Cultivate "growth mode of thinking"

在一些人眼里，智力和成就都是與生俱來、難以改變的資質(zhì)。另一些人則認(rèn)為智力是一種人為因素。在學(xué)習(xí)中遇到困難時(shí)，后一種人更愿意通過自身的努力或者尋求更多辦法來積極地解決問題。斯坦福大學(xué)的一位教授在研究中指出，大學(xué)講師和中學(xué)教師應(yīng)當(dāng)從培養(yǎng)學(xué)生的“成長型思維模式”出發(fā)來表揚(yáng)孩子，盡量避免對其學(xué)習(xí)能力作評價(jià)，也就是說要表揚(yáng)他們的在成功過程中所付出的努力和做的好的地方，而不是表揚(yáng)他們內(nèi)在的聰明。對于我們個(gè)人，要相信智力不是決定成敗的關(guān)鍵因素，世界是在不斷變化的，需要不斷地努力。

In the eyes of some people, intelligence and achievement are innate and difficult to change. Others believe that intelligence is a human factor. When they encounter difficulties in learning, the latter kind of people are more willing to actively solve problems through their own efforts or seek more ways. A professor at Stanford University pointed out in the research that university lecturers and middle school teachers should praise children from cultivating students' "growth thinking mode" and try to avoid evaluating their learning ability, that is, to praise their efforts and good work in the process of success, rather than their internal intelligence. For us, we should believe that intelligence is not the key factor determining success or failure. The world is changing and needs constant efforts.

原諒自己的拖延癥

Forgive your procrastination

每個(gè)人或多或少都會有一點(diǎn)拖延癥，這是人之常情。從拖延癥中走出來的秘訣就是：減少自責(zé)，放過自己一回?？栴D大學(xué)的研究小組對134名大一學(xué)生進(jìn)行了追蹤調(diào)查發(fā)現(xiàn)，大一第一學(xué)期在期中備考階段拖延之后，又馬上從后悔自責(zé)中走出來的學(xué)生，在接下來的考試中更不會重蹈覆轍。反倒比陷入深深自責(zé)中的學(xué)生獲得了更出色的成績。

It's human nature that everyone has a little procrastination more or less. The secret to getting out of procrastination is to reduce self blame and let yourself go. The Carlton university research team conducted a follow-up survey of 134 freshmen and found that students who immediately came out of regret and remorse after delaying the midterm preparation stage in the first semester of freshman year will not repeat the mistakes in the next exam. On the contrary, they achieved better results than students who were deeply remorseful.

進(jìn)行自我測試

Conduct self-test

把時(shí)間花在做小測上(包括對答案)比一遍遍地復(fù)習(xí)更有效。加州大學(xué)洛杉磯分校的學(xué)者解釋說：測驗(yàn)本身會“形成一種強(qiáng)效記憶”，這種記憶“不容易被抹去”，而且測驗(yàn)可以很好地檢測學(xué)習(xí)情況。不過康奈爾還提醒道：“趁熱打鐵的自測不可取。剛學(xué)完新知識便立馬進(jìn)行測驗(yàn)是不會形成持久記憶的，徒增盲目的自信罷了。”

It's more effective to spend time doing quizzes (including the answers) than reviewing them over and over again. UCLA scholars explained that the test itself will "form a powerful memory", which is "not easy to erase", and the test can well detect learning. However, Cornell also warned: "it's not advisable to strike while the iron is hot. Taking a test immediately after learning new knowledge will not form a lasting memory, but only increase blind self-confidence."

把握學(xué)習(xí)的節(jié)奏

Grasp the rhythm of learning

讓學(xué)過的知識在記憶中保持較長時(shí)間的一個(gè)秘訣就是：周期性的復(fù)習(xí)。考前突擊可不行。加州大學(xué)圣地亞哥分校的學(xué)者指出，佳的復(fù)習(xí)周期為所需記憶儲備時(shí)間的10%~30%。舉個(gè)例子，假如你將在11天之后測試今天所學(xué)的內(nèi)容，那么第一次復(fù)習(xí)的佳時(shí)間將會是在一天以后;同理，假如你的考試是在七個(gè)月之后，那么一個(gè)月之后再回過頭來復(fù)習(xí)是比較合適的。不知道如果想記一輩子的東西，多久復(fù)習(xí)一次比較合適。

A secret to keep the learned knowledge in memory for a long time is: periodic review. Assault before the exam is not good. Scholars at the University of California, San Diego, point out that a good review cycle is 10% ~ 30% of the required memory reserve time. For example, if you will test what you learned today in 11 days, the best time for the first review will be one day later; Similarly, if your exam is after seven months, it is more appropriate to go back and review after one month. I don't know if you want to remember things for a lifetime, how often is it more appropriate to review them.

減少類比

Reduce analogy

常識告訴我們：在介紹復(fù)雜、抽象的概念時(shí)，如果能構(gòu)思出鮮活的例子作為支撐，往往可以幫助理解。然而，這一觀點(diǎn)在2008年的一項(xiàng)研究中被否定了。美國俄亥俄州立大學(xué)的珍妮弗等人讓學(xué)生自己模擬教學(xué)過程，對一組三個(gè)數(shù)學(xué)概念之間的聯(lián)系進(jìn)行解說。結(jié)果發(fā)現(xiàn)，只有那些初通過抽象數(shù)學(xué)符號學(xué)會概念的學(xué)生后才能自己給出新鮮生動(dòng)的例子。倒是那些一開始就以“水壺”和“披薩片”作為輔助理解來學(xué)習(xí)概念的學(xué)生，沒法順利對他們學(xué)到的知識作進(jìn)一步自由轉(zhuǎn)換。

Common sense tells us that when introducing complex and abstract concepts, if we can conceive vivid examples as support, it can often help us understand. However, this view was rejected in a 2008 study. Jennifer of Ohio State University and others asked students to simulate the teaching process and explain the relationship between a group of three mathematical concepts. It is found that only those students who have learned concepts through abstract mathematical symbols can give fresh and vivid examples by themselves. However, those students who began to learn concepts with "kettle" and "pizza" as auxiliary understanding could not make further free transformation of their knowledge.

打個(gè)盹，好躺著

Take a nap and lie down

無數(shù)研究都證實(shí)了打盹的好處，哪怕只是十分鐘也能有效減輕你的疲勞，恢復(fù)你的注意力。不過，直到近才有研究者開始關(guān)注打盹的姿勢。重慶西南大學(xué)的趙大勇等人做了一個(gè)有趣的研究，他們招來30名習(xí)慣午睡的本科生，觀察午覺的睡姿會給他們帶來什么樣的影響。其中一部分是躺著睡的，另一部分則是趴著睡的。結(jié)果表明，午后二十分鐘的小憩可以提升參與者在“聽覺Oddball任務(wù)”中的表現(xiàn)。但是根據(jù)腦電(EEG)的記錄，躺著睡比趴著睡效果更高，但趴著睡總比不睡強(qiáng)。

Countless studies have confirmed the benefits of napping. Even ten minutes can effectively reduce your fatigue and restore your attention. The researchers didn't start to nap until they were close. Zhao Dayong of Chongqing Southwest University and others did an interesting study. They recruited 30 undergraduates who were used to taking a nap to observe the impact of the sleeping position of the nap on them. One part is lying down, the other part is lying down. The results showed that taking a 20 minute nap in the afternoon could improve participants' performance in the "auditory oddball task". However, according to EEG records, lying down is more effective than lying down, but lying down is always better than not sleeping.

在課前拿到講義

Get the handouts before class

課前打印好ppt雖然可以讓人在做筆記時(shí)偷一下懶，但在之后的測驗(yàn)中所取得的成績卻并不亞于課堂上做了很多筆記，課后才得到講義的同學(xué)。參加實(shí)驗(yàn)的大學(xué)生需要觀看現(xiàn)場錄制的課堂視頻。作者認(rèn)為目前得到的結(jié)論只是初步的，但可以肯定的是“假如記筆記只是在照抄幻燈片上的內(nèi)容，那么(通過打印講義這樣的方式)把學(xué)生從記筆記這件事中解放出來并沒什么壞處”。

Although printing ppt before class can make people lazy when taking notes, the results in the subsequent tests are no less than those who took a lot of notes in class and got handouts after class. College students participating in the experiment need to watch the classroom video recorded on site. The author believes that the current conclusion is only preliminary, but it is certain that "if taking notes is only copying the content on the slide, there is no harm in freeing students from taking notes (by printing handouts).".