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id="tmyyfroktkho" class="sp2 c6 fl">時(shí)間：<time class="fxtime">2015-05-26 16:57:11</time></span> <span id="tmyyfroktkho" class="sp1 c6 fl"><em id="zuozhe" class="noshow">若木</em><em class="user_id noshow">632</em>由 <em class="nickname"></em> 分享</span> <span id="tmyyfroktkho" class="fl arc_btn"></span> </div> </div> </div> <div id="tmyyfroktkho" class="y_ju"><script type="text/javascript">a("title");</script></div> <div id="tmyyfroktkho" class="con_article con_main" id="contentText"> <p> 　　大腦就是你自己的智囊。科學(xué)研究證明，大腦分為左半球和右半球。左半球是管人的右邊的一切活動(dòng)的，一般左腦具有語言、概念、數(shù)字、分析、邏輯推理等功能;右半球是管人的左邊的一切活動(dòng)的，右腦具有音樂、繪畫、空間幾何、想像、綜合等功能。</p><p> 　　簡單歸納起來，對(duì)一本書做思維導(dǎo)圖的技巧主要分為兩類:準(zhǔn)備及應(yīng)用。在以下各篇中，共有8個(gè)階段。為方便查找起見，各階段總結(jié)如下，都附有推薦的限制時(shí)間。</p><p> 　　準(zhǔn)備</p><p> 　　1瀏覽——制作一個(gè)中央圖象(10分鐘)</p><p> 　　2設(shè)定時(shí)間和總量目標(biāo)(5分鐘)</p><p> 　　3把對(duì)該話題現(xiàn)存的知識(shí)用思維導(dǎo)圖畫下來(10分鐘)</p><p> 　　4給目標(biāo)下個(gè)定義并用思維導(dǎo)圖畫出來(5分鐘)</p><p> 　　應(yīng)用</p><p> 　　5總述——加上主要的思維導(dǎo)圖主干</p><p> 　　6預(yù)覽——第一級(jí)及第二級(jí)</p><p> 　　7內(nèi)視——把思維導(dǎo)圖的細(xì)節(jié)加上去</p><p> 　　8復(fù)習(xí)—完成思維導(dǎo)圖</p><p> 　　準(zhǔn)備</p><p> 　　l、瀏覽(10分鐘)</p><p> 　　詳細(xì)閱讀一本書之前，首先要大致瀏覽一下全書。最好的辦法是先看看封面和背頁，再看看目錄，然后翻動(dòng)全書幾次,把握住對(duì)全書的“感覺”。</p><p> 　　然后取一張大紙，或者用一張思維導(dǎo)圖專用紙，畫一個(gè)中央圖，把書的主題或者書名總結(jié)上去。如果書的封面和內(nèi)頁里有特別引人注目的彩色圖象，不妨使用這個(gè)圖象。如果你對(duì)會(huì)從中央圖象發(fā)散出去的主干有非常合理的把握，不妨同時(shí)畫上主干。它們經(jīng)常是與全書的主要篇章或者章節(jié)相符合的，也符合你閱讀該書的目的。</p><p> 　　在開始制作思維導(dǎo)圖的早期階段，你是在給自己的大腦一個(gè)中心的焦點(diǎn)和基本的結(jié)構(gòu)，在這個(gè)框架里面，它可以把所有從研究這本書得來的全部信息綜合起來。</p><p> 　　2、設(shè)定時(shí)間和總量目標(biāo)(5分鐘)</p><p> 　　根據(jù)你的學(xué)習(xí)目標(biāo)，根據(jù)該書的內(nèi)容和困難水平，和你已經(jīng)具有的知識(shí)總量，決定你將花在本書全部任務(wù)上的全部時(shí)間，以及每個(gè)學(xué)習(xí)期間所包含的內(nèi)容。</p><p> 　　3、把對(duì)該話題現(xiàn)存的知識(shí)用思維導(dǎo)圖畫下來(10分鐘)</p><p> 　　現(xiàn)在，扔下書本和你剛畫的思維導(dǎo)圖，拿過幾張紙來，以盡量快的速度畫一張速射思維導(dǎo)圖，把你對(duì)于即將去研究的課題已有的知識(shí)畫出來。這包括你在前面翻閱本書時(shí)得到的任何信息，加上總體的知識(shí)，或者在你的一生中得到的所有與該課題有關(guān)的任何信息。</p><p> 　　大部分人都很高興而且很驚訝地發(fā)現(xiàn)，他們對(duì)一些課題已經(jīng)具備的知識(shí)比他們預(yù)想的多得多。這個(gè)練習(xí)還能把合適的聯(lián)想或者“鐵錨架”帶到大腦的表層來，并讓它按照你正在研究的話題的方向運(yùn)動(dòng)下去，因而顯示出很大的用途。它還可以讓你看出自己知識(shí)領(lǐng)域里的強(qiáng)項(xiàng)和弱項(xiàng)，讓你知道哪些方面的知識(shí)是需要進(jìn)一步彌補(bǔ)的。</p><p> 　　4、給目標(biāo)下個(gè)定義并用思維導(dǎo)圖畫出來(5分鐘)</p><p> 　　在這個(gè)階段，你可以用不同的顏色在剛剛完成的知識(shí)思維導(dǎo)圖上增加一些內(nèi)容，或者重新拿一張新紙，再做一次快速思維導(dǎo)圖速射，說明你學(xué)習(xí)本書的目標(biāo)。這些目標(biāo)可以是一些具體的問題，你希望得到對(duì)這些問題的回答，可能是你希望知道的更多的有關(guān)知識(shí)，或者是你希望獲取的某些技巧。</p><p> 　　按照這種方式把目標(biāo)用思維導(dǎo)圖畫出來，會(huì)極大地增大眼睛/大腦系統(tǒng)把它碰到的一些與目標(biāo)相關(guān)的信息登記下來的可能性。實(shí)際上，目標(biāo)思維導(dǎo)圖起一種 “胃口”的作用，它會(huì)自然而然地刺激你的研究。跟一個(gè)幾天沒有吃飯的人會(huì)整天想著吃東西一樣，好的預(yù)備性思維導(dǎo)圖會(huì)增大你對(duì)知識(shí)的“渴望”。</p><p> 　　應(yīng)用(根據(jù)研究的材料決定時(shí)間長度)</p><p> 　　5—8總述、預(yù)覽、內(nèi)視和復(fù)習(xí)</p><p> 　　準(zhǔn)備完畢后，你就可以開始在四個(gè)水平上進(jìn)行的閱讀了——總述、預(yù)覽、內(nèi)視和復(fù)習(xí)—這樣水平上的閱讀會(huì)把你帶入該書更深的層次。這些階段的細(xì)節(jié)情況見第21章集體思維導(dǎo)圖家庭學(xué)習(xí)。</p><p> 　　這時(shí)，你可以:一邊讀書一邊做思維導(dǎo)圖;一邊讀一邊在書上做一些標(biāo)記，并在事后完成思維導(dǎo)圖。這些辦法都同樣有效——你所選擇的無非是根據(jù)個(gè)人偏好而要的方法，或者也許根據(jù)這本書是否歸你個(gè)人所有而決定。</p><p> 　　一邊讀一邊做思維導(dǎo)圖就好像與書的作者進(jìn)行持續(xù)的“對(duì)話”，在書往前進(jìn)展的時(shí)候會(huì)反映出知識(shí)的展開模式。不斷擴(kuò)大的思維導(dǎo)圖也會(huì)讓你注意到理解水平，并據(jù)此調(diào)整自己的注意力。</p><p> 　　事后畫思維導(dǎo)圖有一個(gè)長處，即你只在掌握理解了全書內(nèi)容，和部分內(nèi)容與彼此的關(guān)系后才開始做。你的思維導(dǎo)圖因此就會(huì)更為全面，更有一個(gè)核心，也不太可能需要修改。</p><p> 　　不管選擇哪一種方法，都必須記住，對(duì)一本書做思維導(dǎo)圖是一個(gè)雙向的過程。目標(biāo)不是簡單地以思維導(dǎo)圖的形式復(fù)制作者的思想。它是要根據(jù)你自己的知識(shí)、理解力、解釋和具體目標(biāo)來組織和綜合他或她的思想。你的思維導(dǎo)圖應(yīng)該能夠理想地包括你自己的評(píng)論、想法以及從剛剛讀到的東西里得到的創(chuàng)造性的理解。用不同的顏色或者代碼會(huì)讓你自己對(duì)該圖的貢獻(xiàn)與作者的思想?yún)^(qū)分開來。</p> </div> <div id="tmyyfroktkho" class="y_ju"><script type="text/javascript">a("conten");</script></div> <div id="tmyyfroktkho" class="pnum"> <ul id="page_slice"> <div id="tmyyfroktkho" class="clear"></div> </ul> </div> </article>  <div id="tmyyfroktkho" class="list_hot ar_related bj_mt20 louti"> <h4 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