Chapter 1 How difficult is it to master a piece of knowledge?
Chapter 2 What is the “Feynman Learning Method”
connotation
Learning is as easy as telling a story
Simple and efficient thinking mode
Good thinking requires positive feedback
The process of thinking achieves "self-enhancement"
Output accelerates the maturity of thinking
Successful output enhances the ability of input,
Repeat many times to speed up the maturity of thinking
Make thinking quantifiable
direction, locking the main direction of thinking
Induction, establishing the main logic of thinking
Verify, verify the effect of thinking
Feedback, feedback correct and incorrect
Simplify, simplify the complex thinking process
Absorb, digest the results of thinking
Feynman's Five Steps of Learning
The first step: Goal - establish learning object - generate concentration
Step 2: Understand - Understand the knowledge to be learned - Systematically store the good and eliminate the bad
Step 3: Output-export the learned knowledge to others-teaching instead of learning
Step 4: Review - review and reflect on what you learned - in-depth analysis
Step 5: Simplify - form a knowledge system through simplification and absorption - internalize knowledge
Chapter 3 Why we study
unconscious
Obedient learning, instrumental learning
Prerequisites for learning knowledge well
Fully understand knowledge, including untapped value
Clarify learning goals
Open thinking, logical thinking, critical thinking, clear and concise expression
Chapter 4 Focus on goals
Focus on goals and set goals
Actions are more targeted
The key to success in anything is not trying to do a few things well;
It’s about doing a few things well
find the right direction
Ask key questions
Two tracks, future direction, current focus
Make the most important thing your own direction
find real fun
Loose and free space for thinking
Analyze your favorite areas and search for information
Does it match the existing knowledge system?
Make a preliminary attempt
Chapter 5 Planning: Establishing “Strong Connections” with Goals
Discover the “strong connections” between you and your goals
Demonstrate the necessity of learning this knowledge/doing something
Confirm the substantial connection between plans and goals
Matching degree, feasibility, more time-saving and efficient method
Make sure your goals are correct
smart rule
S (specific): clear and specific
M (measurable): measurable/quantifiable
A (achievable): Achievable by one’s own abilities
R (rewarding): can produce a sense of satisfaction/achievement
T (time-bound): There is a time limit
better direction
Correct and suitable learning direction and in line with your own interests
The joint goal is within the scope of one's own abilities and is in line with one's own abilities.
Plan a high-efficiency learning path
Set aside time to target your most important goals
Allow time for proper planning
Allow time to adjust goals and plans
Chapter 6 Feynman Technique: The Goal Principle
comprehensiveness principle
Match experience, experience and knowledge accumulation
challenging principle
Challenge, explore and stimulate your potential
You cannot artificially lower the difficulty during the learning process
feasibility principle
consistent with objective reality
Adjustability principle
Make necessary adjustments to goals as the environment and internal and external conditions change
Chapter 7 Classifying and Comparing Sources of Knowledge
Systematize knowledge logically
Logic: the starting point, angle, stance and way of thinking of knowledge
Systematization: incorporating knowledge into a macro knowledge system,
Mutual confirmation and scientific comparison to supplement the existing knowledge system
Overcome three major problems
Purely utilitarian, tendentious and paranoid input
do three things well
Understand what learning is for
Master knowledge, understand knowledge, generate your own understanding, and do not want to benefit from the creation of this knowledge
Have a wide enough field of view
Establish the most objective and scientific logic possible
Put knowledge in place in an orderly manner and give it due value
Filter and retain the most reliable knowledge
Filter and extract knowledge
Develop a framework to produce a "short version" of the book
Methodology for filtering knowledge
Clearly identify shortcomings and focus on learning content
Make a list and find out what's relevant
Find knowledge that matches actual needs
Annotations and processes
Establish logic
Clarify the purpose of learning and establish objective and scientific learning logic
collect information
Lock down knowledge sources and form a knowledge framework
Classification comparison
Filter needed knowledge and retain reliable and important knowledge
Identify “fake knowledge”
Block knowledge from uncertain sources
Libraries, textbooks, public accounts, forums
Be careful with differentiated knowledge
Non-duplicate, divergent, conflicting content
Use comparative methods to select and distinguish knowledge
Identify two or three reliable sources of knowledge
Chapter 8 Forming a Thinking and Process Map
Drawing mind map
substance
Deepen the understanding of knowledge from a macro perspective, focus on the essence and the most critical information, and deepen the impression of knowledge
Graphic type
Concept map
theme, purpose
Highlight theories and perspectives
Structure diagram
The relationship between contents, chapters, and concepts
form a structural hierarchy
cause and effect diagram
The causes and consequences of opinions
Argument and reasoning logical relationship
effect
Visualization of knowledge scenes
Strong "sense of picture" and empathy
Visualization of knowledge relationships
Establish correlations between information and knowledge points to form a complete system
Visualization of the learning process
Learn knowledge principles through animations and videos
Draw the learning process
substance
Deeply participate in the process of "cognitive processing" during learning, and understand knowledge more easily and controllably
learning session
Step one: short-term memory
Create a focus or point a direction for further action
Step Two: Mental Imagery
Knowledge forms abstract concepts in the brain in a visual way
Two characteristics: refined language expression and pictorial text expression.
Step Three: Double Encoding
Based on written language, the meaning of language
Based on expressive language, image meaning
Step 4: Long-term memory
Visual expression has the characteristics of "holism" and is good at expressing the relationship between knowledge.
Enable the brain to process and remember quickly
Thinking and process mapping solve five major problems
Get the information you need quickly
Master methods of understanding and analyzing knowledge
Establish a framework for thinking about the problem
Create high-quality study notes
Prepare for knowledge export
Chapter 9 Principles of Reading and Memory
valuable experience
Adopt methods that save time and effort as much as possible to read and memorize efficiently and enhance your understanding of knowledge
Two small principles
Get useful information quickly
A large amount of reading can build an "information pool" in the brain, and the ability to select information will become stronger and stronger.
Learn how to identify and analyze problems
Establish an independent thinking framework, extend the problem to yourself, and peel off the information according to your own ideas.
Finally form your own solution to the problem.
Chapter 10 The first retelling
output
Retell what you have learned and understood so that the listener can understand
effect
Deepen your understanding of knowledge
The process of retelling
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
Systematic thinking to understand knowledge, summarizing, screening and analyzing knowledge, and finally digesting knowledge for my own use
Three major tools
Level: Induction and comparison
Look at the same thing from more aspects and analyze knowledge from different or even completely opposite perspectives.
Divergence: Mind Map
Diverge, associate and analyze knowledge and establish connections between knowledge
Convergence: knowledge structure
Gather the scattered knowledge points and information learned
Chapter 12 Teaching instead of Learning
A learning method that focuses on discussion and output can achieve a higher content retention rate
Important requirements
Explain the concept in one or two sentences
Concise and in-depth analysis
Making tutorial
Simple and easy to understand language
Accurate and without ambiguity
speak with a certain depth
Add your own understanding
Strengthen cognition
Prompt yourself to re-study the "key contents" until you thoroughly understand and master them
Chapter 13: Use “output” to force “input”
memory formation
Memorization: Encoding
Accurately identify information, record information, and select what should be remembered
Have a complete knowledge system that can process information systematically and programmatically
Keep: store
The process by which the brain forms neural circuits
The sensory system obtains information - stored in the "sensory area" - processed by the brain - transferred to the "hippocampus area" (first memory)
Reappearance: Retrieval
Open a new model of management knowledge, changing from one-way input to synchronous output and input
Retrieve and reproduce all information for secondary combination
Memories: Consolidation
Output can memorize and refine core knowledge
Scenario and thought simulation
Simulate the Narrator Scene
Simulate the interviewee’s scenario
Simulate the thinker's mind
Simulate the mind of a doubter
The output is active learning
Refusing to wait to be favored by knowledge and actively conquering it means not wanting to be selected by knowledge and instead establishing a filter with its own standards for knowledge.
Chapter 14 Second Retelling
Pay attention to the second retelling
Enter a real scene of imparting knowledge and explain your views on a certain piece of knowledge to others or even multiple people.
Take advantage of breakout opportunities
An efficient way to learn independently
Help you design a retelling outline and prepare questions
Get honest comments and objections from listeners
Infuse your soul with knowledge
While explaining knowledge, build and demonstrate your own spiritual quality, so that the listener can feel the positive spiritual power.
Demonstrate unique language skills
Explain your interpretation of knowledge based on reality
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
Chapter 16 Doubt and exploration make us smarter
Filling gaps and checking for leaks
Eliminate "blind dimensions"
Re-compare data and facts
Recheck the knowledge base
Are there any omissions? Find out the errors in understanding, memory errors and unclear facts.
Re-validate knowledge connections
Information and knowledge are closely related and logical
Contrast error
Lack of knowledge leads to misunderstanding
There are problems with the viewpoint and logic of original knowledge
revised strategy
Maintain an uneasy curiosity/skepticism about all conclusions
find gaps
Unique viewpoints, knowledge points that trigger thinking, and errors in knowledge
Chapter 17 Looking for counter-evidence
Reflection is to deconstruct the quality of learning to ensure that correct knowledge is learned
effect
Help discover misunderstandings in knowledge itself
Promote the generation of new knowledge based on existing knowledge
form good habit
Reflect on learning outcomes
Keep digging and improving
Pay attention to negative evidence
Opposite authoritative opinion
When knowledge gets stuck
Wrong memory - brush up on knowledge
Wrong understanding - key points to understand
Controversy is the entry point for deep learning
avoid controversy upwards
resolve disputes downwards
There is no most reliable conclusion
Knowledge-Structure-Argument-Doubt-Reflection
Establish multi-angle analogy relationships with existing knowledge
scientific perspective
The logic is rigorous and the data is correct; it can withstand the most demanding questioning.
Practical perspective
Be able to implement and turn theories and problems into practical and concrete results.
system perspective
Compare new knowledge with existing knowledge systems and establish internal connections
Chapter 18 “Content retention rate” determines the effectiveness of our learning
The most important thing in learning is to ensure effectiveness
It’s not that the more you learn, the higher your efficiency will be.
There is a gap between learning and learning behavior
Five major questions
behavioral blindness in the learning process
Not good at learning management
Don’t pay attention to learning methods
Improve learning efficiency
First, clarify the direction of learning
Career direction, learning content, knowledge attributes
Conceptual knowledge, factual knowledge, procedural knowledge, principle knowledge
Second, to what extent do you learn
Knowledge and understanding - retelling and conveying - practice and innovation
Third, improve content retention rate
Review and re-study - organization and simplification of knowledge - systematization
Repeat "useful learning"
Focus on learning knowledge with the ability to grow
Work-related professional knowledge, new theories, issues related to the source of knowledge, concepts, theorems and applications, etc.
Targeted learning of modular knowledge
Tool knowledge to solve similar problems
Resolutely refuse to learn fragmented knowledge
Broken, temporary collection will be based on hearsay, and it is difficult to distinguish the true from the false.
Pay attention to what is behind the knowledge
The principles of knowledge are more valuable to us than the knowledge itself
Exploring the things behind knowledge is a very important thinking training process
It can simplify the knowledge system, make learning simple and direct, and save valuable time.
Mastering the principles of knowledge can help us establish a basic concept of the field we study
The above four points will help us apply and practice after learning
Chapter 19 The Feynman Technique: Reviewing the Principles
Step One: Doubt and Explore
Step 2: Find counter-evidence
Step Three: Increase “Content Retention Rate”
Chapter 20: Too much good stuff can cause indigestion
Assimilate and simplify the purpose
Create a “knowledge package” and integrate it into your own knowledge system
Simplify the key points of knowledge
Turn on the “importance switch” of knowledge
Set priorities, sort, and absorb important knowledge
Return knowledge from complexity to simplicity
absorb what is needed
knowledge absorptive capacity
Ability to acquire, simplify, absorb, transform and innovate knowledge
Principles of simplifying knowledge in online learning
Aimed at practical application
Pay attention to content that can be easily linked to
Avoid learning duplicate content on different platforms
Integrate with our current work
Pay attention to the growth of knowledge
Start online learning with the "Feynman Learning Method"
Learn knowledge with an active and exploratory attitude
Focus on self-needs and seek knowledge in a planned way
The purpose of learning is to improve problem-solving abilities
Output knowledge is mainly characterized by network sharing and discussion
Simplify knowledge with practical application as the main form of expression
Chapter 21 Vertical Expansion and Improvement
vertical expansion
Unrelated knowledge is related to each other, which is a knowledge bridge
Focus on breaking through one or two knowledge points, conduct in-depth research, and then you can draw inferences about other cases.
green light thinking
Patiently listen to new perspectives and different opinions, know how to self-reflect, and learn valuable information
slow to fast
Learning effectively is integrating knowledge
Improvement requires “deliberate practice”
Strengthen research on the nature of problems and key areas, and enhance cognitive horizons and expand cognitive depth through training
method
Focus on the nature of the research problem
lots of consistent practice
Start with what interests you
Chapter 22: Deep Digging to Realize the Internalization of Knowledge
Form your own knowledge system
Develop the habit of deep digging and deep learning
Several criteria for meeting depth requirements
Extending and strengthening skills
forward-looking understanding of knowledge
Systematic reinforcement of knowledge
Five important suggestions
Using notes to record core elements of knowledge
Comprehensively organize the knowledge learned
Structured planning and understanding of knowledge
Output and publish the knowledge you understand
The relationship between progressive and layer-by-layer dependencies
Simplify, absorb and memorize knowledge
Chapter 23 The third retelling
Create original ideas
Observational learning (vicarious learning)
Collect information by observing the behavior, representation, evolution and results of learning objects,
Obtain valuable elements and deduce new knowledge
Generate impactful new knowledge
Develop learning abilities based on interests and create influential knowledge
Chapter 24 Feynman Technique: The Principle of Simplification
Principle 1: Systematically dig into the knowledge you have 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
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