【摘要】 长期记忆是人们理解世界和处理现实问题的基础，是促进人们智力发展的先决条件。然而，教师在实践教学过程中对长期记忆存在片面认知。因此，该研究依据SOLO分类理论划分出长期记忆形成的表现，并提出避免认知负荷、唤起情绪共鸣、AIGC主动式学习、重构认知结构和反思思考学习5种教学策略。然后，通过滞后行为序列分析和最小二乘回归分析的方法探索教学策略的使用频次，以及每种教学策略对长期记忆形成的具体表现的影响程度，从而提出激活长期记忆的教学策略建议，以期为教学实践提供参考。更多还原

【Abstract】 Long-term memory is the foundation for understanding the world and solving real-world problems,and it is a prerequisite for promoting intellectual development.However,teachers often have a one-sided understanding of long-term memory in practical teaching.Therefore,this study categorizes the manifestations of long-term memory formation based on the SOLO classification theory and proposes five teaching strategies:reducing cognitive load,arousing emotional resonance,AIGC active learning,reconstructing cognitive structures,and reflective thinking.Subsequently,through lagged behavior sequence analysis and least squares regression analysis,the study explores the frequency of use of these teaching strategies and their associations and impact on the specific manifestations of long-term memory formation,thereby proposing teaching strategy recommendations for activating long-term memory to provide references for teaching practice.更多还原