Reading is like eating crabs-woodmam

Reading a book without punctuation and chapters is like a principal who arrives at a school with thousands of people, and he does not distinguish who is the vice principal, who is the head teacher, who is a teacher, who is a classmate, and puts all the names on the top and identifies them one by one, then the principal may never be able to figure out the school's personnel. After a year of identifying and understanding all the names of teachers, students, and staff, the principal may still be confused.

  This is because the principal has no structure when he "reads" the school.

  Therefore, the division of structure is very important.

  If you want to make the content of the book your own, you need to make your own divisions.

  Reading is like eating crabs

  We have all eaten crabs. The crab has been treated by the chef before it is served; he steamed it, or fried it. But even so, you still have to process it when you eat it. Can you eat it all together without dividing the meat from the shell? No, right? Even if the crab is treated by the chef, there are still some parts that can be eaten and some parts that can't be eaten, and you have to add condiments when you eat it. You have to remove the inedible parts and eat them all to get upset.

  Reading is essentially the same as eating crabs.

  Any reader will understand if I put it this way. I will not be offended when you say that reading my book is like eating crabs.

  What does that mean?

  It means that the content of a book must be reworked and rearranged to suit your needs, your perspective on it. What is to be remembered? What can be ignored? What needs to be understood? What needs to be memorized? What is the focus? What is non-focused? Be clear.

  Another example is eating a banquet, after one dish is served, another dish is served, are you eating one dish after another, not missing anything? Whether you like it or not, whether you can digest it or not, you eat it all. You can't, right? There should be a choice, right?

  It's the same with reading! If you follow the book and don't use your own brain, it's like eating a banquet with your mouth open and not even moving your hands and letting someone pour it in.

  You should never eat like that, and you should never read like that. Reading is like eating a crab; it must be handled for it, which is the fundamental mystery of reading.

  Frankly, I never say I read, I say, I'm done with this pile of books. That doesn't mean sell the books, but it means that reading is like dealing with a desk job, and I'm done with this information.

  Why do you say that? These books through my brain processing, which is the focus, which is not the focus, which need to be dotted line, which need to make notes, which browse can be, it after some subjective and active arrangement.

  To put it more elegantly, it is called organizing. Finish organizing these books.

  If you just say reading, that is following along. What is it to say processing and organizing? It's like eating crabs, making arrangements: what's useful, what's useless? What is the focus and what is non-focus? What should be absorbed? What should be created and developed? What needs to be memorized? What is to be casually fluffed? What content is genius? What content is mediocre?

  It all needs to be arranged and organized a little.

  This is a skill that parents first experience and then, slowly inspire their children to master.

  If you master it, tell your child the essentials of your mastery. If you can't master it at the moment, please tell your child the essentials of the book. When the child is older, he may be able to grasp it slowly on his own. It's a good idea to have a good understanding.

  It's like having you as a principal.

  The first level of handling and organizing the book is to grasp and remember the book completely and comprehensively according to its original content and structure.

  A physics book, a foreign language book, a geography book, through the child's active reading, eventually to master all the contents of the book, all remembered. There are chapter divisions in the book, paragraph divisions, a series of overall and partial structures, and what do you need to do? It is to really master them by processing them. Read it from beginning to end, not mastered, read it again from beginning to end, still not clear.

  This kind of reading is most imperative.

  What is the key to reading? First you have to figure out the big structure, then the medium structure, then the small structure, so that you can master them in general.

  It is like you are the principal, you arrived at a school, the school more than 1,000 students, more than 200 teachers, how can the principal quickly grasp the situation of the school?

  You certainly can not put the teachers, school leaders, students list are all here, regardless of the order of importance, from the beginning of a name without falling down to recite. The result of this memorization is that you put a lot of effort into it, but you still can't figure it out.

  As a principal, you should definitely do this. When you arrive at the school, you should first figure out the general structure of the school and who the main leaders are at the school level. The first thing you need to do is to find out who the teachers in charge of each teaching and research department are. How many departments are there in total? It is important to find out the general situation of each department. How many classes are there in each grade? How many grades are there and who the classroom teacher is for each class.

  In this way, the principal has an overall idea of the whole school.

  Then go deeper: which teachers are in the math faculty? How many teachers are there in the biology department? Gradually, all the teachers are clearly understood.

  So how do you get to know the 1,000+ students? The principal does not need to know every student's situation. Then, the principal can get to know the typical students in each grade and class, the best ones and the ones who are lagging behind. In this way, the understanding of the school becomes more and more comprehensive.

  Reading must be like being a principal, bring a book, what is the overall structure of the book? What is written in the foreword? How many chapters, articles, and sections are in the book, and what is the approximate structure of each chapter and section?

  Whether you are reviewing a book or reading through a book, it is important to have this global concept. The arrangement from the big structure to the medium structure and then to the small structure is the fundamental of reading.

  To give another example, a factory manager of a large enterprise cannot remember all the names of the workers. So, how does he keep track of this factory? It is not possible to lay out the list of every worker and get to know them one by one, unnecessarily so.

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