background
The earliest perception that learning itself is worth learning was in primary school:
When I was in the first grade, my dad said that the first year of school is very crucial for you to go to college, so you have to work hard… It feels reasonable;
When I was in the second grade, my dad said that the second year of school was very crucial, and if you can’t keep up, your life will be over… It also feels justified;
When I was in the third grade, my father said that the third year of primary school was very crucial, and that the rhythm of the upper grades would be different, and that they would fall behind… Feel it again… Uh-huh?
And then, every year is critical, every year is important;
That’s when we start to ask, is it the grade level content that matters, or the attitude, or something else that really matters?
phenomenon
After the third grade, it can be regarded as a meng;
The school has also begun to organize a variety of advanced students to share learning methods, and the various magazines subscribed to also have corresponding learning methods for various subjects…
It seems that once you master the method, your score will improve by leaps and bounds.
What really feels useful is what my mother said during a small talk:
Big exams and big plays
Take a quiz and play a little bit
Don't take the test, don't play
In short, normalize/routine/live/normalize learning behaviors/.. It is possible to accumulate steadily and continue to break through… What?
After all, at that time, there was no Internet, and all doubts could only be understood by themselves.
It wasn’t until much later that some discussions were made about learning itself. And recently I found that there really is a discipline that studies the study itself:
Learning Science is a newly emerging science based on the research methods and perspectives on learning methods in disciplines such as cognitive science.
The term “learning science” was proposed by Western scholars in the eighties of the 20th century, and it was originally a cognitive science, an emerging discipline developed on the shoulders of cognitive science, and a part of cognitive science. Learning science is a newly emerging science based on the research methods and perspectives on learning methods in disciplines such as cognitive science.
It can be seen that our learning ability itself is still a mystery, and when the education system really begins to care about learning efficiency and learning itself, it finds that the various definitions of learning may be problematic in the past…
issue
The biggest impression on the previous learning/learning methods is still the assertion of netizen 00 design:
The core questions are:
- What is Learning?
- What is Learned Behavior?
- Why the same knowledge/skills/tricks/… Different people have very different effects on learning
- …
analysis
In fact, the greatness of Chinese characters lies in the fact that the words themselves contain meaning interpretations
Tracing the relevant glyphs will show that:
Learning, originally there was no part below, which is the scene of two-handed manipulation of things, but later it was added in the house, where children manipulate things with both hands, to represent the state of learning;
Xi, on the other hand, has always been to depict the scene of a bird flying repeatedly from its nest, using the most classic and dangerous practice pictures in nature to represent the learning process;
In other words, from the time the word “learning” was invented, it has always included the meaning of repeated practice.
That is, learning and learning are the same thing, that is, repeated practice.
However, practice repeatedly, practice repeatedly, brush test papers repeatedly, repeatedly…
Isn’t this the learning process that we have been supervised/educated? So is this behavior a simple learning behavior, or is it learning itself?
Wang Yangming has already elaborated on the real state of learning:
Knowledge and action are one
There is knowledge in the action/there is knowledge in the line
Know, the beginning of the line / line, the completion of knowledge
Let’s take the specific field of programming learning as an analysis:
If you try to start programming, you should first go through relevant textbooks/videos/books/… understand and master programming concepts, and then you can carry out programming practice smoothly and correctly;
Basically, you can only memorize the correct code involved in the material, but it is basically impossible to write the corresponding code independently for the specific problem.
Because, reading a book/watching a video/copying code/looking at code/… This is the act of learning, and does not carry out real learning.
Real learning leads to exercises, and there must be real problem scenarios.
For example, if a chick wants to learn to fly, it is impossible to use VR technology to replace the body to directly feel the process of air and gravity. If the bird lies in bed and reads a book/watches a video/… Never jump into the air to spread your wings, it is impossible to learn any flying technique.
Similarly, in learning programming:
The code itself is a special kind of text before it is run, and like a novel, it carries our understanding of specific problems and the ideas of dealing with them; is a record of our understanding of programming at this stage;
When the code is running, it is the program, which is a test of our programming understanding; Any problem reported is a feedback on our behavior in a specific area of reality;
The code carries the learning of both our knowledge and action;
Write code without running debugging, or debug code all the time without reflecting on problem scenarios and code problems; In other words, the behavior that does not combine specific problem analysis/code writing/running and debugging at the same time, in fact, is just a performance of learning behavior, which is not in the brain at all, and basically cannot be persevered.
This is because this kind of simple learning behavior cannot be continuously transformed into experience/understanding, but only repeatedly triggers more and more problems, but cannot be understood.
Learning itself, of course, also requires environment and support, otherwise, like self-learning of other practical skills, it is easy to fall into a state of delusion, collapse and give up.
Programming skills are almost a must-have skill in today’s Internet age, otherwise, if you don’t understand the software that is eating up the world faster and faster, it will be abandoned by the whole era faster and faster…
At the same time, programming learning itself, is the friendliest area of learning, because all the relevant environments/tools/software/… They are all developed by programmers themselves, and they solve various specific problems in the most direct and effective form, and beginners just need to use them carefully.
Of course, to understand learning itself through programming learning, it is still necessary to have specific goals/atmospheres and classmates;
