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refactor the layout and generate summary automatically
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教钢琴的时候不光要教那些技法,还要带孩子去音乐会,去追寻伟大艺术家的生平,去了解每一首曲子的来龙去脉,练习的意义,以及谁练习过它。 | ||
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—— 摆在孩子们面前的是拆除了脚手架的庄严肃穆的殿堂。老师们像个讲解员介绍一下 | ||
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最近一个月每天晚上一个小时花在小宝身上,给她讲课,陪她探索,想方设法让她在快乐中领悟知识,拓展眼界,逐渐建立自己思考和解决问题的方法。目前看,收效不错,一来我在她心目中的形象大为改观:之前她在央求我陪他玩我以在「工作」为由拒绝,她甩过给我一句话:「工作,就知道工作!你是一个不管孩子的老爹!」,而现在她在日记里会写 "I love to learn Scratch. Especially with my dad, because I love my dad.";二来她对学习的态度大为改观,以前总抱怨「学习,总要我学习,你们就不能让一个六岁的孩子多玩玩吗?」,现在每晚还没到晚上 8:30 开课的时间,她就会敲我的书房,问:「老爹,你今天晚上会给我讲什么内容?」,或者周四早上上校车前,专门委托她妈妈嘱咐我:「探索课我想知道为什么姥姥炒好的一盘菜,表面很快就凉了,而里面还很热?」。 | ||
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此外,游戏中还有英雄的升级系统,通过不断地升级为英雄赋能。 | ||
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如果把我的课程看做产品,那么,我需要做的是,如何让这个产品的用户着迷。我曾经研究过一段时间的 gamification,记得让人着迷的核心是调用人们内心中的某种感觉 —— 包括正向的和负向的: | ||
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- 意义和使命感(meaning) | ||
- 成就感(accomplishment) | ||
- 赋能(empowerment) | ||
- 社交影响力(social influence) | ||
- 所有权(ownership) | ||
- 稀缺性(scarcity) | ||
- 避祸心理(avoidance) | ||
- 不可预测性(unpredictability) | ||
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在我开始给小宝上课时,她已经有了大部分小学二年级数学的能力:加减乘除,基本的几何概念,上千汉字的识字水平,能够自己读西游记的绘本等。所以我的工作需要铺垫的东西并不多。我需要做的,和产品经理一个路子,让用户着迷。这里的着迷有几个方面: | ||
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1. 对数学的着迷。 | ||
2. 对中国传统文化和历史的着迷。 | ||
3. 对科学以及未知世界的着迷。 | ||
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所以如果我想让孩子对目标事物着迷,我就要应用这个模式。 | ||
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数学是科学之母,我们生活之中,大到东风快递,小到运动 app,都和数学有关。孩子的认知能力,抽象能力的提升来自于对数学的深刻掌握,而国内或者新加坡的数学教育偏重于对知识点的掌握和训练,略为枯燥,美国的 common core 虽然注重不同的方法和思路,还是摆脱不了枯燥,这让孩子学习的时候往往耽于枯燥的重复,容易对数学敬而远之。 | ||
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虽然「爸爸课堂」的初衷是为了尽我作为父亲在孩子教育上的责任,同时减轻老婆带孩子的压力, | ||
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有天周六,她跳完舞,妈妈带她来我公司休息,她在我的白板上画了一个数轴: | ||
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她说:爸爸,你看,这是 0,1,2,3 ...,$\sqrt{2}$ 在这里,π 在这里,我要发明一个数角 Lindsey,就像 $pi$ 一样,我告诉你它的值:6.5657,你要把这个数记好,因为它跟 π 一样重要。 | ||
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吃完晚餐忙工作或者个人成长,我就偶尔抖个机灵,给她教点有意思的内容,比如质因数分解,比如 scratch。 | ||
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在孩子成长的过程中,爸爸和妈妈的分工是天然形成的。妈妈多负责操作性的事情,如搭积木,提升动手能力;爸爸更多促进孩子动脑思考,发现规律,掌握规律。之前,动手的这些事情我是真不爱干;而动脑的事情,我没有干,所以在小宝的成长拼图中,爸爸的部分是缺失的。现在真干起来,我发现自己还挺胜任的 —— 当然,这和老婆打下的基础分不开。 | ||
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儿童认知心理学强调的是 **认识事物,熟悉事物,掌握事物,操作事物** 的过程。 | ||
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剥洋葱 | ||
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一个人是否能取得人生的成就,至少到三十岁才能有一个感觉。那就不要计较七八岁的考试成绩。 | ||
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让孩子着迷: | ||
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1. 吸引力,通常通过视觉建立起来 | ||
2. 好奇,通过这个事物的多变性,可控多变性中建立起来 | ||
3. 尝试,体验各种变化,主动尝试不同组合,不同顺序。 | ||
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VAK 测试。多数男孩子在 10 岁前,都是触觉主导的(小宝也是)。 | ||
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数学思维的酝酿过程:一是慢,二是用图形,三是要持续想。爸爸妈妈要能够忍住不急于「教会」孩子一时想不出来的题目。 | ||
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孩子从妈妈身上可以感受到快乐,安全,兴趣等感性的行为;但无法模仿到理性,方法,套路,沉着,回顾这些智慧因子 | ||
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父母要克制让孩子尽快知道正确答案的冲动,也要克制让孩子知道你已经回了的冲动。只有眼前没录,也没人知道路在哪里时,人才会启动自己的大脑去尝试寻找路。 | ||
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A. 让孩子讲给父母听(为了让孩子将自己的思路进行梳理,尤其是对题目的原意进行梳理) | ||
B. 自己边听边做笔记(这是示范,启发孩子模仿自己的行为,这是在熏陶正确的学习方法) | ||
C. 在纸上记录关键词汇,在信息间进行连线,表示自己在思考(这是在示范正确的思考方法) | ||
D. 自言自语把思考过程表示出来(这是在展示思路,以便孩子最大化吸收自言自语过程中的关键信息) | ||
E. 让整个过程自然(自然的才是孩子愿意模仿的,主动教的,如果孩子看不到大人做,他就会认为那仅仅是对我的要求) | ||
F. 如果孩子一直做不出来,尝试说出答案(这样可以继续推动孩子思考) | ||
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爸爸强调的数学思维,就是存疑,缓慢思考,不放弃,每天都想,直到想来想去,想出脑海中的虚构场景,好像爸爸的任务就完成了。 |
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--- | ||
title: '目录' | ||
--- | ||
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# 目录 | ||
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- [序言](0-intro-pub.html) | ||
- [目录](1-summary-pub.html) | ||
- [Wireguard:简约之美](2019/w45/1-wireguard-pub.html) | ||
- [长日无痕(5): 天叔奇谈](2019/w45/2-no-title-5-pub.html) | ||
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\newpage |
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#!/usr/bin/env node | ||
const fs = require('fs').promises; | ||
const path = require('path'); | ||
const fm = require('front-matter'); | ||
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async function extract(src) { | ||
const content = await fs.readFile(src, 'utf8'); | ||
const title = fm(content).attributes.title; | ||
return `- [${title}](${src.replace('src/', '').replace('.md', '.html')})`; | ||
} | ||
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async function process(srcs, dst) { | ||
const results = await Promise.all(srcs.map(extract)); | ||
const prelude = `---\ntitle: '目录'\n---\n\n# 目录`; | ||
const content = `${prelude}\n\n${results.join('\n')}\n\n\\newpage\n`; | ||
await fs.writeFile(dst, content); | ||
} | ||
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async function main() { | ||
const argv = require('yargs') | ||
.help() | ||
.option('output', { | ||
alias: 'o', | ||
describe: 'output file' | ||
}) | ||
.demandOption(['output'], 'Please provide output file').argv; | ||
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await process(argv._, argv.o); | ||
} | ||
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main(); |