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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 12:14] lichao |
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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| * 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。 | * 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。 | * 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:// | ||
