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Feynman learning method mind map
This is a mind map about Feynman's learning method. It includes: If you can't explain something simply like others, then you haven't really understood it yet; assuming an output scenario, what you have learned is Knowledge output, based on feedback and output, summarize knowledge, identify problems, and check learning effects.
Edited at 2022-04-09 10:56:06
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Feynman learning method mind map
- One Hundred Years of Solitude Character Relationship Chart
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Project management is the process of applying specialized knowledge, skills, tools, and methods to project activities so that the project can achieve or exceed the set needs and expectations within the constraints of limited resources. This diagram provides a comprehensive overview of the 8 components of the project management process and can be used as a generic template for direct application.
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- Outline
"Feynman Learning Method"
Foreword:
Simple learning process:
1 Determine the goals you want to learn
Determine target point
2 Understand the object of study
Determine the learning scope based on target points
3Teach to learn, replace input with output
Tell complex knowledge based on your own understanding
4 Review and reflect
If something is unclear, review it again and confirm it.
5. Achieve knowledge simplification and absorption
Targeted simplification and practical application
Two modes of learning:
1. The more familiar the concept, the more the brain likes it
2. Forcibly establishing connections between different concepts is also a specialty of the brain
The nature of learning (keywords: thinking)
1. How difficult is it to master a piece of knowledge?
Traditional learning:
Mainly based on input
Formalism, serious framework, narrow career
Standardized application, mechanical application, lack of innovation.
Useful ways
Make effective connections with the real world
Make it clear that learning is for current efforts, not long-term investment, and focuses on immediate results.
Vision. Penetration. wisdom
Foresight: judging trends through knowledge
Penetrating power: seeing the essence and the laws of things
Wisdom: Refining the essence and reenacting knowledge
Learning is fundamentally a competition of ways of thinking, not a competition of knowledge reserves, nor a competition for degrees.
2. What is the "Feynman Learning Method"
Knowledge is divided into two categories
1. Mistake: Only remembering the name of the knowledge, but not understanding and applying it flexibly
2. Correct: Understand the core of knowledge, be able to interpret it, and disseminate it to the outside world
Four keywords:
Concept concept
Teach to teach instead of learn
Review
SimplifySimplify
Five steps:
Determine the target
Understand the goal
output instead of input
Give back
simplify
Simple and efficient thinking mode:
First: Good thinking requires positive feedback
Good experience sharing output, get positive feedback
Second: Output accelerates the maturity of thinking
"Matthew Effect"
Once any individual, group or region achieves success and progress in a certain aspect (such as money/fame/status, etc.), it will have an accumulated advantage and will have more opportunities to achieve greater success and progress.
Third: Feynman learning method makes thinking quantifiable
Direction->Lock the main direction of thinking
Induction -> Determine the main logic of thinking
Such as the implementation plan for each step
Verification->Verify the effect of thinking
Explain your thinking to others for verification
Feedback->Feedback correct and incorrect
After explaining the point of view, the effect of feedback from the audience, whether it is correct or not, is revised.
Simplify->Simplify the complex thinking process
Thumbnails or briefings can clearly show goals and results.
Absorb->digest the results of thinking
Feynman’s Five Steps to Learning:
1. Goal
Establish learning objects
generate concentration
2. Understand
Understand what you want to learn
Systematically store the good and eliminate the bad
3.Output
Export learned knowledge to others
Teaching instead of learning
4. Review
Review and reflect on what you have learned
In-depth analysis
5. Simplify
Form your own knowledge system through simplifying and absorbing
internalize knowledge
Establish a learning object (keyword: goal)
3.Why we study
How to set the right goals
After determining the goal, discover its importance and significance
Learning without conscious awareness
The first type: I learn whatever my teachers and parents tell us to learn (obedient learning)
The second type: I will learn whatever I need to learn for employment/training (instrumental learning)
It takes a long time and is rarely perfunctory, but it can only be done after a brief taste.
Know why you study
The prerequisite for learning a piece of knowledge well is to fully understand it, including its value that has yet to be developed.
Pursue progress in four aspects
Clarify learning goals
open-mindedness
Being able to accept new perspectives and expand your horizons enables you to keep up with the development of the times.
logical thinking
Target-focused learning can exercise the logic of your thinking, which requires long-term focus and concentration on a major issue and repeated thinking.
Clear and concise expression
The output method of teaching instead of learning tests language organization and expression skills. During the output process, the language can be condensed and extracted many times and simplified into an easy-to-understand version.
critical thinking
Think proactively and independently, seek counter-evidence with scientific skepticism, and develop a good habit of critical thinking
4. Focus on goals
The goal is a dynamic beacon that changes with people's thoughts and age.
Focus on a correct goal within a golden period of one or two years and achieve as extraordinary results as possible
Focus/target benefits
Think more clearly
Actions are more targeted
Recommended reading habits:
When you feel the urge to read a certain book, immediately schedule time to read it. After that, you may not want to read it anymore.
First read through quickly, and read in a targeted manner when grasping the key points and areas of interest.
Designate a targeted study plan and implement reading immediately when the time comes
The key to success in doing things well is not how many things you want to do well, but how many things you can do well.
How to find the right direction:
1/Ask some key questions to yourself
2/ Turn “the most important thing” into your own direction
How to find your true interests:
1. Evaluate whether your goals are valuable:
The method is to analyze whether it can match the existing knowledge system
2. If you can do it but don’t do it, you will definitely regret it. It must be your goal.
This is true in study, work and life
3. When you know what your goal is, treat it as the "most important thing" you have to do every day.
5. Planning: Establishing “strong connections” with goals
A learning plan is an action plan specified for the learning object, stipulating when and what method to take.
Arrange your study plan appropriately:
how to learn
in several stages
How to proceed in an orderly manner
How to achieve your goals on time
Discover the “strong connections” between you and your goals:
1. Demonstrate the necessity of learning this knowledge/doing this thing
Do you really need it?
Is it worth the time and money invested?
Do you want to think about it again?
2. Determine the actual connection between plans and goals
How well does the learning goal match the plan?
Does this plan work for me?
Is there a more trouble-free and efficient way?
Is it possible that your goal is actually wrong?
Regardless of work or study, paranoia is a very troublesome thing
Utilitarianism has always been the prey of others in the investment market.
The most dangerous things to people are sincere ignorance and good-natured stupidity
Smart learners are good at questioning and introspecting, while stupid learners like to be moved by themselves and will stick to a wrong goal until the end.
Establishing whether the goal is correct "SMART principle"
S: (Specific) clear and specific
Goals must be clear and describeable
M: (Measurable) measurable/quantifiable
Goals must be quantifiable and evaluable
A: (Achievale) Achievable by one’s own abilities
Goals must be within capabilities
R: (Rewarding) can produce a sense of satisfaction/achievement
The goal must have a positive meaning
T: (Time-bound) time-limited
Goals must be time-limited
Is there a better direction?
Based on the original experience, changing the direction may have better results. The utilitarianism of getting rich overnight is of little significance.
Two criteria for learning comfort zones:
1. A correct and suitable learning method that matches your own interests
2. Reasonable goals within one’s own abilities and in line with one’s abilities
Plan an efficient learning path
When planning, set aside enough time for three things
*Allow time to lock in the most important goals
Focus your main energy on this goal
*Allow time for proper planning
*Allow time to adjust goals and plans
6. Feynman Technique: Goal Principle
comprehensiveness principle
Setting goals requires an overall and holistic concept
It is necessary to engage in a certain industry, not just for the sake of learning.
Specify goals that match your experience, experience and past knowledge
focus principle
Specify goals to be focused
Clarify learning centers and goals
Goals must be targeted
Aim at the shortcomings and get to the point
challenging principle
There are challenges that stimulate curiosity and there will be improvement only when there are difficulties.
Set goals to inspire and tap your potential
When setting goals, you cannot artificially lower the difficulty during the learning process.
feasibility principle
practical
consistent with objective reality
Adjustability principle
Understand the knowledge we want to learn (keyword: systematization)
7. Classify and compare knowledge sources
Systematize knowledge logically
Logic refers to your starting point, angle, stance and way of thinking when understanding knowledge
Systematization means that this knowledge can be incorporated into a macro knowledge system, mutually confirmed and scientifically compared, and supplemented to the existing knowledge system.
If the starting point is to prepare for exams, your learning is purely utilitarian input.
If the purpose of exposure to a type of knowledge is to strengthen a certain inherent position, learning is tendentious input.
If you have an involutional and exclusive way of thinking, your learning will be paranoid input.
First: Understand why you are studying
Learning without purpose is pitiful, the correct purpose is non-utilitarian, non-tendency and non-paranoid
Second: Have a broad enough field of vision
People should try to maintain their innocence, because an innocent mentality expands your horizons and makes you willing and able to see more "possibilities" in this world.
Third: Establish the most objective and scientific logic possible
Have a systematic plan and implementation that can filter ideas and clarify implementation goals and plans
Filter and retain the most reliable knowledge
The most important thing about learning is not to find the valuable knowledge, but to establish your own thinking structure through the screening and absorption of knowledge.
First: filtering and extracting knowledge
Second: Methodology for filtering knowledge
Be clear about your knowledge shortcomings and key learning content. This is called locking the direction.
Secondly, quickly find relevant content
Third: Summary-Standards and processes for screening knowledge
Establish logic
Clarify the purpose of learning
Establish objective and scientific learning logic
collect information
Lock down sources of knowledge
Form a complete knowledge framework
Classification comparison
Filter the knowledge you need
Retain reliable and important knowledge
Identify “fake knowledge”
Any knowledge that does not match the facts and cannot withstand factual verification is called "false knowledge". Our efforts to learn knowledge are to understand wisdom, not to blind our eyes.
1. Shield knowledge from uncertain sources
2. Be careful with differentiated knowledge
3. Use comparison to select and distinguish knowledge
When studying, please forget all the skills you have accumulated in the past, because past experience will play the role of "strong will" in studying and affect the brain's judgment and choice.
8. Form a process and mind map
Horizontal expansion to “visualize” knowledge
Form systematic knowledge and nodes, overlooking the overall structure
Visualization of knowledge scenes
Visualization of knowledge relationships
Visualization of the learning process
Draw a learning process
Step one: short-term memory
Create learning focus, which can be transformed into long-term memory in subsequent learning.
Step Two: Mental Imagery
Knowledge forms abstract concepts in our brains in a visual way
Features:
1. Concise language expression, easy to understand
2. Textual expressions can be visualized
Step Three: Double Encoding
1. Based on written language
2. Representational language as the basis (image)
Step 4: Long-term memory
Written language expressions are naturally fragmented. Reading text step by step requires the brain to piece together fragmented knowledge. This will irritate the brain and make it impossible to continue.
The faster you understand and memorize, the more effective you will be in learning knowledge.
Five problems can be solved:
Get the information you need quickly
How to master and understand analytical knowledge
Establish your own framework for thinking about problems
Create high-quality study notes
Be prepared for the output of knowledge
9. Principles of reading and memory
Develop Habit 1: Speed Reading: Read the whole book quickly before reading (20 minutes)
theme
What do you want to talk about? What is the main theme?
author
Author’s qualifications and expertise
structure
Classification and sub-topics of different sections
Develop Habit 2: Start intensive reading: with the structure of Habit 1
Add knowledge, and theoretical perspectives
Write down questions
Develop the ability to read and memorize efficiently, saving time and effort, and enhance knowledge understanding
Two small principles for rapid learning and memorization
First: Get useful information quickly
From quantitative changes to qualitative changes, as the amount of information pool increases, reading becomes faster and filtering becomes faster.
Second: Learn how to find and analyze problems
When you get more useful information from less knowledge than others, your understanding and application will be better. It’s not about reading, it’s about reading for knowledge.
10. First retelling
Retell what you have learned or understood and make sure the listener understands it
Listen to yourself first
Judgment basis: whether you can fully and clearly express what you understand or most of the content
Tell others again
Judgment basis: Whether others can understand what you explain
Retelling help
Build long-term memory
For example: if you read the knowledge silently and read it aloud again, you will understand it more clearly.
Deepen your understanding of knowledge
Review the past and learn the new
More active learning
associate knowledge
Get feedback on an issue
The first stage: Feedback based on impressions
Stage 2: Raising questions in the retelling
The third stage: Add your own opinions to the attachment
11. Feynman’s Technique “Systematization Principle”
Induction: identifying reliable sources and classifying knowledge
Screening: Find the required knowledge and eliminate “fake knowledge”
Analysis: Establish an analysis logic and form a mind map
Classification of human thinking styles
horizontal thinking
Classification comparison
Reverse thinking can help you escape from the "logical trap"
divergent thinking
mind Mapping
Convergent thinking
knowledge structure
It can also be considered as a kind of systematic thinking
systems thinking
Output is the most powerful learning power (keyword: output)
12. Teaching instead of learning
If you can't explain something as simply as other people can, then you don't really understand it.
Assume an output scenario, output the learned knowledge, summarize the knowledge, discover problems, and check the learning effect based on feedback and output conditions.
Learning style and content retention rate
Listen to what others say 5%
Read 10% yourself
Vision Hearing 20%
Discuss 50% with others
Putting knowledge into practice 75%
Teaching gives 90% to others
Anyone can understand it
A concise yet in-depth analysis
After learning a piece of knowledge, turn it into a course and buy it online
First: the language should be concise and easy to understand
Second: Accurate and without ambiguity
Third: Speak with a certain depth
Fourth: Add your own understanding
Strengthen cognition
Can you get a seven-year-old to understand an advanced physics term?
It doesn’t matter what you know. If you can make it understandable to anyone, it means you have truly learned the knowledge.
13. Use “output” to force “input”
The "memory principle" of output
The most direct benefit of forcing input is to enhance the “retention rate” of specific content.
Memory is the reflection of past experiences in the human brain. It is not only a neural activity, but also a complex psychological activity.
Memorization - coding
Clarify the purpose of the learning content: the main content of the book, with questions, add double coding of text and images
keep--store
From short-term memory to first-time memory, the acquired information will be further consolidated to increase the timeliness and focus of memory.
Reproduce--Search
Transform from single input to synchronized output and input to retrieve key node information
Memories - Consolidation
The output is a high-quality review, which is transformed into long-term memory
Scenario and thought simulation
Obtain unexpected good results in the process of outputting knowledge in specific scenarios
Simulate the Narrator Scene
Simulate the interviewee’s scenario
Simulate the teacher’s scenario
Simulate the Skeptic Scenario
When understanding, increase abstract understanding and image understanding
The output is active learning
High-quality active learning can change your destiny
14.Second retelling
The first retelling is to treat yourself as a listener, and the second retelling is to enter a real teaching simulation scene and explain your views on a certain knowledge to others or even multiple people.
When retelling, you must be close to your own interests and focus on your own hobbies
What's the part I'm most interested in? (personal goals)
What is my best way to tell? (personal advantage)
What knowledge do I want to share with the other party? (Contact with the outside world)
Take advantage of breakout opportunities
First “Group discussion” is an efficient way of independent learning
Second, help you design a retelling outline and prepare some questions
Third, get fair comments and objections from the listeners
1. High quality evaluation: think carefully and have your own logical evaluation, which can stimulate your thinking
2. Objective evaluation: give opinions in a realistic and realistic manner;
Infuse your soul with knowledge
First, reflect unique language skills
Use your own words rather than copying them literally
Second, explain your interpretation of knowledge based on reality
Not only retell the knowledge, but also put it into practice in reality
Third, express your personal analysis and opinions
15. Feynman’s technique “Output Principle”
Apply what you learn
Five output principles
Scenario and thought simulation
Easy to understand language
Simplicity and depth at the same time
Strengthen understanding of key knowledge
Use breakout sessions to get feedback
Review and reflection (keyword: review)
16. Doubt and exploration make us smarter
Problems found during the retelling:
One: Solve on the spot: Reorganize logic, expression, communication, and eliminate confusion
Another type: Solving afterward: remember the problem, and then focus on understanding and sorting out thoughts and opinions.
Check for deficiencies and fill in the gaps
Example:
Learning is like entering a room to explore. The first time you enter, you can only remember part of the content. The second time you enter, you will be more specific and detailed. The third time, you will have your own understanding and systematic ideas.
Blind dimension: The older you are, the simpler your understanding of knowledge is, and the less comprehensive it is when expressing it.
Re-compare data and facts
First: Recheck the knowledge base
argument
argument
argument logic
other information
Second: Re-verify the connection of knowledge
Check if it is correct
Correct: Review increases memory and becomes "long-term memory"
Incorrect: Find the deviation of the original knowledge and why such deviation occurs
First: Is the lack of knowledge leading to deviations in understanding?
Research shows that 68% of people make great efforts to learn a certain knowledge but fail to gain entry. The reason is because their knowledge reserve is not enough to understand the knowledge, rather than a problem with the knowledge itself.
Second: There are problems with the perspective and logic of original knowledge
strategy for correction
Maintain a restless curiosity/doubt all conclusions
1. We have the same views on wanting to learn. There is no difference. I agree very much.
2. Knowledge comes from hearsay, and the source of information is unreliable.
3. Knowledge is discussed and finally reached an agreement. this is a good result
Develop a good habit of capturing all “controversial points”
In learning, experience guarantees your lower limit, while curiosity determines your upper limit.
find gaps
What is a gap?
Relatively unique knowledge points, including data not found in other books, facts not discussed and unique viewpoints
Knowledge points that can trigger in-depth thinking, arguments that supplement knowledge blind spots, etc.
Comparative analysis, iterative evolution
Compared
Suspect
explore
Reflection
Summarize
Return to the essence of knowledge
Why do we study?
What does knowledge mean to us?
What is the nature of knowledge?
The essence of knowledge is the progress and growth of life. It is the process by which we integrate with the environment and acquire new knowledge.
17. Look for counter-evidence
1. Reflection can help us discover knowledge misunderstandings in knowledge itself
2. Reflection can promote us to generate new knowledge based on existing knowledge.
Pay attention to negative evidence
opposite data
It is not information consciously collected by individuals with tendencies, but generally accepted or scientific experimental data.
Logic loopholes
obsolete knowledge
"Correct knowledge" may not necessarily be "useful knowledge". Much of the information we usually come into contact with is in the past tense and may not be applicable to today.
Prioritize learning the latest knowledge
Opposite authoritative opinion
No one is 100% correct, it cannot be denied
When knowledge gets stuck: Go back to areas where you don’t understand clearly and find out the weak links
Error in memory
Brush up on knowledge
Wrong understanding
Key points to understand
Controversy is the entry point for deep learning
First, avoid disputes upwards
Ignoring or bypassing controversies and only understanding the issues that you can deal with immediately is a "shallow learning" model.
Second, resolve disputes downwards
Slow down to resolve disputes and gain valuable knowledge points from disputes. This is a "deep learning" model.
The more you argue, the clearer the truth becomes. Contrary arguments provide a better summary of knowledge and nodes.
Accept the existence of controversy and opposing voices
There is no "most reliable" conclusion
Knowledge
deconstruct
Argument
Suspect
Reflection
Knowledge
Establish multi-angle connections with existing knowledge
scientific perspective
On the one hand, it refers to rigorous logic, correct data, and reasonable opinions.
On the other hand, it can withstand the most rigorous questioning and screening when compared with other information and knowledge.
Practical perspective
Knowledge from books can be transformed into practical knowledge and gain practical value.
system perspective
Compare new knowledge with our existing system knowledge and establish internal connections
18. “Content retention rate” determines the effectiveness of our learning
What is “Content Retention Rate”
First of all, it is the proportion of knowledge we remember, that is, converting the knowledge we have learned into long-term memory.
Secondly, it is the proportion of knowledge that is truly understood and the content that is actually mastered.
Finally, if this ratio is no less than 90%, it is considered efficient learning.
It’s not that the more you learn, the higher your efficiency will be.
1. Being impetuous in the choice of knowledge
On the one hand, I want to learn in depth, but on the other hand, I want it to be easy to understand and master it as soon as I learn it. I am unable to calm down and focus on the object.
2. Behavioral blindness in the learning process
Follow what others say, make temporary decisions, give up current plans for other reasons, and do not have a clear and firm learning goal.
3. Not good at learning and management
The designated study plan cannot be strictly implemented
4. No own knowledge system
I don’t know why I should learn it, what role it plays, and how to get help from it
5. Not paying attention to learning methods
First: Clear learning direction
career direction
Learning Content
knowledge attribute
Second: to what extent you have learned
know and understand
Retell and convey
Practice and innovation
Third: Improve content retention rate
Review and re-learn
Organize and simplify
Systematize
Repeat "useful learning"
Adopt different learning strategies for different types of
First: focus on learning knowledge about growth ability
Second: targeted learning of modular knowledge
Third: Resolutely refuse to learn fragmented knowledge
Pay attention to what is behind the knowledge
1. The principles of knowledge are more valuable to us than the knowledge itself
2. Exploring the things behind knowledge is also a very important thinking training process.
3. Simplify the knowledge system, making learning simple and direct, saving time
4. Mastering the principles of knowledge can help us establish a basic concept of the field we study
5. The above four points are very helpful for our application practice after learning.
19. Feynman Technique: Review Principles
Step One: Doubt and Explore
Ensuring accurate information and knowledge requires a strong curiosity
Step 2: Find counter-evidence
Step Three: Increase “Content Retention Rate”
Pursue the effectiveness of learning rather than the quantity of knowledge
Simplify and absorb (keyword: simplify)
20. Too much of a good thing can lead to indigestion
How to simplify the key points of knowledge?
First, turn on the “importance switch” of knowledge
Rank knowledge according to importance, very important/important/moderately important
Through three retellings, the important new aspects of knowledge are screened.
Second, return knowledge from complexity to simplicity
All knowledge systems have a core logic
How do we absorb the parts we need?
Learning requires the ability to acquire, simplify, absorb, transform and innovate knowledge
1. Acquire knowledge
Determine the direction of learning and acquire the required knowledge
2. Simplify knowledge
Screening framework, key points, improve retention rate
3. Absorb knowledge
Store the core of knowledge in the brain for a long time and become long-term memory
4. Transform knowledge
Convert knowledge into part of your own knowledge system and use it for yourself
5.Innovative knowledge
From a passive learner of knowledge to a creator and provider of knowledge
How to simplify knowledge in online learning?
1. Based on actual results
What did you learn
What do you remember?
What knowledge is more important to me
2. For the purpose of practical application
Screening and refining based on practical application
3. Pay attention to content that can promote association
Pay attention to in-depth expansion and expand learning knowledge
4. Avoid learning duplicate content on different platforms
Retain effective learning and eliminate ineffective and repetitive content
5. Combine it with our current work
6. Pay attention to the growth of knowledge
Learn knowledge with an active and exploratory attitude
Focus on self-needs and proactively seek knowledge
The purpose of learning is to improve problem-solving abilities
When exporting knowledge, network sharing and discussion are the main features
Simplify knowledge with practical application as the main form of expression
21. Vertical expansion and improvement
When preparing to learn a piece of knowledge in depth, you must treat it as a treasure trove of deep knowledge, rather than a simple story that can be told in a few sentences.
Inefficiency in learning is mainly due to the habit of horizontal expansion and incremental learning
First, vertical expansion
After gaining an in-depth understanding of a major topic, knowledge expansion begins
Second, learning requires “green light thinking”
Anything is allowed
When it comes to issues of thoughts or opinions, you must know how to distinguish between what is "I" and what is "my idea". The two are not the same thing.
Third, learning should be done “slowly”
Focus on an object, learn it thoroughly and master it, and have a deep understanding of its core knowledge
Fourth, improvement requires “deliberate practice”
Improve “cognitive horizons”
Promote "cognitive depth"
Promotion method
1. Focus on studying the nature of the problem
2. A lot of continuous practice
3. Start with what interests you
22. Dig deeply to internalize knowledge
Internalization refers to converting externally acquired wisdom into one's own productivity and integrating it with original knowledge to achieve the effect of 1 1>2
Form your own knowledge system
Develop the habit of deep digging and deep learning
Evaluate whether depth criteria:
1. Extension and strengthening of skills
2. Forward-looking understanding of knowledge
3. Systematic strengthening of knowledge
Feynman’s five important pieces of advice:
First: Use notes to record the core elements of knowledge
Second: We must greatly organize the knowledge we have learned
Third: Structured induction and understanding of knowledge
Fourth: Output and publish the knowledge you understand
Fifth: Simplify, absorb and memorize knowledge
23.The third retelling
All learning is to achieve three purposes: first, to explain the problem, second, to solve the problem, and third, to predict the problem
Create original ideas
By observing the behavior, representation, evolution and results of learning objects, searching for information, obtaining valuable elements, and deducing new knowledge
Generate impactful new knowledge
24. Feynman Technique: Simplification Principle
Principle 1: Systematically dig into the knowledge you have learned
Required knowledge
Target important knowledge
Targeted at core knowledge
Principle 2: Form your own knowledge system
become an expert in a field
Focused and targeted
Build your own knowledge system