postscript
learning rules
Active learning is far more important than passive learning;
Systematic learning is far more important than fragmented learning;
Inward learning is far more important than outward learning;
Professional learning is far more important than cross-border learning.
STEP SIX Simplify and absorb
Keywords: Simplification - The ultimate goal of learning is to extract what we need and form our own knowledge system.
Chapter 20: Too much good stuff can cause indigestion
Simplify knowledge
Find the core of knowledge
Distill out the main points
How to absorb knowledge
Convert
Effectively integrate with existing knowledge
How online learning simplifies knowledge
Aimed at practical application
Pay attention to content that promotes association
Avoid duplication of learning on different platforms
Integrate with our current work
Pay attention to the growth of knowledge
Chapter 21 Vertical Expansion and Improvement
Lead from point to point, and expand deeply into the knowledge system through one knowledge point (for example, gradually deepen the history of the Tang Dynasty through the study of "The influence of Guanlong Group on the Tang Dynasty")
green light thinking
Listen patiently to new ideas and different opinions
deliberate practice
Focus on the nature of the research problem
Lots of consistent practice (to master core skills)
Start with what interests you
Chapter 22: Deep Digging to Realize the Internalization of Knowledge
Form your own knowledge system
Deep mining and deep learning knowledge
Extension and strengthening of skills.
A forward-looking understanding of knowledge.
Systematic reinforcement of knowledge.
Internalization of knowledge (Feynman’s suggestion)
Using notes to record core elements of knowledge
Comprehensively organize the knowledge learned
Structured induction and understanding of knowledge
Output and publish the knowledge you understand
Simplify, absorb and memorize knowledge
Chapter 23 The third retelling
three purposes of learning
It’s also about understanding the future
If you cannot establish your own original opinions, it cannot be called "100-point learning."
observational learning
The 10% of people who are good at observing the world contribute 90% of the knowledge we learn
Collect information by observing the behavior, representation, evolution and results of learning objects, obtain valuable elements, and then deduce new knowledge
Finally establish your own original point of view
Chapter 25 Feynman Technique: The Principle of Simplification
Principle 1: Systematically explore the knowledge learned
Target important knowledge
Targeted at core knowledge
Principle 2: Form your own knowledge system
become an expert in a field
Build your own knowledge system
STEP FIVE Review and Reflection
Keywords: Review---Through review and reflection, correct the unsatisfactory aspects of learning, discover gaps, and summarize the knowledge you have mastered in more concise language.
Chapter 16 Doubt and exploration make us smarter
After learning a piece of knowledge, you still cannot fully output it.
Solution
Go back and study it yourself.
Reason for occurrence
There is a “blind dimension” to this knowledge (not learned)
Logic problem, I didn’t understand it
core method
Recheck the knowledge base (did you not learn anything)
Re-align data and facts to verify knowledge (to reality)
If correct, the knowledge is further strengthened
if incorrect
It is the lack of own knowledge that leads to deviations in understanding (used to correct strategies)
There are problems with the viewpoint and logic of original knowledge (maintain a sense of curiosity/doubt all conclusions)
Be skeptical of knowledge
Chapter 17 Looking for counter-evidence
The process of finding counter-evidence is purposeful reflection
effect
Help discover misunderstandings in knowledge itself
Promote us to generate new knowledge based on existing knowledge
Pay attention to negative evidence
Opposite authoritative opinion
Establish multi-angle analogy relationships with existing knowledge
scientific perspective
Rigorous logic, correct data, and reasonable opinions
Able to question when compared with other information and knowledge
Practical perspective
The knowledge learned can be put into practice
system perspective
Establish internal connections between knowledge and knowledge
Chapter 18 “Content retention rate” determines the effectiveness of our learning
Learning is also the most important underlying ability for us to stand in this world.
Only when the "content retention rate" of learning reaches more than 90%, can it be considered truly high-quality learning.
Learning problems
Being impetuous in choosing knowledge
Behaving blindly during the learning process
Not good at learning management
No reflection of one’s own knowledge
Don’t pay attention to learning methods
(How to) improve the quality of learning
Clarify the direction of learning
to what extent
Level 1: Know and Understand
Level 2 Retelling and Conveying
The third level: practice and innovation
Improve content retention
The first level: review and re-learning
The second level is organization and simplification.
The third level is systematization
Repeat "useful learning"
Identify useful knowledge
Focus on knowledge that has the ability to grow (which is decisive for our lives and careers, such as financial knowledge)
Modular knowledge (general knowledge, such as first aid, swimming) - targeted learning
Resolutely refuse to learn fragmented knowledge
Pay attention to what is behind the knowledge
First, the principles of knowledge are more valuable than the knowledge itself
Second, exploring principles is a very important thinking training process.
Third, it can simplify the knowledge system
Fourth, you can establish the basic concepts of the field you are studying
Fifth, it helps in application practice after learning
Chapter 19 The Feynman Technique: Reviewing the Principles
Looking for counter-evidence
Increase “content retention rate”
Dig deeper into the “principles”
STEP FOUR output is the most powerful learning power
Keywords: Output Set up a teaching scenario. When we want to output this knowledge, we will truly know how much we have mastered and discover what needs to be strengthened and understood.
Chapter 12 Teaching instead of Learning
"Teaching instead of learning" is the core of Feynman's learning method.
“If you can’t explain something simply to someone else, then you don’t really understand it.”
Concise and in-depth analysis
First, the language is concise and easy to understand.
Second, it is precise and without ambiguity.
Third, speak with a certain depth.
Fourth, add your own understanding
Strengthen cognition
While elaborating knowledge, we are also strengthening our understanding of knowledge, especially key contents.
Chapter 13: Use “output” to force “input”
The "memory principle" of output
Deepen the memory of knowledge
Scenario and thought simulation
Simulate a narrator's situation, such as a speech.
Simulate the interviewee's situation, such as an interview.
Simulate the teacher's thinking, such as giving a lecture.
Simulate the thinking of a questioner, such as a debate.
The output is active learning
Chapter 14 Second Retelling
It is to enter a real scene of imparting knowledge and explain your views on a certain piece of knowledge to others or even multiple people.
group discussion
First, "group discussion" is an efficient way of independent learning.
Second, help you design a retelling outline and prepare some questions
Third, get relevant comments and objections from your listeners
Infuse your soul with knowledge
First, reflect unique language skills
Second, explain your interpretation of knowledge based on reality
Third, express your personal analysis and opinions
Chapter 15 Feynman Technique: Output Principle
Scenario and thought simulation
Easy to understand language
Strengthen understanding of key knowledge
Use breakout sessions to get feedback
Yin Hongxin, Li Wei
Output thinking: Only by repeating the learning content without getting stuck can you learn everything
Simplify thinking: Only by expressing advanced knowledge in plain words can you learn it thoroughly.
Richard Phillips Feynman was an American theoretical physicist, one of the founders of quantum electrodynamics, and the father of nanotechnology. Feynman diagrams, Feynman rules and renormalization calculation methods proposed or perfected by Feynman are important tools for studying quantum electrodynamics and particle physics. In a 1999 poll of 130 leading physicists around the world by the British magazine Physics World, he was named one of the ten greatest physicists of all time.
Preface
The core of Feynman's learning method is
When you are ready to learn a new knowledge, you must stand in the position of a teacher and assume that you want to explain this knowledge to others. Feynman said: "It would be best if a child of several years old could understand what you are talking about."
Learn the simple process
First, establish the goals you want to learn.
Second, understand what you want to learn.
Third, replace learning with teaching and replace input with output.
Fourth, review and reflect.
Fifth, realize the simplification and absorption of knowledge.
The purpose of learning is to output
What is emphasized in the book is that learning and application are integrated with each other, and learning that cannot be exported cannot be called learning.
First, the more familiar the concept, the more the brain likes it.
Second, forcibly establishing connections between different concepts is also the brain's specialty.
STEP ONE The essence of learning
Keywords: thinking Feynman learning method is a top way of thinking, which can help us truly master a piece of knowledge because it reveals the essence of learning and thinking.
Chapter 1 How difficult is it to master a piece of knowledge?
traditional learning methods
Focus on input---rote memorization
Dogmatism - whatever the teacher/book says is what it says.
Standardized application - copied by rote.
How do you quickly acquire the knowledge you need? How to verify the validity of the knowledge learned? Are you clear about the problems with these knowledge points? How to be self-disciplined, make plans and manage time well
New era learning methods
Make effective connections with the real world
Use this knowledge to make yourself better today
The Feynman learning method provides us with three distinctive abilities:
First, foresight---judge future trends by interpreting the information transmitted to us by knowledge.
Second, penetrating power---through Feynman analysis skills, you can see the essence of things from fragmented knowledge, quickly solve problems, and grasp the laws of things.
Third, 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.
Learning is fundamentally a competition of ways of thinking, not a competition of knowledge storage, nor a competition for degrees.
Chapter 2 What is the “Feynman Learning Method”
"Feynman Learning Method" is also called "Feynman Technique"
The four key words of Feynman's learning method are: Concept; Teach (teaching instead of learning); Review (evaluation); Simplify (simplification).
Simple and efficient thinking mode
First, good thinking requires positive feedback.
Second, output accelerates the maturity of thinking.
Third, the Feynman learning method makes thinking quantifiable. (Reflected in six aspects)
▲Direction→Lock the main direction of thinking.
▲Induction→Establish the main logic of thinking.
▲(Output) Verification→Verify the effect of thinking.
▲Feedback→Feedback what is correct and what is wrong.
▲Simplify → Simplify the complex thinking process.
▲Absorb→digest the results of thinking.
STEP TWO Establish a learning object
Keywords: Goal Choosing the knowledge and skills you want to master is only the first step. We also need to find the necessity and importance of learning it, and strengthen this internal connection.
Chapter 3 Why we study
Learning itself is a very interesting thing
The prerequisite for learning a piece of knowledge well is to fully understand it, including its value that has yet to be developed.
(Learn to improve thinking skills) Pursue progress in four aspects
Second, critical thinking
Fourth, clear and concise expression
Chapter 4 Focus on goals
Focus on goals and set goals
Actions are more targeted
How to find the right direction?
First, ask yourself some key questions.
What is the most important thing to me?
Second, turn “the most important thing” into your own direction.
How to find true "interest"?
Analyze whether it can match the existing knowledge system
If you can do it but don't do it, you will regret it for the rest of your life. This is your goal.
Make your goals the “most important thing” you have to do every day
Chapter 5 Planning: Establishing “Strong Connections” with Goals
Discover the “strong connection” between you and your target.
First, demonstrate the necessity of learning this knowledge/doing this thing.
Second, confirm the substantial connection between the plan and the goal.
Is it possible that your goals are actually wrong?
The famous "SMART principle" provides a simple and clear judgment standard. Right now:
S: (Specific) clear and specific. - Goals must be clear and describable.
M: (Measurable) measurable/quantifiable. - Objectives must be quantifiable and evaluable.
A: (Achievable) Achievable by one’s own abilities. - Goals must be within capabilities.
R: (Rewarding) can produce a sense of satisfaction/achievement. ——The goal must have a positive meaning.
T: (Time-bound) Time-limited. ——Goals must have a deadline to be achieved.
Is there a better direction? (Find your own learning comfort zone)
Learn comfort zone standards
The direction of study is in line with your own interests.
The scope of abilities is consistent with one’s own capabilities.
Plan a high-efficiency learning path
Learning is not just for memorizing something, but for us to establish our own effective thinking framework through learning, and apply knowledge into practice to solve practical problems in life and work.
Chapter 6 Feynman Technique: The Goal Principle
goal comprehensiveness principle
When setting goals, you must have an overall and holistic concept.
goal focus principle
The goals set must be focused.
The goals set must also be targeted.
Goal Challenge Principle
The goals set should be challenging (challenging = desire to learn)
The goals you set should be able to tap and stimulate your potential.
The goals set cannot be artificially lowered in difficulty during the learning process.
Goal feasibility principle
The goals set must be realistic and achievable.
The goals set must be consistent with our objective reality.
The principle of target adjustability
The goals set must have a certain degree of adjustability.
The goals set should leave room for implementation.
STEP THREE Understand what we want to learn
Keywords: Systematization: Classify and compare the knowledge and concepts we want to learn, systematically understand these contents, and establish principles for screening and learning. \
Chapter 7 Classifying and Comparing Sources of Knowledge
Systematize knowledge logically
First, understand why you are studying.
Second, have a broad enough field of vision.
Third, establish the most objective and scientific logic possible.
Filter and retain the most reliable knowledge
Filter and extract knowledge
Methodology for screening knowledge (gathering information) (I want to find out the knowledge that matches my actual needs.)
Criteria and processes for screening knowledge
Establish logic
Clarify the purpose of learning
Establish objective and scientific learning logic
collect information
Lock down sources of knowledge
Form a perfect knowledge framework
Classification comparison
Choose the knowledge you need
Reliable and important knowledge about violence
Identify “fake knowledge”
Block knowledge from uncertain sources.
Be careful with differentiated knowledge.
Use comparative methods to select and distinguish knowledge.
Chapter 8 Forming a Thinking and Process Map
Horizontal expansion: “visualizing” knowledge
Visualization of knowledge scenes
Visualization of knowledge relationships
Visualization of the learning process
Draw a “learning process”
Step one: short-term memory (first impression)
Part 2: Mental Imagery (Visual Description)
Step 3: Double encoding (text, video/picture)
Chapter 9 Principles of Reading and Memory
Adopt time-saving and labor-saving methods to read and memorize efficiently and enhance your understanding of knowledge.
Get useful information quickly at the same time
Learn how to identify and analyze problems.
Chapter 10 The first retelling
Restate what you have learned and understood so that the listener can understand.
Repeating this to yourself can help you:
Deepen your understanding of knowledge
how to retell
The first stage: retelling based on impressions
Stage 2: Raising questions in the retelling
The third stage: add your own opinions in the retelling
Chapter 11 Feynman Technique: Systematization Principle
induction
Identify reliable sources and classify knowledge
filter
Find the knowledge you need and eliminate “fake knowledge”
induction
Establish an analytical logic and form a mind map
Use tools to understand knowledge
First, level: classification and comparison.
Second, divergence: mind map
Third, convergence: knowledge structure
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