Next talk about reading and information acquisition and Accumulation

In the process of seeking knowledge, we often have to face such a temptation.

Taking reading as an example, a classic textbook wants to read, understand, and consolidate it. Apart from understanding the literal meaning that the author wants to describe during reading, it is often necessary to establish a more solid and profound understanding by doing a lot of relevant exercises and experiments, while holding a thick book, the instinct of human psychology to possess is often to drive myself to take this teaching material as quickly as possible to satisfy my sense of accomplishment. Therefore, without external supervision or external monitoring, it is easy to evolve into reading at the beginning and taking care of all the questions. Over time, I began to be unable to resist the temptation to quickly read books. As a result, the frequency of making questions is getting lower and lower, in the end, under the guiding principle of quickly achieving the goal, the book was read, but there were not many exercises.

In the course of reading, at each partial stage of reading, I seem to have understood what the author wants to convey, but I really want to combine books and ask you to have a certain section, when a chapter or even the book makes a summative review, I often feel that there are many ideas and many things that seem to be in my mind, but cannot be expressed in a smooth way. It is often impossible to solve some practical problems with the knowledge you have mentioned in the book.

The root cause is that the learning process is not solid enough.

In our scope of reading, there are many books that are not worth reading, especially information-based books and materials (especially information on the Internet ), the authors of these information sources often process the information properly during the production process to reduce the difficulty of understanding and digesting the information. This kind of information can increase our knowledge while reading them, but it cannot improve our understanding, our understanding is equal to that of the producers of such information. (The Source producers of information certainly have a greater understanding than ordinary people in their professional fields, but in the process of making information, they have tried to use various means to reduce the understanding required for understanding information, otherwise, reading an information newspaper may take an ordinary person a day or two to think about it, and the information production institutions will soon close their doors ).

However, the positioning of a classic textbook is quite different from that of information. In other words, reading information books aims to know what happened and reading classical textbooks, it is to know the mechanisms behind what happens. In other words, the purpose of classical textbooks is to improve human understanding, while information books are to give people a long experience. If you want to improve your understanding through the process of reading classic textbooks, you just need to use the course of reading to learn what the author has, but some of the capabilities that you have not yet possessed before reading, characteristics. Different knowledge backgrounds, different knowledge structures, and different knowledge bases, even different cultural backgrounds are doomed to make it easier for you to read a book to gain a similar understanding of the content described in this book. A large amount of thinking, exercises, experiments, and even searching for relevant materials to identify and verify each other are all important means.

A good textbook may only contain 500 pages, but in order to read it through and improve your understanding in the scope described in this book, you need to perform exercises and materials to be checked, the number of notes and reading reports to be written may be larger than the number of pages. If the course of reading such books is just to help you understand the scope of the books that you are looking at in quick reading, I'm afraid I have read the whole book, you may not be able to understand the tenth of the content that the author really wants to convey, and the personal gain in understanding is limited.

Therefore, I will try to use the following methods to read the classic textbooks:

1. Continuous reading

The key is continuity. I personally do not advocate the kind of uneven reading method that reads "100 pages this week, one week off next week, and several more pages in a week". In modern society, we are exposed to a wide range of things that need to be handled, while individual processing capabilities and memory capabilities are limited. Therefore, if the gap between reading a book is too long, it is very likely that when you read the 150th page, you will find that you have forgotten a lot of the previous content. This kind of forgetting is inevitable in the reading process, but it is not regular, the effect of forgetting caused by discontinuous reading is much more obvious. The policy is also applicable in the course of reading.

2. Keep thinking

Some ancient people have said that "learning without thinking about it", reading for a long time, but not taking the time to think about why and how? It will degrade itself into a knowledge storage machine, which cannot improve understanding. For books, if they are just a cloud of people, what they grasp is often superficial. Only those that have been deeply thought and scrutinized by themselves can they be more effectively integrated into their own knowledge systems.

3. Stick to the problem

For a while, I was reluctant to answer questions. I thought it was really a disadvantage of exam-oriented education. But after many years, I experienced some cognitive and learning dilemmas and made some detours, my current experience is that it is a very effective way to consolidate what you have learned. However, the traditional exam-oriented education over-emphasizes the utilitarian return of the question itself, which easily stimulates the psychological rebound of the initiators. Once an individual obtains a free learning environment, this method will be preferred.

Many times, when we are reading, we feel that we have understood a sentence or a specific meaning, but not necessarily. Different backgrounds and different knowledge structures mean that readers and authors often have different understandings in the same description. The actual intention of the author is A, which is used to clarify the description of intention A is B, and the initial understanding established by the reader after reading the description B may be c, the intersection of C and A may or may not exist.

Without thinking about the subject, it is difficult to determine whether there is a deviation in your understanding of the author's main intent. By doing this, you can often find your own deviations and blind spots in understanding, so that your understanding of description B is closer to the original intention a that the author wants to express.

4. Keep reading notes in stages.

I personally think that reading and taking notes in stages will make me feel like "jumping out of the picture and watching the painting". Reading, thinking, and making questions will keep myself entangled in books, the details of the teaching materials are jumped out in a timely manner and a summary will help you to clarify the direction and sort out your ideas. On the other hand, you can also consolidate what you have learned.

As for searching materials, they are mutually verified, because the current energy is really limited and it is also related to your own inertia. In the course of your own reading, you have not done enough, for academic research, it is necessary to search for information and verify each other. It is not so urgent if you are only seeking knowledge .) However, during the four points mentioned above, I still insisted on reading classical textbooks.

Finally, I will reference the sentence Pascal once said as the end of this post:"Reading is too fast or too slow, and nothing is returned."

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