What does it have to do with learning and thinking? Why do you need to think more about learning?

1. Learn to set goals for yourself (big, small, long, short), so that there will be a direction for learning; After studying, we should learn to sort out our own learning situation, based on textbooks, combined with the notes, test papers, weak links and existing problems we have made, allocate time reasonably, and tackle and implement them little by little in a targeted and specific way.

2. You can learn to master the ability of speed reading and memorization, and improve the efficiency of learning and review. Speed reading and memorization is an efficient learning and review method, and its training principle is to activate the potential of "brain and eye" and cultivate the formation of eye-brain direct reflection reading and learning mode. For the practice of speed reading memory, see the "Elite Special Whole Brain Speed Reading Memory Training Software", with software practice, more than an hour a day, a month's time, you can double the reading speed, memory, attention, thinking, comprehension, etc. will also be improved accordingly, and finally improve the efficiency of learning and review, and achieve good results.

If your reading and learning efficiency is low, you can practice it well.

3. Learn to integrate knowledge points. Classify the information you need to learn and the knowledge you need to master, and make it into a mind map or knowledge point card, which will make your brain and thinking clear and easy to remember, review, and master. At the same time, learn to connect new knowledge with what you have already learned, and constantly integrate and improve your knowledge system.

This promotes understanding and strengthens memory.

4. When doing problems, you should learn to reflect, classify, and sort out the corresponding solution ideas. When you encounter the wrong questions (carelessly do it wrong, you can't do it), it is best to collect these wrong questions, and each subject has an independent set of mistakes (the set of mistakes should be classified), and when we review before the exam, they are the key review objects to ensure that there are no more mistakes and points on the same questions.

Learning and thinking go hand in hand. For example, if you learn the dish of fried eggplant in oil, you can certainly make the dish by following the steps step by step; But if you want to make it more delicious, you have to try to put some palatable condiments and get the heat right, all of which need to be thought about in practice. If you combine both, things will do even better!

Learning is learning, thinking is not writing, just using the brain.

1. Don't treat your brain as a memory, don't just treat learning knowledge as a process of storing things, but take the knowledge you have learned to the link of circulation and let it circulate. That is to say, not only to know knowledge, but also to constantly learn to use knowledge and make it a part of one's own intelligence.

2. Students' knowledge should continue to develop, knowledge should be able to attract students, and students' desire for knowledge should be aroused.

3. Don't regard the acquisition of knowledge as the ultimate goal, but as a means, a means to obtain more and more perfect knowledge, and to understand and comprehend this knowledge more deeply in the process of students' learning, activities, and extensive connections in life.

4. Language is a tool for learning and a very important knowledge. In the process of language learning, students should feel the beauty of language. Teachers can make full use of the language in the text to make students feel this beauty.

For example, when studying Zhu Ziqing's prose "Spring", the teacher should explain in detail, analyze the beautiful language in the work, and feel the author's thoughts and emotions through appreciation, analysis, and recitation, so that the students' hearts can be imperceptibly edified and infected.

5. Memorize knowledge and think deeply. The teacher's language should be vivid, should be able to touch the hearts of children with language, should resonate with students' hearts, and should not become insensitive to language, which will become a burden and a nuisance to learn knowledge.

Because if you don't think, it's called copying, not learning.

In fact, the key to learning knowledge is to put new knowledge into the original knowledge network and link it with old knowledge. So the intersection of knowledge should be very common.

Here are some of the ones I encountered in reading, and I can update the mess at any time when I think about it later:

1.Risks and benefits are often directly proportional.

a) Robert McGee, "Stories": Life teaches us that the scale of value of any human desire is directly proportional to the risk taken in pursuing it.

b) Howard Marks, "The Most Important Thing About Investing": Higher investment risk leads to more uncertain outcomes. The schematic diagram is as follows:

2.The value of uncertainty.

a) The Mindset of Economics: "Uncertainty: A Necessary Condition for Profit".

b）《what i wish i knew when i was 20》：“uncertainty is the essence of life, and it fuels opportunity.”

3.In reading, "asking questions-questions" can do a good job.

b) "Cognitive Psychology and Its Implications" mentions the "PQ4R method" of reading, where the "Q" refers to asking questions, and.

4.Everything in the world is interconnected.

a) The Economic Way of Thinking: "The economic way of thinking is that everything is interconnected. ”

b) Social Psychology: "Our lives are connected by a myriad of invisible thin tribra threads. '—Herman Melville. ”

c) Meditations: "All things are interconnected, and this bond is sacred, and there is hardly anything that is not connected with anything else".

5.The so-called "problems" in our daily lives, and the "conflicts" in the drama

a) "Pyramid Principle": The "problem" is that you don't like one outcome and want something else.

The schematic diagram is as follows:

b) The Story: "Between its subjective expectations and objective results." digging a chasm".

The schematic diagram is as follows:

6.Diminishing marginal returns.

a) This is a basic principle in economics and will not be repeated.

b) Robert McCann, "Stories": "Stories must create this dynamic alternation between positive and negative emotions in order to conform to the 'diminishing return principle'. The principle of diminishing returns is equally true in life and in stories

The more we experience something, the less effect it will have. ”

Learning and thinking are closely linked.

Learning is the process of acquiring new knowledge and skills, and thinking is the process of understanding, analyzing, and applying those knowledge and skills. In learning, we expand our knowledge base by absorbing the information of neopiki and organizing it into an organized knowledge structure. When we think, we use our knowledge and skills to solve problems, reason and be creative, etc., thus enhancing our learning.

Therefore, learning and thinking are a pair of mutually reinforcing processes. By thinking, we can better understand and apply the knowledge we have learned, allowing us to learn further. In turn, learning can provide us with more material and experience for our thinking, which in turn allows us to think more efficiently.

Therefore, learning and thinking are two aspects that are indispensable for us in acquiring and applying knowledge.

Learning requires a combination of thinking and learning.

This sentence is from the Spring and Autumn Period "Analects of Wei Linggong".

Original text: Zi said: "I don't eat all day long, I don't sleep all night, thinking about it, it's useless, it's better to learn." ”

Translation: Confucius said, "I used to skip meals all day, I didn't sleep all night, and I thought about it, but I didn't make any progress, so it was better to study." ”

Literary appreciation: This sentence talks about the relationship between learning and thinking. In some of the previous chapters, Confucius Honghuizi has mentioned that "learning without thinking is reckless, and thinking without learning is doomed", which is further exerted and elaborated here.

Thinking is a rational activity, and its function is twofold: one is to correct it if it is found that words and deeds do not conform to or violate morality; On the other hand, it is necessary to check that one's words and deeds are in line with moral standards, and to stick to it.

However, if you can't learn and think, you will be hungry and wasted, and if you only learn without thinking, you will be careless, and if you only think without learning, you will lose bias. In short, the combination of thinking and learning is the only way to make continuous progress and constantly improve yourself.

The relationship between learning and thinking is "learning without thinking is confused, thinking without learning is dead, using the method of thinking to learn, figure out the ins and outs of each law, so as to understand knowledge, and use the method of learning to find theoretical support and factual basis for thinking."

If you learn without thinking, you will be confused, and if you think without learning, you will die" for Confucius.

A method of reading and learning that is advocated.

It means that if you blindly read books without thinking, you will not be able to make reasonable and effective use of the knowledge of books because you cannot deeply understand the meaning of books, and you will even fall into confusion. And if you blindly dream and do not study and study in a real way, you will eventually build a tower on the sand and gain nothing.

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Knowing and thinking are two different or shed concepts. Knowing usually refers to people's understanding or memory of a certain thing or knowledge, which is a relatively superficial and shallow cognitive state; Thinking, on the other hand, focuses more on understanding, analyzing, synthesizing, and creatively applying knowledge, and is a deep cognitive process. Specifically, knowing is usually a foundational cognitive process, which is mainly about acquiring information and preserving, memorizing, or retelling it.

For example, you can know about a celebrity's life history, accomplishments, and style, but it doesn't mean that you have truly understood the person's inner world and the story behind it. Thinking, on the other hand, focuses more on understanding, analyzing, synthesizing, and creatively applying knowledge. It not only contains the information that is known, but also needs to make inferences, judgments, comparisons, inductions, deductions and other in-depth thinking processes on this basis.

Through thinking, we can understand problems more comprehensively, find problems and solve problems, and improve our cognitive level and problem-solving ability. Therefore, although knowing and thinking are related, they have different emphases and meanings, and we need to pay attention to the cultivation and improvement of these two aspects in study, work and life.