In order to achieve better learning results, you need to ask yourself from time to time: "What is this?" "Why is this happening?" "How did you come?" "What will happen?" "What will it look like after extended development?" "What else is closely related to it, mutually causal or * * *?" "its position in the professional knowledge system" ... the most important thing is to ask yourself "what is its use to me, how should I use it, and what may be the result?"
Learning is for use. How to use it if you don't even know what it is? How can we use it better? For example, with computers, programmers learn any software faster than the average person. Interest is the best teacher, because interest can drive people to actively use it in different ways. People can find their own shortcomings from the application and make up for them in time. Applying what you have learned can often improve your enthusiasm for learning.
At the same time, learning is not just for use. Using operation technology is often the concrete method to solve the problem. If he just uses it and stays in the specific application, he may imitate it, but he will not create it. His adaptability is also very poor. I like to use the theoretical basis of systematic learning method to explain this phenomenon. The world is changing. Not only the natural environment is changing, but also the social environment is changing rapidly. Dynamic problems need to be solved in a dynamic way. If a person can't systematize and purify the knowledge he has learned and organize it in a new, unique and more effective way to meet the needs of himself and environmental resources, then what he has learned will always be the past, and his operation technology will only be aimed at the past, not the future. He is likely to be eliminated by history. Even if he can survive in the value chain because of social factors, his status will only get lower and lower, and his value to the whole society will get smaller and smaller.
I have always emphasized the refinement and upgrading of learning methods. On the one hand, some scientific learning methods can be obtained through study and intensive training. Knowledge is multi-faceted, multi-level and multi-structured. Learning method is also a kind of knowledge that can be taught. On the other hand, learning methods must be experienced and thought through practice, combined with people's personality, and grasped well. People who have read traffic rules and listened to driving lessons can't run well on mountain roads. More of a feeling and play. Learning is not much different from doing other things, it is all experience. You can't learn well just by indulging in textbooks.
People must be clear about what they want to learn and what they want. People's efforts are actually creating conditions for achieving these goals. The accumulation of knowledge is only an effective way to create conditions. By constantly improving efficiency, improving the effectiveness of behavior, rationally positioning and reducing the risk of failure, we can enrich and enhance ourselves.
I also emphasize self-confidence. Self-confidence can make people persist. I have been asking consultants not to be superstitious about IQ and other theories. People can succeed by constantly surpassing themselves and get the peak experience of self-realization. I used my own experience to prove that innate intelligence is not important in a person's growth process. Acquired factors determine success.
I often tell consultants that any learning method is useless without self-awareness and self-confidence.
Only when you are conscious can you concentrate. Especially in the process of intensive learning, the high-intensity exercise of active brain cells, without consciousness, may only have no effect.
With confidence, we can persist and break through psychological barriers such as fear of learning and lack of patience formed in our long-term loss.
We need to accumulate confidence with constant small successes.