worst cards — the overly difficult "leeches" that I eventually suspended from my decks

间隔重复软件在涉及到抽象和复杂的问题时本质上是薄弱的。我设计的任何卡片都不能使学生形成独特的作者声音，或写出的文章开篇恰好能让读者产生好奇心。是的，你可以制作关于这种事情的策略卡片，但这些一直是我最糟糕的卡片--那些过于困难的 "水蛭"，最终从我的牌组中暂停了。

It is a bit like with gardening. A good gardener knows when to trim, what to plant, when to nourish, and how to make the garden look great. However, when it comes to the sheer strength of the ecosystem, nothing works as well as diversity and non-intervention. No garden can compete on resilience with the rain forest.

这有点像园艺。一个好的园丁知道什么时候修剪，什么时候种植，什么时候滋养，以及如何让花园看起来很棒。然而，当涉及到生态系统的纯粹力量时，没有什么比多样性和不干预更管用的了。没有哪个花园能在复原力上与雨林竞争。

When it comes to developing intelligence, without unconstrained freedom, even the best teacher can do more harm than good

谈到发展智力，如果没有不受约束的自由，即使是最好的老师也会弊大于利。

记下学生的名字

It was wonderful to see how a teacher makes an effort to memorize all names before the year begins to provide that personal touch all kids need. Naturally, it would work better if the effort was executed incrementally overtime in proportion to getting acquainted with individual students (at least for the sake of mnemonic anchors).

看到一位老师在开学前努力记住所有学生的名字，以提供所有孩子需要的个人魅力，这是非常美妙的。当然，如果这种努力是按照熟悉个别学生的比例逐步执行的，效果会更好（至少是为了记忆锚）。

优先级队列

I always thought that Anki had no priority queue, which would kill me as a user. However, our inventive teacher proved me partly wrong. Prioritizing the learning material is essential in conditions of overload. This is why a master deck may be divided into subdecks that serve as priority categories:

我一直认为 Anki 没有优先级队列^[14]，这对我这个用户来说是致命的。然而，我们别出心裁的老师证明我部分地错了。在超负荷的情况下，对学习材料进行优先排序是非常重要的。这就是为什么一副主牌组可以被划分为子牌组，作为优先类别。

Due cards from subdecks higher up in the stack are shown before cards from decks listed below

层级中较高的子牌组的到期卡片会在其之下的牌组的卡片之前显示出来

校历

Breaks in learning evoke a spacing effect and might have benefits. However, for a spaced repetition experiment with no rescheduling and overload tools, school calendar seems to be a destroyer of the good rhythm and harmony. The psychological effect of such fits and starts must be very damaging, even for a passionate teacher, let alone apathetic student. In free learning, there is just a joy of exploration with little planning. At school, we always battle the effects of the checkered calendar, schedules and curricula. Spaced repetition exposes that ruthlessly:

学习中的休息时间会引起间隔效应^[15]，可能会有好处。然而，对于一个没有重新安排和超负荷工具的间隔重复^[1]实验来说，校历似乎是良好节奏和和谐的破坏者。即使对一个充满激情的老师来说，这样的配合和启动的心理效果肯定是非常有害的，更不用说漠然的学生。在自由学习^[16]中，只有探索的快乐，没有什么计划。在学校里，我们总是与格子日历、时间表和课程的影响作斗争。间隔重复将这种情况无情地暴露出来：

We were able to recover from two weeks off in the fall readily enough, but just as we were about to catch up from the winter holidays we were beset upon by an equally lengthy spring break. Right on its heels was a short holiday week that was itself hounded by three full weeks of a special block-period testing schedule that saw each class meeting only three times a week

我们能够很容易地从秋季的两周假期中恢复过来，但就在我们准备从寒假中赶出来的时候，我们又被同样漫长的春假所困扰。紧随其后的是一个短暂的假期，而这个假期本身又被整整三周的特殊考试时间表所困扰，每个班级每周只开三次会

恐怖的到期材料

Anki does not seem to appreciate the negative psychological impact of "due cards" (in SuperMemo, outstanding items). It might have inherited that early SuperMemo philosophy that you need to do your review daily (which is actually in part necessitated by the Algorithm SM-2). In SuperMemo for Windows, a rich set of tools makes it possible to painlessly skip a day, or a month, or a year. Once the user gets into the rhythm of learning and senses a true pleasure of learning this is rarely a problem. To know that a month-long-break will be taken care of by the algorithm is very liberating. Users of SuperMemo make a different population than users of Anki. They are more focused on the fun of learning. They are less likely to use spaced repetition for school only or for school in general. This is why breaks from learning are less epidemic. Users may go through a few cycles of dropping out, but once they root their habits in the pleasure of discovery, they become nicely systematic. Sadly, when spaced repetition comes to school, it reveals one more painful truth about schooling. School knowledge does not last. This is why schools hate vacations. The author of the article expressed similar sentiments amplified by what he could measure precisely in Anki:

Anki 似乎并不理解 "到期卡片"（在SuperMemo中是待办问答卡片）的负面心理影响。它可能继承了 SuperMemo 早期的那个理念，即你需要每天做复习（这实际上在一定程度上是由算法 SM-2所必需的）。在 SuperMemo for Windows 中，一套丰富的工具使得无痛苦地跳过一天、一个月或一年成为可能。一旦用户进入了学习的节奏，感受到了真正的学习的乐趣^[8]，这就很少成为问题。知道一个月的休息时间会被算法照顾到，这让人感到非常自由。SuperMemo 的用户和 Anki 的用户是不同的人群。他们更专注于学习的乐趣。他们不太可能只在学校或一般的学校使用间隔重复。这就是为什么中断学习的情况不太流行。用户可能会经历几个辍学的周期，但一旦他们将自己的习惯扎根于发现的乐趣中，他们就会变得很有系统。可悲的是，当间隔重复来到学校时，它揭示了关于学校教育的另一个痛苦的事实。学校的知识并不持久。这就是为什么学校讨厌假期。这篇文章的作者表达了类似的情绪，他在 Anki 中可以精确地测量到的东西放大了：

Never before SRS did I fully appreciate the loss of learning that must happen every summer break

在间隔重复软件之前，我从未充分认识到每年暑假必定发生的学习损失

It is important to note that the loss of learning during summer breaks is actually an indictment of the entire concept of compulsory schooling. See: Summer slide

值得注意的是，暑假期间学习的损失实际上是对整个义务教育^[9]概念的控诉。请看：夏季幻灯片

愉悦的间隔

Algorithm SM-18 makes some users nervous due to long intervals. However, it strictly adheres to the optimum spacing marked by the forgetting index of 10% (by default). Anki uses an older algorithm that is more assuring, esp. at school. Its review is more dense. However, what is reassuring is not always good for long term learning. One of the good aspect of the spacing effect is that it adds to the perception of novelty or the sense that "I was just about to forget". This contributes to the pleasure of learning. For a teacher who works with the same decks for the second year, this can be taxing. It also points to a more general fact that routine takes away the pleasure of teaching, which ultimately hurts the student. After going though the same material in the curriculum over and over again, it is natural for a teacher to lose her passion for working with young people. That's one more painful aspect of the inefficient Prussian model of education.

算法 SM-18 由于间隔时间长，使一些用户感到紧张。然而，它严格遵守由遗忘指数标记的 10%（默认）的最佳间隔。Anki 使用的是一种更古老的算法，特别是在学校，它更有保证。它的复习内容更密集。然而，令人放心的东西不一定对长期学习有好处。间隔效应^[15]的一个好的方面是，它增加了新奇感或"我正准备忘记"的感觉。这有助于提高学习的乐趣^[8]。对于一个第二年与同一集合一起工作的教师来说，这可能是一种负担。这也指出了一个更普遍的事实，即例行公事剥夺了教学的乐趣，最终损害了学生的利益。在反复阅读课程中的相同材料后，教师自然会失去与年轻人一起工作的激情。这是低效的普鲁士教育模式^[17]的另一个痛苦的方面。

It's harder to stay excited about cards you've seen dozens of times. Cracks began to show in the affable MC personality I wear for review sessions. That “apathetic third” of students I talked about last year? It's more like the apathetic supermajority when I haven't brought my 'A' game

对你已经见过几十次的卡片保持兴奋更难。我在复习课上戴着的和蔼可亲的主持人性格中开始出现裂痕。我去年谈到的那"漠然的三分之一"的学生？这更像是当我没有拿出我的最佳表现时漠然的超级多数

Teachers find their passion in working with students. However, repetitiveness systematically destroys their passion for teaching the same material every year

教师在与学生一起工作中找到他们的激情。然而，重复系统地破坏了他们对每年教授相同材料的热情。

自主性的困境

A teacher faces an ancient classroom dilemma: should he rely on students doing bad job, or ask them to imitate and risk them never learning independence. The obvious answer is free learning. A student who wants to achieve a goal will learn on her own mistakes in due time. In the assembly line of school it is impossible.

一个教师面临着一个古老的课堂困境：他应该依赖做得不好的学生，还是要求他们模仿，让他们冒着永远不会独立学习的风险。明显的答案是自由学习^[16]。想要实现目标的学生会在适当的时候从自己的错误中吸取教训。在学校的流水线上，这是不可能的。

[I have] a growing apprehension that I'm not doing students any great favor by writing all of their cards for them. [...] I've gained a deeper appreciation for the difficulty of creating a truly good card, so much so that I'm hesitant to trust teenagers to do it even remotely well. So the question I keep asking myself is how to give students most of the benefits of participating in the card creation process without sacrificing the time-efficiency and card quality that come from a professional writing the cards

[我有]一种日益增长的忧虑，即我为学生写下所有的卡片，并没有给他们带来任何好处。我对制作一张真正的好卡片的难度有了更深刻的认识，以至于我对是否相信青少年能做好这件事感到犹豫不决。因此，我一直在问自己的问题是，如何让学生在参与卡片制作过程中获得大部分好处，同时又不牺牲专业人员写卡片所带来的时间效率和卡片质量？

Schools limit self-dependence in the quest for fake perfection

学校在追求虚假完美的过程中限制了学生的自我独立性

激情的衰退

Any great technology in a classroom risks a slow death by the loss of passion. The only effective learning is free learning. It must be powered by the learn drive. A half-baked solution in a classroom can be sustained by a teacher's enthusiasm, but it dies slowly through a feedback loop. As results are not fully satisfactory, the passion wanes, and this adversely affects the result. The example of spaced repetition is just one of a million that have been tried over the last century in classrooms around the world. This is an endless banging of a head against an immovable wall. People like John Holt, Peter Gray, Tom Durrie and others have known that for ever, but the mainstream of school system is oblivious. The use of colored cards in feedback is an example of a technology extra that adds some excitement for a while and then dies out on insufficient returns:

课堂上任何伟大的技术都有可能因为激情的丧失而慢慢死亡。唯一有效的学习是自由学习。它必须由学习内驱力^[5]来驱动。课堂上不成熟的解决方案可以靠教师的热情来维持，但它会通过反馈回路慢慢死亡。由于结果并不完全令人满意，激情减退，这对结果产生了不利的影响。间隔重复的例子只是上个世纪在世界各地的教室里尝试过的一百万个例子中的一个。这是一种无休止地用头去撞一堵不动的墙的做法。像约翰-霍尔特、彼得-格雷、汤姆-杜里等人一直都知道这一点，但学校系统的主流却视而不见。在反馈中使用彩色卡片是一个额外技术的例子，它在一段时间内增加了一些兴奋点，然后因回报不足而消亡：

By December, nearly every student had stopped holding up any color other than green, perhaps tiring of the small inconvenience of considering their personal relationship with a card and rotating it to the appropriate color. Once I felt like the quality of information I was getting from them was too low to justify those few seconds I spent soliciting the feedback on each card, I stopped asking for it. This may have been a mistake. I felt like engagement levels dropped off a bit after the switch and never recovered. I don't think it had to do with feeling de-voiced, since hardly anyone was still giving actual feedback via the cards. But I think the cards might have served as a participation priming device, keeping students in the Anki mindset by giving them a way to say “Amen”

到了 12 月，几乎每个学生都不再举起绿色以外的任何颜色，也许是厌倦了考虑他们与卡片的个人关系并将其旋转到适当的颜色这一小小的不便。一旦我觉得我从他们那里得到的信息质量太低，不足以证明我花了几秒钟来征求每张卡片的反馈，我就不再要求他们这样做了。这可能是一个错误。我觉得在转换之后，参与度下降了一些，而且从未恢复。我不认为这与感觉被剥夺了发言权有关，因为几乎没有人仍然通过卡片提供实际反馈。但我认为卡片可能是一种参与的引子，通过给学生一种说 "阿门 "的方式让他们保持在 Anki 的思维模式中。

SuperMemo 不为人知

Our insightful teacher came up with a great deal of nice ideas that might improve Anki, but was apparently unaware of the fact that nearly all his ideas had been implemented in SuperMemo as far back as in 1991.

我们富有洞察力的老师想出了大量可能改进 Anki 的好点子，但显然没有意识到，他的几乎所有想法早在 1991 年就已经在 SuperMemo 中实现了。

The teacher was not aware of the role of the forgetting index (1991) and the priority queue (2006) in SuperMemo. However, he clearly sensed the need for similar tools that would affect the retrievability of memory:

这位老师不知道遗忘指数(1991)和优先级队列^[14](2006)在 SuperMemo 中的作用。然而，他清楚地感觉到需要类似的工具来影响记忆的可提取性：

For some information, the most valuable thing it can be doing is bouncing around in your near-subconscious, making itself a target for collision and fusion with other ideas. […] For still other information, you want it to retrieve itself instantly as a matter of reflex before you even become consciously aware of it. […] Think grammar error recognition. Muscle memory tasks. […] Different levels of availability require different rehearsal commitments. I've not seen any explicit support for varied automaticity goals in Anki or the other spaced repetition programs I've played with

对于某些信息来说，它最有价值的事情就是在你的浅层潜意识中跳来跳去，使自己成为与其他想法碰撞和融合的目标。[......]对于其他信息，你希望它能在你有意识地意识到它之前，作为一个反射性的问题立即提取出来。[......]想想语法错误识别。肌肉记忆任务。不同程度的可用性需要不同的排练承诺。在 Anki 或其他我玩过的间隔重复程序中，我没有看到任何对不同自动化目标的明确支持

SuperMemo allows of free interval change as of Algorithm SM-11 (2002). This fact was also not known to the teacher:

从算法 SM-11(2002)开始，SuperMemo 允许自由的间隔变化。这个事实也是老师不知道的：

I think there is room in an SRS for buttons that reduce the next interval on a card without resetting it all the way back to zero

我认为在 SRS 中，有空间可以让按钮减少卡片上的下一个间隔，而不需要将其全部重置为零

良好教学的力量

Before anyone delves into SRS in a classroom, I might need to add a warning, and ask teachers to read "Hating SuperMemo". However, in this particular case, it seems hard to imagine that any student could possibly be put off from Anki. An utmost care was taken not to make review a burden. Perhaps some of those students will in the future get back to using spaced repetition only to discover it works much better when it is executed on one's own, in peace, and driven by goals and passions

在任何人在课堂上深入研究间隔重复软件之前，我可能需要补充一个警告，并请老师们阅读《讨厌 SuperMemo》。然而，在这个特殊的案例中，似乎很难想象会有学生对 Anki 产生抵触。我们采取了最大的谨慎，不使复习成为一种负担。也许这些学生中的一些人将来会重新使用间隔重复，但他们会发现，当他们在目标和激情的驱动下，自己安静地执行时，效果会更好。

参见

• Hating SuperMemo
• 讨厌 SuperMemo
• SuperMemo does not work for kids
• SuperMemo 对孩子不起作用
• SuperMemo will not work at school
• SuperMemo 在学校不起作用

参考资料

Quoted excerpts come from the following reference:

Title: Two years of spaced repetition in the classroom

Link 1: https://www.lesswrong.com/posts/Ww2dxwWpSfkQB4NZb/a-year-of-spaced-repetition-software-in-the-classroom^[18]

Link 2: https://www.lesswrong.com/posts/dtCfxYubZgRnEkGpQ/a-second-year-of-spaced-repetition-software-in-the-classroom^[19]

原文：Spaced repetition does not work in a classroom - supermemo.guru

← 返回目录