In the past: little information, narrow knowledge, only learning what must be mastered and applying it

Now: Information explosion, there are hundreds of choices in an ordinary industry, learning is no longer easy

1. Traditional learning thinking - for the purpose of input, test-taking, mechanical recitation

2. Better learning thinking--for the purpose of output

1. Wrong idea: Let yourself gain a competitive advantage in the future and change your future destiny

2. The purpose of mastering knowledge: to establish effective connections with the real world and closely integrate knowledge with real-life scenarios

1. Foresight: judge future trends by interpreting the information conveyed to us by knowledge, rather than just memorizing this information.

2. Penetrating power: See the essence of things clearly from fragmented knowledge, solve problems quickly, and grasp the laws of things.

3. Wisdom: By condensing and reproducing knowledge through output, absorbing the essence, making the knowledge available to me, matching it with the environment, and forming my own knowledge system.

Concept

Teach (teaching instead of learning)

Review

Simplify

1. Good thinking requires positive feedback (amplified feedback) - don't study and study alone, interact more with the outside world.

2. Output accelerates the maturity of thinking

3. Make thinking quantifiable

4. Feynman’s “Five Steps” of Learning

Obedient learning: I will learn whatever I am asked to learn

Tool-based learning: I learn whatever I need to learn

Open thinking: accept new perspectives and expand new horizons

Critical thinking: looking for counter-evidence with scientific skepticism

Logical thinking: focus on the main issues and think over them

Clear and concise expression: the knowledge learned is refined and concentrated many times during the output process.

Benefits of focusing on goals 1: Thinking more clearly and forming specific ideas

Benefit 2 of focusing on goals: Actions are more targeted, the stronger the concentration, the more targeted, and the efficiency is enhanced

1. Some key questions to ask yourself

2. Turn “the most important thing” into your own direction

Interest is the driving force for all high-quality learning

Interests and goals are an "artificial bridge"

1. In-depth demonstration of the rationality of the goal: Demonstrate the necessity of learning this knowledge/doing this thing

2. Confirm the feasibility of the plan: Confirm the substantial connection between the plan and the goal

The right goal is to have feasibility in every link (SMART) analysis

Learning comfort zone standard 1: A correct and suitable learning direction that conforms to your own interests.

Learning comfort zone standard 2: a reasonable goal within your own capabilities. It fits its own capabilities.

1. Set aside time to lock in the most important goal - focus your main energy on this goal

2. Set aside time for correct planning - build bridges between interests, goals and plans

3. Allow time to adjust goals and plans - make real-time adjustments based on feedback to ensure that you are on track.

1. Understand why you study - the correct purpose is non-utilitarian, non-tendency and non-paranoid

2. Have a broad enough vision - a childlike mentality can expand your horizons and see more "possibilities"

3. Establish the most objective and scientific logic possible - systematize knowledge (drawings)

1. Screening and extracting knowledge - searching for corresponding knowledge points according to the catalog and needs, "abbreviated version" of books

2. Methodology for screening knowledge

3. Distinguish “fake knowledge”

Visualization of knowledge scenes - through specific graphical methods, we have a strong "picture sense" of knowledge

Visualization of knowledge relationships-effectively display knowledge relationships

Visualization of the learning process—animations, videos, etc.

Step One: Short-term Memory-Building a System

Step 2: Mental representation: the abstract concept in which knowledge is formed in our brains in a visual way

Step 3: Dual coding: There are two information processing systems in the human brain that are independent but interconnected.

Step 4: Long-term memory

1. Get the information you need quickly

2. Master methods of understanding and analyzing knowledge

3. Establish your own framework for thinking about problems

4. Form high-quality study notes

5. Prepare for the output of knowledge

Build long-term memory - convert short-term memory into long-term memory through repetition

Deepen your understanding of knowledge

More active learning - consciously strengthen understanding during the process

Make associations with knowledge - personal opinions and knowledge collide and blend in the process of retelling

Get feedback on an issue

The first stage: Retelling based on impressions - retelling the impressive parts and sorting out the knowledge points

The second stage: raising questions in the retelling - then proceeding, comparing, doubting, analyzing, whether it can be integrated

The third stage: add your own point of view in the retelling - complete the understanding and sublimation of the story, and form your own point of view

horizontal thinking

divergent thinking

Convergent thinking

systems thinking

Listen to what others say--5%

Read it yourself--10%

Vision Hearing--20%

Discuss with others--50%

Put knowledge into practice--75%

Teach others--90%

1. Simple and easy to understand language - organization and planning ability

2. Accurate and without ambiguity - explain the knowledge clearly and concisely

3. Speak with a certain depth - there must be in-depth analysis and extension, and speak about the application and more important value of knowledge.

4. Add your own understanding - add original opinions as appropriate and draw inferences from one example

1. Memorization-encoding: identifying information, recording information, and matching it with the knowledge system

2. Keep--storage: "Sensory area" is transferred to "Hippocampus area"

3. Reproduction--retrieval: changing from one-way input to synchronous output and input

4. Recall - Consolidation: Output serves the purpose of consolidating memory and refining core knowledge.

Narrator Scene: Speech

Interviewee Scenario: Interview

The Teacher’s Mind: Lectures

The Skeptic's Mind: Debate

High-quality active learning can change your destiny

1. “Group discussion” is an efficient way of independent learning

2. Help you design a retelling outline and prepare some questions

3. Obtain pertinent comments and objections from listeners

1. Reflect unique language skills: express in your own language rather than recite

2. Explain your interpretation of knowledge based on reality: not only retell it, but also put it into practice

3. Express your personal analysis and opinions: inject personal understanding and speak it in an easy-to-understand manner.

1. Re-check the knowledge base: whether there are any omissions, and find out the errors in understanding, memory errors and unclear facts.

2. Re-verify the connection of knowledge: find or build a strong bridge between knowledge and reality

1. Is it my lack of knowledge that leads to misunderstanding? --Improving knowledge base

2. Is there a problem with the viewpoint and logic of the original knowledge? --Use corrective strategies

Refer to multiple sources and verify repeatedly

First, reflection can help us discover misunderstandings in knowledge itself

Second, reflection can help us generate new knowledge based on existing knowledge.

First, contrary data - generally accepted or scientific experimental data

Second, logical loopholes-we can obviously find this from its application or output

Third, outdated knowledge - "right knowledge" may not necessarily be "useful knowledge"

Fourth, Opposite Authoritative Views--

Situation 1: Wrong memory - review knowledge

Situation 2: Wrong understanding - key points to understand

How to handle disputes

Knowledge--Deconstruction--Argument--Doubt--Reflection--Knowledge

Knowledge is changing dynamically, and current knowledge may not necessarily solve future problems.

First scientific perspective

The second practical perspective: being able to implement

The third system perspective: compare with our existing knowledge system and establish internal connections.

reason

Solution

How to identify useful knowledge?

1. The principles of knowledge are more valuable to us than the knowledge itself

2. Exploring the things behind knowledge is also a very important thinking training process.

3. It can simplify the knowledge system, make learning simple and direct, and save valuable time.

4. Mastering the principles of knowledge can help us establish a basic concept of the field we study.

5. The above four points are very helpful for our application practice after learning.

Ensure data and facts are accurate

maintain strong curiosity

Explore the nature of knowledge and the issues behind it

Negative evidence plays an extremely important role

Collect information from multiple sources on weak links

Pay attention to controversial ideas

Go for performance, not quantity

Repeatedly understand "useful knowledge"

Possess "principle thinking"

1. Turn on the "importance switch" of knowledge - rank the importance of knowledge and fully absorb important knowledge

2. Return knowledge from complexity to simplicity - find the core of knowledge

1. Acquire knowledge - establish directions, formulate plans, and determine which knowledge is key to you

2. Simplify knowledge - extract the skeleton and key points of knowledge to improve content retention rate

3. Absorb knowledge--keep core knowledge in the brain for a long time

4. Transform knowledge - effectively combine learned external knowledge with existing knowledge

5. Innovation knowledge-creating new knowledge based on existing knowledge

1. Based on actual results - strengthen the inspection of learning results

2. For the purpose of practical application - knowledge must be simplified in combination with real-life practical applications

3. Pay attention to content that can promote association-promote the generation of original ideas

4. Avoid learning duplicate content on different platforms - retain effective learning and remove ineffective and repetitive content

5. Combine it with our current work--apply what we have learned

6. Pay attention to the growth of knowledge--

1. Vertical expansion - focus on breakthroughs, in-depth research, and draw inferences from one example

2. You must have “green light thinking” when studying--you can do anything without prohibitions

3. Learning should be "slow and fast" - focus on one learning object

4. Improvement requires "deliberate practice" - improving cognitive horizons and cognitive depth

1. Use notes to record the core elements of knowledge

2. Be sure to greatly organize the knowledge you have learned - sort out the high-value knowledge with a rigorous logic and give it a clear sense of hierarchy.

3. Structured induction and understanding of knowledge - forming opinions and re-elaborating

4. Output and publish the knowledge you understand

5. Simplify, absorb and memorize knowledge

Observational learning (vicarious learning): Collect information by observing the behavior, representation, evolution and results of learning objects, obtain valuable elements, and then deduce new knowledge

The impact of knowledge always comes directly from our passion for learning

1. What you learn is just a bunch of empty conclusions instead of full logic.

2. The simplification process you made eliminated the most important part of the deduction.

3. Your study turns diversified dialectical analysis into a unified summary of positions.

4. You only remember the superficial facts and fail to discover the underlying principles.

1. Your knowledge is not systematic, so it is difficult to think about problems systematically and macroscopically.

2. You tend to be simplistic and one-sided when looking at problems.

3. Your thinking and vision tend to be narrow, and you cannot see long-term possibilities.

4. It is difficult for you to think complexly, independently, and deeply.

1. Systematically dig into the knowledge learned

2. Form your own knowledge system