酥梨

确认小目标-强力坚持-提高效率-给奖励

发表于 更新于 分类于 本文字数： 215 阅读时长 ≈ 1 分钟

周复盘

发表于 更新于 分类于 本文字数： 1.6k 阅读时长 ≈ 6 分钟

总结

这个星期感觉一直在学习，可是还是没有完成很多实际的事情，这是让人倍感心痛的第一点。这个星期令人欣喜的一点就是，自己在思想层面上又多了一种维度。这是这么多星期以来第一次，颇有些仓促的写WR。大脑还是一片混沌，偶尔的灵光一现但是没有理清思路。现在时间2019年4月7日21:08:08，还有一个小时，希望自己可以高效率完成这篇WR。

SE

关于数学的复习，发现了自己的局限性。很是难过，也很庆幸自己发现了。原来自己还是太过自大了，要解决这个毛病。考验十点半的文章要在今天看完，然后和飞跃计划连接上。在学习数学的时候还是不过努力，总是会有泄气，感觉自己做的不够。

关于英语，口语元音部分已经复习完毕，听了一下自己的录音，不满意。单词发音不够清晰，然后就开始进入连读部分，音调也很奇怪，总的来说，就是没有语感。所以在学习辅音部分的时候，就开始注重单词发音，先将每一个单词发音调整好，然后再练习慢读，再上手连读，不想要太着急了。

英语的大量阅读完全不够，所以，现在感觉自己完全没有复习一样，要开始进入更为规范的英语复习状态。

规定每天早起以后，先看当天的RSS，华盛顿邮报2篇，国家地理一篇，investing.com两篇（以后看时间情况适当调整）。然后将生词自动整理在anki上。随后便是复习数学和专业课的卡片，复习完。上课。课间休息的时候可以选择看书或者是看anki的英语部分。中午吃完饭以后，看英语原版的书，然后休息一个小时。醒了以后复习数学。复习3个小时以后，开始复习英语的真题试卷，先将当天没有复习完的anki卡片复习完，然后开始看原来做错的卡片，然后将卡片自动整理。如果当天不是复习旧试卷，那就复习完卡片以后，做新试卷。做完以后就是放松休息看书，看股票的文章和易投的咨询，时间控制在1小时到1.5小时。然后是复习专业课，如果当天有上的专业课，就将当天的专业课内容整理好，存anki，做习题。如果没有课，就看数据结构的视频或者是书，复习数据结构。这个月将数据结构纳入复习阶段。下个月看情况复习计算机组成原理。如果还有时间，就写文章，看英文书籍。记得5点到6点左右的英语口语练习。书一定不能断。困倦的时候，就出去休息，看风景，想想自己敬佩的人是如何度过一生的。

每天的英语阅读材料包括：

2019年4月7日21:54:40没有写完，要赶人了，我得回寝室继续写了。

2019年4月8日00:00:41回寝室忙着飞跃计划的内容，一下子就到这个时候了。发觉自己在考研思路上出了一些问题，总觉得自己的想法是对的，但是如果我没有做过所有考研人都在做的事情，那我到底有什么理由来表示我自己的观点优于其他人。刚刚将飞跃计划推荐的内容全部整理好了，等着下载完毕，抽出时间来写计划。

明天有大升旗，可是还是得在晚上将所有的内容整理好。

因为明天又是新的一天奋斗。

现在来整理一下上个月末就想要整理的checklist，2019年4月8日01:26:34终于写完了，可以在我的almanac中看到。

关于数学和英语的具体学习模板一直处于不断的调整当中，等到什么时候22篇文章写完以后就来写。

2019年4月8日21:27:52 又是新的一天。月初便受到冲击，几乎将数学和英语的备考方案全部推翻。刚刚看完了朱伟老师的导学篇，心情有些激动也有些沉闷。

激动的是我还有时间可以去调整我的错误，现在重头来过也不算太晚。

沉闷的是，自己的时间越发的不够用，我本身的效率不高，时间也不是很多。越发压力大起来。周围都是备考的身影，第一次这样以独立姿态开始我的人生，总是惶恐的。要做的事情很多，没有完成的事情很多，我唯一能做的就是努力和冷静。

LE

看完了《傅雷家书》，深有感触。明天一定要抽时间将B-读书录第一部分写完。这个星期要看的书是曾国藩类，或者说这个月都是了。根据文章来看，现在开始找资源。这个是文章列出的豆瓣书单，已经导入资源了。这周就读《曾国藩的正面和侧面》。

SI

偶尔还练了字，只是时间紧迫，进度缓慢，可以看书的时间就很少了。

计划

这个星期，将概率论的知识点全部复习完毕，然后进入看视频，并将线代的全部书本习题做完。

英语将词汇篇的所有视频看完，然后练习，放弃准备做的真题，开始广泛阅读和词汇篇。这个星期，看完12篇华盛顿邮报，6篇国家地理，1篇经济学人，开始打算看ft中文网的内容。将《asking》和《poor》的电子版复习，写出英语的简短读书笔记加视频。

听力要开始了。

操作系统和计算机网络跟上老师的节奏，习题做完，anki存储好就行。

数据结构要将第二章看完，学习完。算法笔记要弄清楚怎么开始学。

发表于 更新于 分类于 本文字数： 8.7k 阅读时长 ≈ 32 分钟

世人只想知道一件事——你成功了吗？

你唯一能够绝对掌控的只有一样，那就是你的思想。

发表于 更新于 分类于 本文字数： 1.4k 阅读时长 ≈ 5 分钟

持续更新中…

不解释了，这本书我很久以前就想要看，先看了两遍中文版的，然后又重新看了英文原版。工作量巨大，一点点整理吧。

20190428 英文版的著作对于我来说还是有点吃力，决定先看完中文版的，练习一段时间以后再看英文版的。这本书拖的时间太久了。

structure

  • asking the right questions
    • The Benefit and Manner of Asking the Right Questions
      • \1. Contrast a world where no critical thinking is needed with the world we live in.
      • \2. Understand the role of experts in forming our beliefs and conclusions.
      • \3. Clarify the meaning of critical thinking.
      • \4. Distinguish between weak-sense and strong-sense critical thinking.
      • \5. Integrate the role of values with critical thinking.
      • \6. Identify techniques for using critical thinking as a conversation stimulus.
    • What Are the Issue and the Conclusion?
      • \1. Distinguish between types of issues.
      • \2. Discover the issue and conclusion.
      • \3. Integrate identification of the issue and conclusion into your own writing.
    • What Are the Reasons?
      • \1. Recognize the role of reasons and evidence in an argument.
      • \2. Comprehend the attributes of an argument.
      • \3. Distinguish between reasons and conclusions.
    • What Words or Phrases Are Ambiguous?
      • \1. Demonstrate an awareness of the multiple meaning of most words.
      • \2. Provide illustrations of the importance of discovering the precise intended meaning of a word prior to critically evaluating an argument.
      • \3. Demonstrate how to explain that the ambiguity needs to be clarified.
    • What Are the Value and Descriptive Assumptions?
      • \1. Explain the importance of locating the assumptions implicit in an
      • argument.
      • \2. Identify value assumptions in an argument.
      • \3. Distinguish between value and descriptive assumptions.
      • \4. Develop an appreciation of typical value conflict.
      • \5. Apply the clues for locating descriptive conclusions.
    • Are There Any Fallacies in the Reasoning?
      • \1. Practice the discovery of fallacies by evaluating assumptions.
      • \2. Become familiar with several important logical fallacies.
      • Answering our first four questions has been a necessary beginning to the evaluation process; we now move to questions requiring us to make judgments more directly and explicitly about the worth or the quality of the reasoning. Our task now is to separate the fool’s gold from the genuine gold. We want to isolate the best reasons—those that we want to treat most seriously.
      • Your first step at this stage of the evaluation process is to examine the reasoning structure to determine whether the communicator’s reasoning has depended on false or highly doubtful assumptions or has “tricked” you through either a mistake in logic or some form of deceptive reasoning.
      • In other words, this chapter is simply an additional component of the previous chapter’s discussion of descriptive and prescriptive assumptions.
      • Thus, we have adopted the strategy of emphasizing self-questioning strategies
      • Thus, we provide you with the names of fallacies as we identify the deceptive reasoning processes and encourage you to learn the names of the common fallacies described at the end of the chapter.
    • The Worth of Personal Experience, Case Examples, Testimonials, and Statements of Authority as Evidence
      • \1. Appreciate the fact/opinion distinction as a way of evaluating the sources of evidence.
      • \2. Acquire awareness of alternative sources of evidence and their worth as evidence for conclusions.
      • In this chapter and Chapter 8, we continue our focus on evaluation as we learn to ask critical questions about various kinds of evidence communicators use to strengthen their reasoning
      • Evidence is stronger when it gets closer to fact and farther away from mere opinion Evidence results from the systematic collection and organization of facts.
      • Evidence results from the systematic collection and organization of facts.
      • facts come in various strengths or probabilities
      • Opinions are often contrasted with facts “Look, don’t ask me why I say such things. They are simply my opinions.” An opinion might be the initial step in a productive conversation, but in the absence of reasons and evidence for its logic and accuracy, it is simply a mere opinion.
      • So where do we locate the factual claims that will move us away from mere opinions
      • As a critical thinker you need to be alert to the potential problems that can weaken evidence drawn from these sources.
      • Before we judge the persuasiveness of a communication, we need to
      • know which factual claims are most dependable. How do we determine dependability? We ask questions like the following:
        • What is your proof? How do you know that’s true?
        • Where’s the evidence? Why do you believe that?
        • Are you sure that’s true? Can you prove it?
      • There are three instances in which we will be most inclined to agree with a factual claim
        • \1. when the claim appears to be undisputed common knowledge, such as the claim “weight lifting increases muscular body mass”;
        • \2. when the claim is the conclusion from a well-reasoned argument; and
        • \3. when the claim is adequately supported by reasons that are well supported.
          • Our concern in this chapter is the third instance. Determining the adequacy of evidence requires us to ask, “How good is the evidence?” To answer this question, we must first ask, “What do we mean by evidence?”
      • http://cdn.xranzhao.cn/20191918/1103-U.png 证据清单
      • In this chapter and in Chapter 8, we examine the kinds of questions we can ask of each type of evidence to help us decide its quality. Kinds of evidence examined in this chapter are personal experiences, case examples, testimonials, and appeals to authority.
        • Hasty Generalization
    • How Good Is the Evidence: Personal Observation and Research Studies?
      • \1. Acquire awareness of the role and dangers of personal observation as a source of evidence.
      • \2. Develop understanding of the problems associated with using research studies as evidence.
      • http://cdn.xranzhao.cn/20191918/1106-T.png 证据的优缺点清单
      • Impossible Certainty
    • Are There Rival Causes?
      • \1. Develop awareness of the pervasive nature of rival causes.
      • \2. Strengthen the understanding of how to uncover rival causes.
      • \3. Develop sensitivity to the frequency and dangers of confusing correlation and causation.
      • \4. Become sensitive to how to interact effectively with others when discussing rival causes.
      • A rival cause is a plausible alternative explanation that can explain why a certain outcome occurred
      • http://cdn.xranzhao.cn/20191918/1112-t.png 原因清单
    • Are Any Statistics Deceptive? 20190418 看到第10章
      • \1. Recognize the danger of biased and unknowable statistics.
      • \2. Increase understanding of the importance of alternative forms of averages.
      • \3. Become aware of the dangers of measurement errors.
      • \4. Recognize that a person using a statistic may conclude something quite different from what the statistic itself suggests.
      • You should not be very impressed by the above reasoning. The argument
      • might deceive us with statistics
    • What Significant Information Is Omitted?
      • \1. Recognize the inevitability of missing information in an argument.
      • \2. Develop the habit of asking questions to illuminate missing information.
    • What Reasonable Conclusions Are Possible?
      • \1. Become aware of the dangers of dichotomous thinking.
      • \2. Develop grey thinking rather than black-and-white thinking.
    • Speed Bumps Interfering with Your Critical Thinking
      • \1. Analyze the multiple obstacles to critical thinking.
      • \2. Identify the dangers of the social discomfort of asking critical questions, fast thinking, belief perseverance, answering the wrong question, egocentrism, and wishful thinking.
    • author
    • book list
      • https://book.douban.com/subject/10785583/ Daniel Kahneman’s Thinking, Fast and Slow.
      • Here we are relying on the important metaphor of John Gardner, who chastised teachers and trainers for showing learners
      • David Freedman’s important 2010 book, Wrong: Why Experts Keep
      • Mary Poovey’s masterful A History of the Modern Fact
        • the idea of what we mean by “a fact” has changed forms multiple times as humans have used the idea in new contexts.
    • url

integration

  • 20190412 开始整理
  • 20190428 开始看中文版
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