Skimming: Skimming to form a mind that can be read at any time.

Reading must have motivation, but students' reading motivation is mostly external. The motivation of WaiShuo makes people have to read and dare not stop reading. It is difficult to achieve lasting results when reading in this state of mind. Therefore, when you start reading, try to get rid of the idea that reading is only for exams or scores. If you study only to cope with the exam, you will no longer have the motivation to study after the exam. The best way is to arouse people's desire to read because of reading activities, and they will read automatically without external urging. If we can make good use of browsing skills in skimming stage, we can form a psychological tendency to prepare for reading when facing books.

Browsing has two explanations: wide and narrow. Browsing in a broad sense refers to the extensive browsing activities of a book or even many books. This browsing method is often used to buy books in bookstores or find books in open-shelf libraries. As far as a book is concerned, the browsing scope includes preface, contents, articles, annotation methods, reference materials and indexes. This browsing takes about 10-20 minutes. After browsing, or deciding whether to buy or borrow, the reading activities are temporarily stopped. This kind of browsing is not what we want to discuss in the three-stage reading method.

Narrow browsing interpretation refers to the prelude to intensive reading stage. This kind of browsing usually involves a chapter in a textbook or a paper designated for reading. In addition to the theme of this chapter, the scope of browsing also includes paragraph titles, bold proper nouns (some books are arranged in this way), charts, photos, chapter summaries and exercises. The length of a general chapter is about 20-40 pages, the length of a special paper is about 5- 10 pages, and the browsing time is about 10 minutes.

Although browsing is a cursory tour, you must see where the beautiful flowers are. Each chapter or paper is a special topic with its significance, purpose, scope, theory, methods, main points, conclusions and other important matters. When browsing, you only skim the surface of these matters, and your impression of the matter may be familiar or unfamiliar. In any case, as long as it is the first time you read the article, there will always be some novelty, which will give you a little knowledge of cognitive dissonance. For example, if you see the title "College students and mental illness", you will feel psychologically unbalanced without reading the content. It can also be said that this is human curiosity. Curiosity is people's motivation, and the idea of seeking knowledge is generated because of curiosity. When it is used in reading, it is what we call preparing for reading.

Intensive reading: reading and thinking in sections.

After browsing, you should sit down immediately and enter the intensive reading stage while preparing for reading. In intensive reading, we should pay attention to two principles: First, we should not be quick. When reading textbooks or monographs, speed reading technology is absolutely unnecessary. Second, don't be greedy; Greedy, it is difficult to gain experience, but lost interest. A normal chapter is divided into 3-4 sections, and each section is an independent theme. Therefore, it is most appropriate for intensive reading to take bars as units.

The meaning of intensive reading is not only to concentrate on learning word by word, but also to read with eyes, mouth and mind advocated by the ancients. This method is easy to make people tired and does not conform to the psychological principles listed above. Intensive reading is effective and not easy to get tired, so you must cooperate with other activities at the same time.

Side note If you are reading your own book, take notes at the edge of the page. If you read a borrowed book, write notes paragraph by paragraph. It's good to make marginal notes, and the notes are dirty. Never copy a book, and you can't have too many words. Talking too much will lose its effect. The way of marginal notes is to make you think, and change the plain sentence of the original paragraph title into a short essay writing problem. For example, the name of the festival is "Social Changes and Marriage Problems". When you see this title, don't read it at once. Because you were guided by the author as soon as you read it, you became passive and lost the opportunity to think independently. At this time, you'd better turn the original title into several questions in the blank space next to the title, such as: What is social change? Why change? What is the topic of marriage? What is the relationship between social changes and marriage problems? When you write these questions, you will intuitively put forward your personal views, and you will also expect the author's answer. Doing so is tantamount to a dialogue between the reader and the author, which is a test for the author and a challenge for the reader.

With questions and personal opinions, I started reading with the mentality of looking for answers. After reading it, there will be several situations: one is that the author's point of view is similar to yours, and then you will be proud of "great minds think alike", thus improving your interest and confidence. On the other hand, the author's point of view far exceeds yours, and after appreciating your praise, your thoughts and ideas are inspired. Another situation is that the author's point of view is dull, or the content is incorrectly expressed. At this time, you will invisibly raise your status and give him a little criticism. The two activities of asking and answering, which are repeatedly emphasized in the reading methods introduced above, are very similar to what we are talking about here. However, we further adopt the concept of "thinking while learning" and emphasize the reading method of thinking while reading.

Many people like to draw in circles when reading, but they may not know why and under what circumstances. Underline must conform to the psychological activity of taking notes and thinking while reading. Notes are about problems. Reading activity is to find answers from sentences. Follow the author's written statement of things, always pay attention to the sentences related to the answers, and make a mark (but don't underline) where they appear. When you finish reading a paragraph, you can determine which sentence best represents the answer, and then underline it so as to mark it clearly. Draw lines by hand instead of a ruler, so that you can read the text again and strengthen your memory.

Under this principle, there is not much precision in drawing lines. Many students began to underline the first sentence, and the result was all red lines on the page. This is just to comfort myself, to show that I have seen it. In fact, this way of marking papers is not only ineffective, but because the redundant red line covers the main points. The purpose of underlining is not only to strengthen the cognitive effect while reading the questions raised, but also to serve as a memory clue for future review. In the future, you may not have enough time to read the full text after checking this read material. You only need to glance at the underline to remember the general content.

Speaking of reading skills, I have two suggestions. First, buy as many books as possible that are important and must be read intensively. Only books that belong to you can take notes and underline. Borrowed books can't be marked with notes at will, so they can only be replaced by notebooks. If you are reading a paper in a magazine, you'd better make a copy and underline the notes on the copy. Second, we should choose a good marker. Traditionally, red strokes are used to draw lines, in order to easily distinguish them from printed black characters and attract attention. The brush strokes should not be too thick to avoid wetting the text. Many students like to erase words with thick colored pens instead of crossing lines. This method damages the clarity of words and even hurts their eyesight when reading again, so it is not suitable.

Yu Sheng pointed out that when college students start reading foreign language books, it is inevitable to find new words and write down Chinese on the pages. The purpose of adding Chinese to new words is to strengthen the understanding and memory of new words, which is a last resort. Finally, we must overcome the difficulties, look up new words when necessary, and try not to remember Chinese characters on the page. Where is the best place to write after Yu Sheng's inspection? Generally speaking, students are used to writing notes under new words. Some students with poor English often write Chinese characters all over a page. Although this method is convenient, from the long-term effect of reading, it is not the best method. New words must be marked, and the checked new words will eventually become familiar words in the future, so as to make Chinese progress. Notes beside words often make people feel dependent when reading. Every time they read new words, they turn their attention to Chinese annotations, but ignore the memory of new words. At the same time, adding too many Chinese characters between words will not only affect the beauty of the page, but sometimes it will invade the original text because the Chinese characters are too big, and even cover the original text and be difficult to identify.

I suggest the following methods to annotate new words:

The first method is to write English words and Chinese explanations in the margin of the page, and number them in front, and put the same number next to the new words in the text. The purpose of writing new English words is to make you practice more. If you want to save trouble, you don't have to write English words. In other words, in this article, there are only numbers and no Chinese characters. When you read new words, you can use numbers to find Chinese explanations in the blank space next to them. The numbering method can be calculated by one page, or by two pages of single or even numbers. In any case, it is best to write in a fixed position (such as the upper corner outside each page). This numbering method has two advantages: first, it can keep the page clean; Second, it can avoid psychological dependence when rereading. When reading, if you forget the meaning of new words, you can get them immediately according to the numbers, which will encourage you to practice new words again. If you know the original new words without checking them correctly when reading, and the new words become familiar words, you will be proud of your memory ability. In addition, the method of memorizing new words by numbers will also have the enhancement effect mentioned in learning psychology. The range of words used in a book is limited, and the number of proper nouns is also limited. Although there are many new words at the beginning, as long as you read, look up and read a few chapters, the occurrence rate of new words will naturally drop significantly. Because you have marked the number of new words, their occurrence rate is particularly clear. If the average number of pages is reduced from 2 1 at the beginning of the semester to 12 at the end of the semester, the sense of progress in Chinese ability will enhance your reading behavior.

Another suggestion about the handling of new words in the original document is to look them up and not write them. Whenever you meet a new word, look it up in the dictionary. When you find them, remember them carefully. You don't have to write Chinese notes on the page, just use a pencil to make a small mark next to the new word (such as drawing a bottom line or putting a small tick) to indicate that it was your new word. Of course, if you look it up once, you may soon forget it and forget to look it up again. After looking it up, you still don't add Chinese characters. Because of this repeated inspection, Yu Sheng will always be a familiar word. Readers with good Chinese level and few new words may wish to try this self-challenging new word search method.

When you are in doubt for future reference, you will always have doubts about the contents of books or papers. The marking and handling of the problems in the book should also be paid attention to during intensive reading. When reading test questions, there are two situations:

The first situation is that you can't understand. It's normal to read professional books, but I can't understand some places. In fact, no one is completely proficient in any professional knowledge. Even the author himself can't have no doubt about what he wrote. In the past, when the simple life and knowledge field were narrow, the ancients even lamented that learning was endless, not to mention the era of knowledge explosion. Therefore, the most important thing is not to be afraid of doubt when reading, and how to deal with it when you have doubt, because you don't know how to learn.

First, you must mark the problem. Marking method, if you are reading your own book, you can use a pen with a different color than usual to mark different lines under sentences you don't understand. If you usually use red strokes for straight lines, you can use blue strokes for curves when in doubt. After the underline, tick "?" At the same time, leave appropriate room. Numbers, or mark your question with a simple sentence of three to five words.

After the problem is marked, the solution to the problem can be handled in the following three ways.

The first way: the index at the end of the reference book (all English books have indexes, and some Chinese books also have indexes) to see if other chapters of the same book have detailed explanations. There are two indexes at the back of the book: nouns and names, which list the places (page numbers) where the same noun or name appears in the book. If the index only lists the page number of the problem you found, make sure there is no other explanation in this book.

The second way: ask the professor to explain in class or discuss with the students. If the reading time is before the professor's explanation, you will pay special attention to the doubtful parts in the class, and perhaps the doubts will disappear naturally after the professor's explanation. This is why students have been encouraged to study by themselves in advance and then attend classes.

The third way: use other reference materials to find the answer. Go to the library to consult other monographs of the same or similar nature. For example, psychology has borrowed many terms from physiology, sociology, medicine and other disciplines. If you can't find a satisfactory explanation in the similar works of psychology, you can directly consult books related to physiology, society and medicine. When looking up a monograph, the easiest way is to look up the index at the end of the book or the table of contents at the front. Of course, in addition to monographs, dictionaries, encyclopedias and other materials also have reference value.

Another situation where you encounter doubts in reading is to find doubts where you don't doubt. Only people who like to think when reading can find such problems. For example, Mencius said that "it is better to believe in books than to have no books", and Zhang Zai said that "there is no doubt" refers to such a situation. The so-called critical reading and creative reading in reading psychology suggest finding new problems in people's convinced knowledge. Think about it, which invention in science has not experienced the process of "raising questions where there is no doubt"!

In class, I often give an example of psychological research to let students judge whether the conclusion of the research is doubtful. Here's an example:

A psychologist once investigated the relationship between the age of the first child of a married woman and the intelligence of the child. Through the analysis and statistics of the data, it is found that there is a significant positive correlation between them. The older the mother is when she gives birth to her first child, the higher the intelligence of the child. Based on this fact, the researchers suggested in the conclusion that expectant mothers are super smart, and it is best for mothers to wait until after the age of 30 to have children.

After the students heard this example, it may be because the researcher provided a certain fact, so almost all of them accepted the researcher's advice. Think about it. Is this suggestion questionable? If this suggestion is the conclusion of this study and the conclusion is based on logical reasoning, then we can see that the researcher's reasoning is wrong. It is a fact that the mother's age is positively related to her children's intelligence, but the fact itself does not necessarily represent the truth. In other words, "the mother is older" is not necessarily the reason why "the children born are smart". Interpreting simple correlation as causality is the biggest taboo in scientific research. But many people are used to it, and it is easy to accept this reasoning based only on superficial facts. What's the problem? It is everyone who ignores the word "first child". Older women get married later when they have their first child. In the industrial and commercial society, women who marry late are mostly highly educated, and most of them are professional women who make a living independently. The intelligence of these people is higher than that of the average person, and the intelligence of their spouses will be higher. Children with high intelligence of both husband and wife have high intelligence, which is the basic principle of heredity.

The main purpose of higher education is to cultivate students' research expertise. College students, because they don't understand, seek knowledge and then study, which is not only a pleasure, but also the only way to learn. Students should not take the attitude of "I don't understand it anyway, and it doesn't matter if I don't understand it" and "I don't read much". This is a self-deprecating statement that doesn't apply to the current scientific era. You know, people don't understand. Only you understand that this is where you surpass others and the foundation of your success.