差别
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| 两侧同时换到之前的修订记录 前一修订版 后一修订版 | 前一修订版 | ||
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核心技能:速读 [2023/12/12 11:42] lichao [Step 8 练习阅读词群] |
核心技能:速读 [2023/12/12 13:14] (当前版本) lichao [Pay attention to pivotal words!] |
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| - | ==== Step 9 减少上停顿 ==== | + | ==== Step 9 减少停顿 ==== |
| 阅读的时候，不要按部就班的按直线阅读，而要用扫视的方式进行跳跃式阅读。眼睛每扫视一次，眼睛就短暂停顿一次或者在脑海里给你的视野来一张" | 阅读的时候，不要按部就班的按直线阅读，而要用扫视的方式进行跳跃式阅读。眼睛每扫视一次，眼睛就短暂停顿一次或者在脑海里给你的视野来一张" | ||
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| * 尽量不要在暗处阅读，最好有合适的灯光条件以供阅读。 | * 尽量不要在暗处阅读，最好有合适的灯光条件以供阅读。 | ||
| * 在长时间速读后一定要闭上眼睛休息一下，否则可能会损伤视力。 | * 在长时间速读后一定要闭上眼睛休息一下，否则可能会损伤视力。 | ||
| + | |||
| + | ===== 阅读习惯 ===== | ||
| + | |||
| + | ==== 影响阅读速度的习惯 ==== | ||
| + | - 有限的感知广度，即逐字阅读 | ||
| + | - 知觉反应时间慢，即对材料的识别和反应缓慢 | ||
| + | - 发声，包括需要发声以实现理解 | ||
| + | - 眼球运动错误，包括页面位置、回扫、运动节奏和规律不准确，等等 | ||
| + | - 注意力不集中的习惯，首先是阅读过程中简单的走神和错误的记忆过程 | ||
| + | - 缺乏阅读练习 | ||
| + | - 害怕失去理解力，导致该人故意压低自己的语速，坚信如果他/ | ||
| + | - 对阅读材料中重要与不重要方面的评价不佳 | ||
| + | - 试图记住一切而不是选择性记住的错误习惯 | ||
| + | |||
| + | |||
| + | ==== 速读和理解的积极因素 ==== | ||
| + | |||
| + | * 改掉阅读时发音的习惯。 读出单词甚至低声说话意味着你的阅读速度只能与说话的速度一样快。 您默读大多数材料的速度应该比口头阅读快至少两到三倍。 如果您在阅读时有“听到”单词的习惯，请尝试通过集中注意力在关键词和有意义的想法上来消除这种习惯，同时强迫自己加快阅读速度。 | ||
| + | * 避免重读。 VPISU 案例研究中的学生平均每分钟阅读 250 个单词，每页回溯或重读约 20 次。 显然，重读单词和短语是一种会减慢阅读速度的习惯。 通常没有必要重新阅读单词，因为想法会在后面的上下文中得到更充分的解释和阐述。 此外，阅读速度最慢的人往往会走神，因此他们的重读既反映出他们无法集中注意力，也反映出他们对理解能力缺乏信心。 | ||
| + | * 扩大眼距。 这将帮助您一目了然地阅读多个单词或句子。 由于逐字阅读书面材料的意义不大，因此这可能会帮助您学习按短语或思想单位阅读。 | ||
| + | |||
| + | |||
| + | ===== Skimming & Scanning ===== | ||
| + | |||
| + | Skimming and scanning are reading techniques that use keywords to move quickly through a text for slightly | ||
| + | different purposes. | ||
| + | |||
| + | // | ||
| + | pick out the main ideas or messages from headings, images, graphs, etc. Skimming covers the entire reading | ||
| + | material to identify parts that might contain relevant information and parts that may not. Use skimming in | ||
| + | previewing (reading before you read), reviewing (reading after you read), or to decide if you need to read | ||
| + | something at all, for example during the preliminary research for a paper. | ||
| + | |||
| + | // | ||
| + | Scanning helps you find specific facts or a particular piece of information, | ||
| + | word or a phrase. Only scan when you know what to scan. Use scanning in research to find particular facts, to | ||
| + | study fact-heavy topics, and to answer questions requiring factual support. | ||
| + | |||
| + | |||
| + | |||
| + | ==== Skimming Strategies ==== | ||
| + | |||
| + | * Do not read every word. | ||
| + | * Read the table of contents or chapter overview to learn the main organization of ideas. | ||
| + | * Start by reading main headings, titles and subtitles. | ||
| + | * Tables, charts and pictures have headings, too. | ||
| + | * Next, focus on beginnings & endings, e.g. | ||
| + | * Read first and last sentences of paragraphs. | ||
| + | * Read first and last paragraphs of major sections. | ||
| + | * Look for typographical cues: | ||
| + | * bold and italic | ||
| + | * indenting, bulleted and numbered lists | ||
| + | * highlights | ||
| + | * Use cues like signal words and phrases (nouns, dates, events, names). | ||
| + | * Look for breaks in the texts (indicating a change in subject, providing a list or summary, etc.) | ||
| + | * Look out for keywords | ||
| + | * words that are repeated throughout | ||
| + | * or words like “causes, | ||
| + | * or signal words such as those suggesting controversy (“versus”, | ||
| + | * names of people and places, dates, nouns, and unfamiliar words | ||
| + | * When you think you have found something significant, | ||
| + | * Underline or highlight | ||
| + | * At the end of a section, summarize the main idea in 3 bullet points | ||
| + | * At the end of the reading, summarize, in your own words, the main arguments of the reading when | ||
| + | * you are done | ||
| + | |||
| + | |||
| + | While skimming is always faster than your normal reading speed, you should slow down in the following | ||
| + | situations: | ||
| + | |||
| + | * When you skim introductory and concluding paragraphs | ||
| + | * When you skim topic sentences | ||
| + | * When you find an unfamiliar word | ||
| + | * When the material is very complicated | ||
| + | |||
| + | ==== Scanning Strategies ==== | ||
| + | |||
| + | * In case there are not any given keywords, establish them. For example, choose your keywords from a question posed by you, in the course syllabus or by a professor. | ||
| + | * Choose a few words or phrases to search for in the reading. | ||
| + | * Look for only one keyword at a time. | ||
| + | * If you use multiple keywords, do multiple scans. | ||
| + | * Use a finger of your hand to scan | ||
| + | * Repeat silently in your mind the keywords while scanning. | ||
| + | * Highlight or underline key words. | ||
| + | * When you come across a keyword while scanning, stop, and carefully read the surrounding text. | ||
| + | * Don't forget to scan tables of contents, summaries, indexes, headings, and typographical cues. | ||
| + | |||
| + | To finally master the techniques of skimming and scanning, you have to spend your time practicing again | ||
| + | and again. To choose an appropriate technique, come back to your purpose and motivation. For example, the | ||
| + | end-goal could be to have a good enough understanding of the text to be able to discuss it in class with | ||
| + | confidence. | ||
| + | |||
| + | ==== Not sure how fast you should read? Vary your reading rate! ==== | ||
| + | |||
| + | Decrease speed when you find the following: | ||
| + | * An unfamiliar word not made clear by the sentence. Try to understand it from the way it's used; then read on and return to it later. | ||
| + | * Long and uninvolved sentence and paragraph structure. Slow down enough to enable you to untangle them and get an accurate idea of what the passage says. | ||
| + | * Unfamiliar or abstract ideas. Look for applications or examples which will give them meaning. Demand that an idea "make sense." | ||
| + | * Detailed, technical material. This includes complicated directions, abstract principles, materials on which you have scant background. | ||
| + | * Material on which you want detailed retention. The key to memory is organization and recitation. Speed should not be a consideration here. | ||
| + | |||
| + | |||
| + | Increase speed when you find the following: | ||
| + | * Simple material with few ideas new to you. Move rapidly over the familiar. | ||
| + | * Unnecessary examples and illustrations. If not needed, move over them rapidly. | ||
| + | * Detailed explanation and elaboration which you do not need. | ||
| + | * Broad, generalized ideas. | ||
| + | |||
| + | |||
| + | ==== Pay attention to pivotal words! ==== | ||
| + | |||
| + | * Additive words: " | ||
| + | * Also, further, moreover, and, furthermore, | ||
| + | * Equivalent words: "It does what I have just said, but it does this too." | ||
| + | * As well as, at the same time, similarly, equally important, likewise | ||
| + | * Amplification words: "I want to be sure that you understand my idea; so here's a specific instance." | ||
| + | * For example (e.g.), specifically, | ||
| + | * Alternative words: " | ||
| + | * Either/or, other than, neither/ | ||
| + | * Repetitive words: "I said it once, but I'm going to say it again in case you missed it the first time." | ||
| + | * Again, in other words, to repeat, that is (i.e.) | ||
| + | * Contrast and Change words: "So far I've given you only one side of the story; now let's take a look at the other side." | ||
| + | * But, on the contrary, still, conversely, on the other hand, though, despite, instead of, yet, however, | ||
| + | * Cause and effect words: "All this has happened; now I'll tell you why." | ||
| + | * Accordingly, | ||
| + | * Qualifying words: "Here is what we can expect. These are the conditions we are working under." | ||
| + | * If, although, unless, providing, whenever | ||
| + | * Concession words: "Okay! We agree on this much." | ||
| + | * accepting the data, granted that, of course | ||
| + | * Emphasizing words: "Wake up and take notice!" | ||
| + | * above all, more important, indeed | ||
| + | * Order words: "You keep your mind on reading: I'll keep the numbers straight." | ||
| + | * Finally, second, then, first, next, last | ||
| + | * Time words: " | ||
| + | * Afterwards, meanwhile, now, before, subsequently, | ||
| + | * Summarizing words: " | ||
| + | * for these reasons, in brief, in conclusion, to sum up | ||
| + | |||
| + | ====== References ====== | ||
| + | |||
| + | [[https:// | ||
