Improve the Efficiency of Classroom Teaching: Using Episodic Memory to Motivate Transition to the Formation of the Semantic Memory

Abstract

As we know, our traditional classroom teaching still focuses on knowledge learned purely. However, with the further development of the reform of classroom teaching, in order to improve the teaching effect, we should pay more attention to episodic memory. It has been demonstrated that the process of memorizing knowledge is the transition from episodic memory to semantic memory. Apart from this, episodic memory can preferably motivate the formation of semantic memory. Our teachers could create a positive and vivid scene to inspire the students’ association and help them study effectively instead of teaching knowledge tediously and simply. And this kind of episodic memory can also motivate the transition from episodic memory to the formation of semantic memory.