The importance of background knowledge for problem solving
Under the influence of the educational trend of increasing emphasis on the cultivation and training of learning ability, we have a certain deviation in our understanding of basic knowledge-factual knowledge, thinking that by emphasizing learning ability, basic knowledge can be underestimated, or ability improvement allows the amount of knowledge to be reduced. For the price. If the emphasis on knowledge accumulation is promoted, it is considered that the ability element is ignored. This is not only a kind of one-sidedness in understanding, but also has a detrimental effect on real learning and teaching.
It should be noted that there is no unified and clear definition of knowledge so far. Knowledge here refers to “true” knowledge and effective knowledge, so as to distinguish it from rumors, pseudo-science and other noises.
Without factual knowledge as the basis for ability training, without background knowledge as support for thinking, the structure of any ability is just empty talk. This point, Willingham said very clearly, "Analytic ability and independent thinking ability need comprehensive factual knowledge to support", "factual knowledge must precede skills."
Indeed, the brain's thinking is an advanced skill, and its thinking activities are inseparable from factual knowledge. The reason is "we are not exposed to new knowledge in a vacuum environment, we will explain the new things we learn based on the existing knowledge in this area". Here, "existing knowledge" is the knowledge that exists in long-term memory as background knowledge for understanding new knowledge. Simply put "understanding is based on background knowledge".
In short, background knowledge is indispensable for understanding knowledge, solving problems, and carrying out creative learning. The richer a person's background knowledge, the greater the space for creative thinking activities, the greater the possibility of solving complex problems, and the stronger his ability. Creative activities cannot arise out of thin air. Of course, for specific practitioners, one's learning can't just stop at the accumulation and reserve of factual knowledge, that is a nerd. Extract them from long-term memory at the right time and apply them flexibly in problem solving to achieve the training and improvement of brain skills. Skills are the ability to apply knowledge to work and life to solve real-world problems. Only through trial and practice can they be used proficiently. , This is the source of creation.
The form and method of learning are not good or bad, right or wrong, good or bad, only suitable or inappropriate. This varies from person to person, but there are some common methods. In the learning process, practice is necessary; for some knowledge content, long-term memory is necessary. So, what do we think of practice? How to control it?
The first is the choice of learning exercise content. What content needs to be practiced repeatedly? The first is the basic content, which is the basic concepts and basic content that often appear and re-used in a certain subject; the second is the skills that require automated processes, the basic skills in the way we often use speech. For different groups of people, students of different learning levels should be differentiated, and the reality should not be one size fits all.
The second is the appropriate amount. Although the quantity is suitable for each person, it should not be too much or too little, and there is an appropriate quantity guarantee. How many practice does it take to get a lasting memory of a piece of knowledge content? There is no conclusion, because different people have different abilities to remember. This is the difference. Some people get better skills or memory in one training session, and some may require several repetitions. Reasonable arrangements need to be made for this. The amount of practice needs to be treated differently. If the amount is not enough, it is difficult to produce feelings if you are not proficient. However, repeating low-level and excessive practice will make people lose the interest in practice and even produce bored emotions.
The third is scattered practice. Is it better to practice scattered or concentrated? The conclusion of the study is that in general, scattered practice is better than concentrated practice. Obviously, this is in line with the memory-forgetting law of psychology. Relatively speaking, scattered and concentrated, concentrated learning and scattered practice are better ways to organize learning. However, it is not easy to operate in practice. There are two points to pay attention to. One is that for newly learned knowledge, you should do a good job of consolidation exercises in time. This is the most important. The second is the latter exercise. It is necessary to repeat the content of the previous exercise, especially the core knowledge and basic concepts. Multi-angle and multi-level practice, because one training is successful, there is no guarantee that it will be successful next time. The reason is that in addition to forgetting, it is the change of the practice environment. Therefore, for multi-angle and multi-level training, it is necessary to find new environments and new problem scenarios, which is the so-called "variant training". Monotonous repetition can lead to fatigue and set thinking.
With a richer knowledge background, the necessity for learning is manifested in: making thinking more labor-saving (automated); making memory more durable; acquiring basic skills; achieving proficiency in knowledge and generating associations from it.
To learn, the most important thing is to study and delve into the basic principles. It should also be noted that there is a difference between learning knowledge for solving engineering and technical problems and learning knowledge for exams. In the process of researching and solving scientific and engineering technical problems, we always run through a kind of innovative thinking, instead of focusing on some technical terms. To engage in science and engineering projects, we must base ourselves on existing equipment and technology, start from the actual situation, innovate ideas, and keep up with the times. The vision of advancing and development, and the constant balance of new and old technologies can achieve the miraculous effect of getting twice the result with half the effort. Mere talking about innovative technology is not effective.
It is also important to note that if you want to ask for suggestions for climbing a mountain, ask those who have climbed to the top, and try not to ask those who have not climbed the mountain.