Although research on retrieval practice—the process of bringing previously learned information to mind via quizzes, flashcards, etc.—dates back to the late 1800s, it took nearly 100 years to gain popularity among educators as a teaching strategy. This was due, in part, to the limited availability of practical recommendations on how to use retrieval practice to improve learning. Recently, there has been a rapid expansion in science communication of retrieval practice research in many forms, including books, blogs, podcasts, and engagement on social media. As one indication of growing interest among the general public, in 2019 the phrase “retrieval practice” became more frequently searched than “testing effect” on Google.

In this commentary, I reflect on my personal experience in the science communication of retrieval practice research, with a specific focus on a website (retrievalpractice.org), an email newsletter, and brief practice guides I developed for teachers over the previous decade. We currently lack empirical measurement of the impact of science communication on classroom implementation; thus, I offer five recommendations for translating research based on my own trials and errors. Looking forward to the next 100 years, I am optimistic that retrieval practice will be common knowledge as a valuable learning strategy and that teachers will leverage it to increase student achievement.

尽管检索练习（通过测验、抽认卡等将先前学到的信息带入脑海的过程）的研究可以追溯到 1800 年代末，但花了近 100 年的时间才作为一种教学策略在教育工作者中流行起来。部分原因是关于如何使用检索练习来改进学习的实用建议有限。最近，检索实践研究的科学传播以多种形式迅速扩展，包括书籍、博客、播客和社交媒体的参与。公众兴趣日益浓厚的一个迹象是，2019 年，“检索实践”一词在 Google 上的搜索频率高于“测试效果”。

在这篇评论中，我反思了我在检索实践研究的科学传播方面的个人经验，特别关注了一个网站（retrievalpractice.org）、一封电子邮件通讯以及我在过去十年中为教师开发的简短实践指南。我们目前缺乏科学传播对课堂实施影响的实证衡量；因此，我根据自己的尝试和错误提出了五项翻译研究的建议。展望未来 100 年，我乐观地认为检索练习将作为一种有价值的学习策略而成为常识，并且教师将利用它来提高学生的成绩。