How do you read the knowledge you have learned from books into your own abilities?

First, let’s distinguish between two kinds of learning. One type is called “knowledge-centered learning” and the other is called “self-centered learning.” Knowledge-centered learning is also called academic-style learning. It is aimed at passing examinations or scientific research, and mainly emphasizes the understanding, memory, induction, and problem-solving of knowledge. Self-centered learning is also called adult learning, with emphasis on solving problems and improving one’s abilities.

The main contradiction we have to solve is “how to improve learning ability”, which belongs to the second category of learning.

“Self-centered learning” mainly includes three dimensions:

In order to improve the ability to learn, we must start from the three dimensions of the ability to internalize and apply knowledge, the ability to analyze and organize information, the ability to question and reflect on experience, and learn to build our own knowledge system to achieve the integration of knowledge and action. When you master this method, the ability to learn professional knowledge, or to learn a certain skill, to solve specific problems in life will be improved accordingly.

In the book “This is enough for reading,” the author gives a way to help achieve “internalization and application of knowledge” through three notes in the process of reading:

When people come into contact with new information, they will involuntarily match it with what they already know, and use “known” to attach the “new knowledge”, so they think they have read through and understood. This way of thinking is not innate. In fact, it comes from the habit that teachers teach us when they study in school: always summarizing the general idea of ​​the paragraph, the idea of ​​the center of the article, and solving the new problem with the methods learned in the past. . This way of thinking is not wrong in itself. The first article I wrote about learning methods also mentioned “by linking new courses and old courses, integrating and building knowledge networks”, and “using the formulas that have been mastered to derive the textbooks.” The new formula can deepen understanding and help memory.” This process of derivation is itself an arrow pointing from old knowledge to new knowledge.

The attachment itself is not a problem. The biggest problem is to stop at the meeting. Finding the similarities between new knowledge and old knowledge is easy and can be done by everyone; if you find something different, you need to think. Good learners will ask, what is the difference between this information and the details of what I have known before? Is there any difference in the applicable conditions? How sensitive you are to subtle knowledge is how strong your learning ability is.

A popular bestseller in the market to improve interpersonal relationships and execution, such as Carnegie’s “Human weaknesses”, such as Ke Wei’s “Seven Habits of High-Efficiency People”. Some say that the former is “the Bible that enhances interpersonal relationships.” People say that it “speaks to everyone who understands the truth, but the person who made the mistake is not aware of it, so it is useless”; some say that the latter “changed his own life trajectory”, and some people say that it is “old-fashioned, not worthy of the name” .

Why are there two opposite comments? Except for factors that differ in personal comprehension, the second person is obviously more familiar with the old knowledge. There are very few people who come up with new theories, but one of the most important reasons why they can become a leader in the same book is that they have made a “lively interpretation” of “old talks” – you have heard of it. Reason, I have never known how to practice, it tells you how to use these principles in life. This is a very amazing ability that deserves to spend money on this book.

One manifestation of internalization and application knowledge is to upgrade the instinctual reaction of the attachment to a rational response that defines the boundaries between the new knowledge and the old knowledge, so that it can understand the new knowledge more deeply, sharply and clearly, and at the same time deepen the knowledge of the old. understanding.

Let’s look back at the “scratch method” above. In the “Retelling Information” (I note) step, many people will stop at the old knowledge, or simply extract the contents of the original text. Even if you take this paragraph down in the book, it is not your own. The meaning of “restatement” lies in “understanding”. If you can’t fully understand the contents of the text, it is difficult to express it in your own words. In order to achieve the purpose of “internalization and application”, the original knowledge can be summarized or processed in a specific operation to specify specific operational methods or suggested steps.

In the “recalling experience” (A1 note) step, avoid general discussion. There is no specific time or specific events that are general. It is about cognition rather than specific experience. In order to make this step more enforceable, you can refer to these elements: the recorded events must be experienced by yourself, seen by the eyes, and heard by the ears; the narrative reflects the cause, the passage, and the result; many elements of the original or I notes have Clear correspondence. The key to A1 notes is that through new knowledge points, we can better understand and reflect on our own experiences, so that we can combine our knowledge and experience to achieve personal growth.

When you want to plan A2, first ask yourself: “How important is this to me?” If it’s important in the original book, but it doesn’t matter to me, let’s stop here and see the rest. When you really decide to use the knowledge in the book in practice, set the goal first. The planning action must be an action that can be achieved by itself, rather than an excerpt of the original text. Even if the original book’s suggestion is very specific, it cannot be counted as its own knowledge.

We are always used to “table determination” on the occasion of the New Year: “In the new year, I have to read 100 books, I want to lose 20 pounds, I want to…”; always like to swear “after the end of the exam” I can’t be so decadent in the semester, I have to study hard.” Usually, the goal that I have vowed to set up has not been touched after three minutes of heat. Because these goals are too far away, you don’t know how to work hard to get it done. When you plan to perform the “Planning Application” (A2 Notes) step, first give yourself a specific, measurable, attainable, and other relevance to other goals ( Relevant, a time-bound goal with a clear deadline (ie, the goal follows the SMART principle). Then ask yourself: What are the specific steps of action? Who? where is it? When do you start? Is the original information or I note method used? Are you able to do it yourself or to push others to do it? Can you measure the degree of doing it?

Only those questions about the “planning application” step are clear enough to increase the discernment of determination or emotion. Being able to discern which ones are overwhelming looks beautiful, but it can’t be landed; what is really a realistic and down-to-earth suggestion – this is a very important learning ability.