#媒体人周刊 #
As a parent of a child, I have a deep curiosity and question about the cow babies who have reported three or four or even more Olympiad classes in one go - how do they arrange their time? Can you learn it?
Richard. Feynman is said to have finished learning calculus at the age of 13, entered the Manhattan Project group that developed the atomic bomb at the age of 24, and won the Nobel Prize in Physics at the age of 47.
The learning method given by such a good learner does not promote the matter of over-registration, but it seems that it is the opposite.
Yes, I'm talking about the famous Feynman method of learning.
Feynman has a collection of speech interviews called "The Joy of Discovery," in which he mentions that when he was a child, his father introduced him to a bird.
The knowledgeable father introduced the bird's name in many languages and told him, "You know all these names, but you don't really know anything about the bird!" ”
Yes, father taught Feynman in a very simple conversation, and then Feynman taught us all a lesson to learn: many of us may only pay attention to the knowledge of knowing the name of something;
However, if we pay more attention to the knowledge that really understands something in itself, then our learning may be more effective and successful.
How?
Thinking about this question is a bit like my doubts about the Olympian cows and cows- how can I do it in the third or fourth Olympiad classes, not as Feynman's father said--just knowing the names of the birds in multiple languages, but not the birds themselves?
This is the main point of feynman's learning method:
Some have simplified it to four words: Concept Concept, Teach Professor, Review Review, Simplify Simplification.
Whether it is a child or an adult, we are always exposed to new knowledge. For the simple ones, it seems to be quite easy to leave an impression; the more complex ones may not even leave an impression, let alone remember the relevant concepts, or even use it.
Yes, the cognitive laws of the brain are like this— the new, unfamiliar, confusing content and knowledge need to go through a process of sorting out, and the Concept concept will move from the passive memory area of the brain to the active understanding area.
It seems that the key link is, how to sort it out?
This brings us to the Teach mentioned in Feynman's study law— the professor.
It is said that the peasant father of one of his children who was admitted to Peking University Tsinghua Introduced a trick to help children learn - that is, to let the children go home and tell themselves what they learned in school.
This story cannot be verified, but "let the child tell the knowledge he has learned" is not unfamiliar with this way! But how many parents really value this path and insist on letting their children do it every day?
In fact, Feynman's step of learning the Teach in the Fa is talking about this thing.
But with Feynman's endorsement, should it be followed? I have really seen some articles, so that everyone should not be superstitious about "Feynman techniques". Whether their argument is reasonable or not, Feynman's Teach said, I personally test useful!
The famous American investor Charlie. Munger said something to the effect that a smart man had a conversation to a banana-eating gorilla and express his thoughts. After the conversation, who do you think benefited?
It must not be a gorilla, but a clever person who expresses his ideas. Because he has already made his thoughts clearer and closer to his goal through this statement.
Charlie. Munger's words coincide with the Step of Teach in Feynman's learning method.
Although I didn't know about feynman's learning method before, I spontaneously "tested" it for many years.
A few years ago, when I made science documentaries, what I needed to do was to transform the content I learned from scientists into mass communication content, and what I had to consider was how to say it, so that most ordinary people could understand it.
Later, my audience became children and teenagers, and the goal became - how to say, to ensure that children understand?
One day, I discussed this topic with my teammates in the team, I remember that I had just finished the history of the technological invention of the aircraft, and I couldn't help but talk about it, but I didn't expect the partners to listen to it with relish, and I myself, the more I talked about it, the clearer it became.
Finally, this conclusion came out - "If you don't explain it to the child, it must be that you don't understand it yourself: no matter how profound the science is, there must be a way to say it in the simplest words so that the child can understand it." The premise is that you must understand every small link. ”
That's right, isn't that what the last three steps of Feynman's learning method are like this—Teach, Review Evaluation, Simplify Simplification?
As I tell my buddies about the plane, I'm making a Teach output of my newly learned content;
Then I receive a review from my partners and my own Review, which is important because I will find my own logical breakpoints, and if there are breakpoints, there are knowledge points that I have not fully understood, so I need to deepen my learning and make sure that those knowledge points are also covered - isn't this active learning;
Finally, Simplifying is necessary, given the need for children to understand: as Feynman himself said, "If I can't make a scientific concept understandable to a college freshman, it means that I myself know nothing about it." ”
So, if you read that someone uses an obscure sentence to explain knowledge, decisively abandon it, because the person behind the writing is probably not very understanding, then how can you understand?
Test the effective Feynman learning method and give it to your child to use, so that when he learns a Concept concept, he can find a random listening object (think Charlie. Munger said the gorilla), and then Teach him, in simple terms, if you feel that something is not smooth, then go back and learn again, until the last lecture is smooth.
After such a process is completed, do you think it is effective learning?