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Rebuild learning protocol and diagnostic evidence
This commit is contained in:
Leap 离谱
@@ -8,6 +8,7 @@ This register distinguishes repository-owned material from third-party sources.
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| CEFR global scale | CEFR chapters; no local chart bundled | [Council of Europe](https://www.coe.int/en/web/common-european-framework-reference-languages/table-1-cefr-3.3-common-reference-levels-global-scale) | Official descriptors paraphrased with attribution; the repository links the source but does not redistribute a chart | 2026-08-16 |
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| Learning styles evidence review | Learning-principles and vocabulary chapters | [Pashler et al. (2008), Crossref record](https://api.crossref.org/works/10.1111%2Fj.1539-6053.2009.01038.x) | Linked research; the review's conclusion is paraphrased with its experimental and untested-variant limits, and no paper is stored | 2026-09-02 |
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| Retrieval, testing, spacing, feedback, sleep, and learning-technique research | Learning-principles and English Diagnostic chapters | [Dunlosky et al. (2013), Crossref record](https://api.crossref.org/works/10.1177%2F1529100612453266), [Roediger & Karpicke (2006), Crossref record](https://api.crossref.org/works/10.1111%2Fj.1467-9280.2006.01693.x), [Cepeda et al. (2006), Crossref record](https://api.crossref.org/works/10.1037%2F0033-2909.132.3.354), [Hattie & Timperley (2007), Crossref record](https://api.crossref.org/works/10.3102%2F003465430298487), and [Rasch & Born (2013), Crossref record](https://api.crossref.org/works/10.1152%2Fphysrev.00032.2012) | Findings are paraphrased with technique, sample, material, criterion, timing, delay, feedback, sleep, and individual-capacity limits; no universal calendar, dosage, or health prescription is inferred | 2026-09-02 |
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| Vocabulary coverage, receptive/productive knowledge, and intentional-learning research | Vocabulary chapters | [Hu & Nation (2000), Crossref record](https://api.crossref.org/works/10.64152%2F10125%2F66973), [Nation (2006), Crossref record](https://api.crossref.org/works/10.3138%2Fcmlr.63.1.59), [Schmitt, Jiang & Grabe (2011), Crossref record](https://api.crossref.org/works/10.1111%2Fj.1540-4781.2011.01146.x), [Webb (2008), Crossref record](https://api.crossref.org/works/10.1017%2FS0272263108080042), and [Webb, Yanagisawa & Uchihara (2020), Crossref record](https://api.crossref.org/works/10.1111%2Fmodl.12671) | Findings are paraphrased with counting-unit, corpus, sample, test-direction, scoring, activity, delayed-measure, and transfer limits; no full text is redistributed and no average is treated as an individual guarantee | 2026-09-02 |
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| Focused and explicit L2 grammar instruction research | Bilingual Grammar chapters | [Norris & Ortega (2000), Crossref record](https://api.crossref.org/works/10.1111%2F0023-8333.00136) and [Spada & Tomita (2010), Crossref record](https://api.crossref.org/works/10.1111%2Fj.1467-9922.2010.00562.x) | Meta-analytic findings are paraphrased with construct, measure, feature, design, and generalisability limits; metadata links are provided and no paper is redistributed | 2026-09-02 |
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| Accent, intelligibility, and L2 pronunciation instruction research | Bilingual Speaking chapters | [Derwing & Munro (2005), Crossref record](https://api.crossref.org/works/10.2307%2F3588486), [Levis (2005), Crossref record](https://api.crossref.org/works/10.2307%2F3588485), and [Saito (2012), Crossref record](https://api.crossref.org/works/10.1002%2Ftesq.67) | Research framing is paraphrased conservatively to separate accent, communication outcomes, identity, listener role, and instruction; group findings are not written as individual guarantees and no paper is redistributed | 2026-09-02 |
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@@ -8,6 +8,8 @@ All notable project-level changes are documented here. Content pages retain thei
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#### Changed
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- Rebuilt the bilingual Learning Principles chapter and English Diagnostic around real deliveries, first-version conditions, error diagnosis, targeted repair, feedback uptake, performance-adjusted spacing, recovery and capacity modes, cross-session state, AI boundaries, and one-condition transfer.
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- Renamed the bilingual diagnostic's vocabulary entry as an evidence card and connected the general protocol through the Reader's Guide, glossary, search index, attribution register, and regression coverage.
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- Rebuilt the bilingual Vocabulary chapter and Evidence Card around real-task baselines, five decisions for unknown items, eight dimensions of word knowledge, receptive/productive gaps, coverage-number limits, performance-adjusted spacing, error repair, AI verification, and fourteen-day transfer.
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- Connected the vocabulary path through search indexing, Reader's Guide, AI-English, glossary, attribution, technical word-list boundaries, and regression tests so card familiarity is not treated as contextual ability.
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- Added a bilingual homepage recommendation for the user-supplied `OpenHuge_ai` Telegram channel as an optional AI-resource discovery source, with explicit third-party, volatility, source, privacy, copyright, and security boundaries.
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@@ -122,10 +122,12 @@ AI 可以降低探索、学习和创造的门槛，却不能替你建立信誉
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英语不再是这份指南的全部，却仍然是终身学习的重要基础。它帮助你阅读全球知识与技术文档，理解国际课程和研究，使用更多 AI 工具，也让跨文化合作少一层转述。
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从 [CEFR 目标与自测](docs/threads/part-1/0-cefr.md)建立真实基线，再按需要进入 [认知](docs/threads/part-1/1-understanding.md)、[词汇](docs/threads/part-1/2-vocabulary.md)、[语法](docs/threads/part-1/grammar.md)、[听力](docs/threads/part-1/3-listening.md)、[阅读](docs/threads/part-1/4-reading.md)、[口语](docs/threads/part-1/5-speaking.md)、[写作](docs/threads/part-1/6-writing.md)和[用 AI 学英语](docs/threads/part-1/7-ai.md)。如果已经懂一些规则，却在真实表达中反复改变时间、责任、条件或确定性，先用[语法证据卡](docs/templates/grammar-evidence.md)只追踪一项高影响结构。如果技术文档读得慢、逐词翻译、概念背景不足或读完无法交付，先用[阅读篇](docs/threads/part-1/4-reading.md)与[阅读证据卡](docs/templates/reading-evidence.md)把版本、障碍、主张、最小事实和真实输出放在同一条记录里。如果正在处理技术任务，可以从[技术词表](docs/threads/word-list/Common.md)挑选词块；也可以直接使用 [英语能力诊断](docs/templates/english-diagnostic.md)、[词汇审计](docs/templates/vocabulary-audit.md)、[听力证据卡](docs/templates/listening-audit.md)、[阅读证据卡](docs/templates/reading-evidence.md)、[口语证据卡](docs/templates/speaking-evidence.md)、[写作证据卡](docs/templates/writing-evidence.md)或[作品简报与交付卡](docs/templates/artifact-brief.md)，为下一轮学习找到起点。
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从 [CEFR 目标与自测](docs/threads/part-1/0-cefr.md)建立真实基线，再按需要进入 [认知](docs/threads/part-1/1-understanding.md)、[词汇](docs/threads/part-1/2-vocabulary.md)、[语法](docs/threads/part-1/grammar.md)、[听力](docs/threads/part-1/3-listening.md)、[阅读](docs/threads/part-1/4-reading.md)、[口语](docs/threads/part-1/5-speaking.md)、[写作](docs/threads/part-1/6-writing.md)和[用 AI 学英语](docs/threads/part-1/7-ai.md)。如果已经懂一些规则，却在真实表达中反复改变时间、责任、条件或确定性，先用[语法证据卡](docs/templates/grammar-evidence.md)只追踪一项高影响结构。如果技术文档读得慢、逐词翻译、概念背景不足或读完无法交付，先用[阅读篇](docs/threads/part-1/4-reading.md)与[阅读证据卡](docs/templates/reading-evidence.md)把版本、障碍、主张、最小事实和真实输出放在同一条记录里。如果正在处理技术任务，可以从[技术词表](docs/threads/word-list/Common.md)挑选词块；也可以直接使用 [英语能力诊断](docs/templates/english-diagnostic.md)、[词汇证据卡](docs/templates/vocabulary-audit.md)、[听力证据卡](docs/templates/listening-audit.md)、[阅读证据卡](docs/templates/reading-evidence.md)、[口语证据卡](docs/templates/speaking-evidence.md)、[写作证据卡](docs/templates/writing-evidence.md)或[作品简报与交付卡](docs/templates/artifact-brief.md)，为下一轮学习找到起点。
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英语水平不由收藏的单词量证明，而由你能否在真实场景中理解、表达和完成任务证明。它是一座桥，不是一堵用来评价自己的墙。
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如果四项能力差异很大，不要取平均分替自己下结论。先用[英语能力诊断](docs/templates/english-diagnostic.md)保存同一主题下的听、读、说、写首版，再为每项选一个障碍和证据卡；七天后做平行任务，三十天后复测一项真实交付。这样，认知篇的总方法才会真正进入下一次练习。
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## 人生复盘与恢复：经验也需要重新解释
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[我的故事](docs/threads/part-2/my-story.md)、[叙事与证据篇](docs/threads/part-2/narrative-and-evidence.md)、[回声篇](docs/threads/part-2/x-misc.md)、[恢复篇](docs/threads/part-2/recovery.md)、[选择篇](docs/threads/part-2/decision.md)、[关系篇](docs/threads/part-2/relationships.md)、[创业篇](docs/threads/part-2/entrepreneurship.md)和[旧文归档](docs/threads/archive/README.md)保留了失败、身体失序、关系变化、离开与重返。回望不是为了把过去装饰成励志故事，而是把事实、伤害、责任和运气重新分开，辨认哪些决定有效、哪些代价不能忽略，以及下一次怎样活得更诚实。
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+1
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@@ -71,7 +71,7 @@
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- [学习状态模板](docs/templates/learning-state.md)
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- [节律账本模板](docs/templates/rhythm-ledger.md)
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- [每周复盘模板](docs/templates/weekly-review.md)
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- [英语诊断模板](docs/templates/english-diagnostic.md)
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- [英语能力诊断](docs/templates/english-diagnostic.md)
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- [求职英语证据卡](docs/templates/interview-evidence.md)
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- [语法证据卡](docs/templates/grammar-evidence.md)
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- [词汇证据卡](docs/templates/vocabulary-audit.md)
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Binary file not shown.
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@@ -66,12 +66,14 @@ function splitSearchSections(file: string, html: string) {
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"/templates/listening-audit.md",
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"/templates/reading-evidence.md",
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"/templates/vocabulary-audit.md",
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"/templates/english-diagnostic.md",
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"/threads/part-4/family-learning.md",
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"/threads/part-1/8-job-search-english.md",
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"/threads/part-1/grammar.md",
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"/threads/part-1/5-speaking.md",
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"/threads/part-1/4-reading.md",
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"/threads/part-1/2-vocabulary.md",
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"/threads/part-1/1-understanding.md",
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].some((suffix) => normalizedFile.endsWith(suffix));
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const headingOnly = [
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"/docs/README.md",
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@@ -91,7 +91,7 @@ export const zhNavigation = [
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page("学习状态模板", "/templates/learning-state"),
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page("节律账本模板", "/templates/rhythm-ledger"),
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page("每周复盘模板", "/templates/weekly-review"),
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page("英语诊断模板", "/templates/english-diagnostic"),
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page("英语能力诊断", "/templates/english-diagnostic"),
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page("求职英语证据卡", "/templates/interview-evidence"),
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page("语法证据卡", "/templates/grammar-evidence"),
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page("词汇证据卡", "/templates/vocabulary-audit"),
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+3
-1
@@ -122,10 +122,12 @@ AI 可以降低探索、学习和创造的门槛，却不能替你建立信誉
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英语不再是这份指南的全部，却仍然是终身学习的重要基础。它帮助你阅读全球知识与技术文档，理解国际课程和研究，使用更多 AI 工具，也让跨文化合作少一层转述。
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从 [CEFR 目标与自测](threads/part-1/0-cefr.md)建立真实基线，再按需要进入 [认知](threads/part-1/1-understanding.md)、[词汇](threads/part-1/2-vocabulary.md)、[语法](threads/part-1/grammar.md)、[听力](threads/part-1/3-listening.md)、[阅读](threads/part-1/4-reading.md)、[口语](threads/part-1/5-speaking.md)、[写作](threads/part-1/6-writing.md)和[用 AI 学英语](threads/part-1/7-ai.md)。如果已经懂一些规则，却在真实表达中反复改变时间、责任、条件或确定性，先用[语法证据卡](templates/grammar-evidence.md)只追踪一项高影响结构。如果技术文档读得慢、逐词翻译、概念背景不足或读完无法交付，先用[阅读篇](threads/part-1/4-reading.md)与[阅读证据卡](templates/reading-evidence.md)把版本、障碍、主张、最小事实和真实输出放在同一条记录里。如果正在处理技术任务，可以从[技术词表](threads/word-list/Common.md)挑选词块；也可以直接使用 [英语能力诊断](templates/english-diagnostic.md)、[词汇审计](templates/vocabulary-audit.md)、[听力证据卡](templates/listening-audit.md)、[阅读证据卡](templates/reading-evidence.md)、[口语证据卡](templates/speaking-evidence.md)、[写作证据卡](templates/writing-evidence.md)或[作品简报与交付卡](templates/artifact-brief.md)，为下一轮学习找到起点。
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从 [CEFR 目标与自测](threads/part-1/0-cefr.md)建立真实基线，再按需要进入 [认知](threads/part-1/1-understanding.md)、[词汇](threads/part-1/2-vocabulary.md)、[语法](threads/part-1/grammar.md)、[听力](threads/part-1/3-listening.md)、[阅读](threads/part-1/4-reading.md)、[口语](threads/part-1/5-speaking.md)、[写作](threads/part-1/6-writing.md)和[用 AI 学英语](threads/part-1/7-ai.md)。如果已经懂一些规则，却在真实表达中反复改变时间、责任、条件或确定性，先用[语法证据卡](templates/grammar-evidence.md)只追踪一项高影响结构。如果技术文档读得慢、逐词翻译、概念背景不足或读完无法交付，先用[阅读篇](threads/part-1/4-reading.md)与[阅读证据卡](templates/reading-evidence.md)把版本、障碍、主张、最小事实和真实输出放在同一条记录里。如果正在处理技术任务，可以从[技术词表](threads/word-list/Common.md)挑选词块；也可以直接使用 [英语能力诊断](templates/english-diagnostic.md)、[词汇证据卡](templates/vocabulary-audit.md)、[听力证据卡](templates/listening-audit.md)、[阅读证据卡](templates/reading-evidence.md)、[口语证据卡](templates/speaking-evidence.md)、[写作证据卡](templates/writing-evidence.md)或[作品简报与交付卡](templates/artifact-brief.md)，为下一轮学习找到起点。
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英语水平不由收藏的单词量证明，而由你能否在真实场景中理解、表达和完成任务证明。它是一座桥，不是一堵用来评价自己的墙。
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如果四项能力差异很大，不要取平均分替自己下结论。先用[英语能力诊断](templates/english-diagnostic.md)保存同一主题下的听、读、说、写首版，再为每项选一个障碍和证据卡；七天后做平行任务，三十天后复测一项真实交付。这样，认知篇的总方法才会真正进入下一次练习。
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## 人生复盘与恢复：经验也需要重新解释
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[我的故事](threads/part-2/my-story.md)、[叙事与证据篇](threads/part-2/narrative-and-evidence.md)、[回声篇](threads/part-2/x-misc.md)、[恢复篇](threads/part-2/recovery.md)、[选择篇](threads/part-2/decision.md)、[关系篇](threads/part-2/relationships.md)、[创业篇](threads/part-2/entrepreneurship.md)和[旧文归档](threads/archive/README.md)保留了失败、身体失序、关系变化、离开与重返。回望不是为了把过去装饰成励志故事，而是把事实、伤害、责任和运气重新分开，辨认哪些决定有效、哪些代价不能忽略，以及下一次怎样活得更诚实。
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+1
-1
@@ -71,7 +71,7 @@
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- [学习状态模板](templates/learning-state.md)
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- [节律账本模板](templates/rhythm-ledger.md)
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- [每周复盘模板](templates/weekly-review.md)
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- [英语诊断模板](templates/english-diagnostic.md)
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- [英语能力诊断](templates/english-diagnostic.md)
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- [求职英语证据卡](templates/interview-evidence.md)
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- [语法证据卡](templates/grammar-evidence.md)
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- [词汇证据卡](templates/vocabulary-audit.md)
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+3
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@@ -122,10 +122,12 @@ The personal stories here are not medical care or psychotherapy. If low mood, sl
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English is no longer the whole guide, but it remains a foundation for lifelong learning. It helps you read global knowledge and technical documentation, follow international courses and research, use a wider range of AI tools, and work across cultures with less mediation.
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Use [CEFR Goals and Self-check](threads/part-1/0-cefr.md) to establish a real baseline, then enter [Learning Principles](threads/part-1/1-understanding.md), [Vocabulary](threads/part-1/2-vocabulary.md), [Grammar](threads/part-1/grammar.md), [Listening](threads/part-1/3-listening.md), [Reading](threads/part-1/4-reading.md), [Speaking](threads/part-1/5-speaking.md), [Writing](threads/part-1/6-writing.md), or [Learning English with AI](threads/part-1/7-ai.md) as the task requires. If familiar rules still repeatedly change time, responsibility, condition, or certainty in real expression, use the [Grammar Evidence Card](templates/grammar-evidence.md) to track one high-impact structure. When documentation feels slow because you translate word by word, lack domain background, or cannot deliver after reading, use [Reading](threads/part-1/4-reading.md) and the [Reading Evidence Card](templates/reading-evidence.md) to keep version, barrier, claims, minimum facts, and real output together. For a technical task, start with the [technical word lists](threads/word-list/Common.md) and select chunks from the relevant domain. You can also begin directly with the [English Diagnostic](templates/english-diagnostic.md), [Vocabulary Audit](templates/vocabulary-audit.md), [Listening Evidence Card](templates/listening-audit.md), [Reading Evidence Card](templates/reading-evidence.md), [Speaking Evidence Card](templates/speaking-evidence.md), [Writing Evidence Card](templates/writing-evidence.md), or [Artifact Brief and Delivery Card](templates/artifact-brief.md).
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Use [CEFR Goals and Self-check](threads/part-1/0-cefr.md) to establish a real baseline, then enter [Learning Principles](threads/part-1/1-understanding.md), [Vocabulary](threads/part-1/2-vocabulary.md), [Grammar](threads/part-1/grammar.md), [Listening](threads/part-1/3-listening.md), [Reading](threads/part-1/4-reading.md), [Speaking](threads/part-1/5-speaking.md), [Writing](threads/part-1/6-writing.md), or [Learning English with AI](threads/part-1/7-ai.md) as the task requires. If familiar rules still repeatedly change time, responsibility, condition, or certainty in real expression, use the [Grammar Evidence Card](templates/grammar-evidence.md) to track one high-impact structure. When documentation feels slow because you translate word by word, lack domain background, or cannot deliver after reading, use [Reading](threads/part-1/4-reading.md) and the [Reading Evidence Card](templates/reading-evidence.md) to keep version, barrier, claims, minimum facts, and real output together. For a technical task, start with the [technical word lists](threads/word-list/Common.md) and select chunks from the relevant domain. You can also begin directly with the [English Diagnostic](templates/english-diagnostic.md), [Vocabulary Evidence Card](templates/vocabulary-audit.md), [Listening Evidence Card](templates/listening-audit.md), [Reading Evidence Card](templates/reading-evidence.md), [Speaking Evidence Card](templates/speaking-evidence.md), [Writing Evidence Card](templates/writing-evidence.md), or [Artifact Brief and Delivery Card](templates/artifact-brief.md).
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English ability is not proved by a collection of words. It is proved by what you can understand, express, and complete in a real situation. English is a bridge, not a wall against which to measure your worth.
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When the four skills differ, do not average them into a verdict. Use the [English Diagnostic](templates/english-diagnostic.md) to preserve listening, reading, speaking, and writing first versions on one topic, choose one barrier and evidence card per skill, run a parallel task after seven days, and retest one real delivery after thirty days. This is how the learning-principles protocol enters the next attempt.
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## Life Review and Recovery: Experience Also Needs Reinterpretation
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|
||||
[My Story](threads/part-2/my-story.md), [Narrative and Evidence](threads/part-2/narrative-and-evidence.md), [Echoes](threads/part-2/x-misc.md), [Recovery](threads/part-2/recovery.md), [Decision-Making](threads/part-2/decision.md), [Relationships](threads/part-2/relationships.md), [Entrepreneurship](threads/part-2/entrepreneurship.md), and the [Archive](threads/archive/README.md) preserve failure, disrupted health, changing relationships, departure, and return. Looking back is not an attempt to decorate the past as inspiration. It separates fact, injury, responsibility, and luck so we can ask which decisions worked, which costs must not be hidden, and how to live more honestly next time.
|
||||
|
||||
@@ -39,6 +39,9 @@ Find the task you are facing, then follow “definition → evidence → next st
|
||||
| Term | Meaning in this guide | Related chapter |
|
||||
| --- | --- | --- |
|
||||
| **Retrieval practice** | Close the source and answer, retell, write, or perform from memory | [Learning Principles](../threads/part-1/1-understanding.md) |
|
||||
| **Complete learning loop** | Define the task, preserve a first version, diagnose, target input, produce actively, and record feedback/state | [Learning Principles](../threads/part-1/1-understanding.md) |
|
||||
| **First-version conditions** | Material, time, tools, help, and acceptance standard recorded for the first attempt so later comparison is not confused by polish | [English Diagnostic](../templates/english-diagnostic.md) |
|
||||
| **Capacity mode** | Choose a full, downgraded, minimum, or paused version of an action based on attention, body, time, and responsibility | [Daily System](../threads/part-4/daily-system.md) |
|
||||
| **Distributed practice** | Return at multiple points instead of cramming once | [Vocabulary](../threads/part-1/2-vocabulary.md) |
|
||||
| **Unknown-item decision queue** | Decide whether to skip, infer, look up, learn, or professionally verify each unknown and record why | [Vocabulary Evidence Card](../templates/vocabulary-audit.md) |
|
||||
| **Eight vocabulary dimensions** | Separate form, sound, current sense, collocation, grammar, register, concept boundary, and retrieval condition | [Vocabulary](../threads/part-1/2-vocabulary.md) |
|
||||
|
||||
@@ -1,46 +1,154 @@
|
||||
---
|
||||
title: English Diagnostic Template
|
||||
description: Save a four-skill baseline and distinguish task completion, comprehensibility, accuracy, organisation, and revision.
|
||||
updated: 2026-08-31
|
||||
title: "English Diagnostic: Four-skill Baseline and Transfer Record"
|
||||
description: Preserve listening, reading, speaking, and writing first versions, conditions, errors, feedback, delayed retests, and CEFR direction without replacing ability evidence with averages or polished work.
|
||||
updated: 2026-09-02
|
||||
---
|
||||
|
||||
# English Diagnostic Template
|
||||
# English Diagnostic: Four-skill Baseline and Transfer Record
|
||||
|
||||
Read [CEFR Goals and Self-check](../threads/part-1/0-cefr.md), then complete all four tasks under the same topic, similar time, and explicit restrictions. Do not look up language or ask AI to rewrite the first version; use a skill card when you need finer diagnosis.
|
||||
This is not an exam that pins a person to A1-C2. It is an evidence page for choosing the next action. Choose one real topic, complete listening, reading, speaking, and writing first versions under comparable time and explicit limits, then retest a parallel task after seven days and one real delivery after thirty days.
|
||||
|
||||
Copy this card into a private note. Do not include passwords, customer records, identity documents, medical privacy, unauthorised third-party material, or exam content that may not be recorded.
|
||||
|
||||
## 1. Define the Diagnostic Boundary
|
||||
|
||||
```markdown
|
||||
# English Diagnostic — YYYY-MM-DD
|
||||
# English Diagnostic - YYYY-MM-DD
|
||||
|
||||
Real use context:
|
||||
Topic and source:
|
||||
Restrictions (time, captions, dictionary, AI):
|
||||
Real context: work / study / job search / life / other
|
||||
Real topic:
|
||||
Audience or conversation partner:
|
||||
Smallest shared delivery across four skills:
|
||||
Start/end dates:
|
||||
Material, version, and source:
|
||||
Shared limits (time, device, environment):
|
||||
Permitted dictionary / captions / translation / search / AI / human help:
|
||||
Privacy, copyright, exam, and expert-responsibility boundary:
|
||||
Day-7 parallel-task date:
|
||||
Day-30 retest date:
|
||||
Week-12 retest date:
|
||||
Week-12 real-task date:
|
||||
```
|
||||
|
||||
| Skill | Conditions | First sample | Delayed/parallel sample | Evidence card |
|
||||
| --- | --- | --- | --- | --- |
|
||||
| Listening | | | | [Listening Evidence Card](listening-audit.md) |
|
||||
| Reading | | | | [Reading Evidence Card](reading-evidence.md) |
|
||||
| Speaking | | | | [Speaking Evidence Card](speaking-evidence.md) |
|
||||
| Writing | | | | [Writing Evidence Card](writing-evidence.md) |
|
||||
The four tasks need not use identical material. Keep topic, difficulty, time, and acceptance standards comparable enough to interpret. For a real role, do not let one overall level replace the language actions in the job description.
|
||||
|
||||
| Skill | Task 0–2 | Comprehensibility 0–2 | Accuracy/range 0–2 | Organisation/fluency 0–2 | Revision/transfer 0–2 |
|
||||
| --- | ---: | ---: | ---: | ---: | ---: |
|
||||
## 2. Four First-version Tasks
|
||||
|
||||
Complete the first version without looking things up or asking AI to answer or rewrite. Finish first, then mark where support was needed.
|
||||
|
||||
| Skill | Suggested first version | Minimum delivery |
|
||||
| --- | --- | --- |
|
||||
| Listening | Hear a real 2-4 minute clip once | Main point, three certain details, responsibility/next step, and 60-second retelling |
|
||||
| Reading | Read a real 600-1000-word text | Five-line main thread, one evidence location, and one challenge or unknown |
|
||||
| Speaking | Record an unscripted two-minute explanation, experience, or process | Listener can retell purpose, key facts, and next step |
|
||||
| Writing | Write a 180-250-word email, explanation, or argument in 20 minutes | Reader knows conclusion, support, limits, and action |
|
||||
|
||||
Do not flatten genuine differences to make the four skills look equal. The diagnostic should show where ability works, not manufacture a flattering average.
|
||||
|
||||
## 3. Preserve the First Version and Conditions
|
||||
|
||||
| Skill | First-version location | Start/end | Tools and cues | Completed? | Main uncertainty |
|
||||
| --- | --- | --- | --- | --- | --- |
|
||||
| Listening | | | | | |
|
||||
| Reading | | | | | |
|
||||
| Speaking | | | | | |
|
||||
| Writing | | | | | |
|
||||
|
||||
Strongest evidence:
|
||||
Weakest evidence:
|
||||
Repeated errors:
|
||||
Provisional CEFR by skill:
|
||||
12-week real task:
|
||||
Smallest next exercise:
|
||||
Parts requiring a professional or primary-source check:
|
||||
One variable to change next cycle:
|
||||
```markdown
|
||||
What I can still explain independently:
|
||||
Condition I would most like to change:
|
||||
Conclusion this first version cannot support:
|
||||
```
|
||||
|
||||
Scoring reference: `0=not completed`, `1=partial or cue-dependent`, `2=stable under the stated conditions`. Record the reason for each score, not only the number.
|
||||
## 4. Score Impact, Not Feeling
|
||||
|
||||
Repeat under the same conditions or a close parallel task on day 30 and week 12. Keep the raw sample, assisted version, delayed performance, and scoring reasons instead of comparing only polished products. Put the next variable into the [90-Day Cycle Map](90-day-cycle.md).
|
||||
Score each `0-2`: `0=no evidence/not completed`, `1=partial, cue-dependent, or unstable`, `2=independent under current conditions`. Give every number an evidence location.
|
||||
|
||||
| Skill | Task completion | Comprehensibility | Accuracy/range | Organisation/fluency | Independence/transfer | Evidence reason |
|
||||
| --- | ---: | ---: | ---: | ---: | ---: | --- |
|
||||
| Listening | | | | | | |
|
||||
| Reading | | | | | | |
|
||||
| Speaking | | | | | | |
|
||||
| Writing | | | | | | |
|
||||
|
||||
### Scoring Meaning
|
||||
|
||||
- **Task completion**: did information and intention arrive, and can the action continue?
|
||||
- **Comprehensibility**: could a real reader/listener understand without excessive guessing?
|
||||
- **Accuracy and range**: did vocabulary, grammar, pronunciation, spelling, and detail support the task?
|
||||
- **Organisation/fluency**: did structure, order, pauses, or layout obstruct use?
|
||||
- **Independence/transfer**: can the task return after recent cues are removed and one condition changes?
|
||||
|
||||
Use totals only for your own longitudinal comparison, never as a personality, intelligence, or hiring label. For CEFR direction, combine this with [CEFR Goals and Self-check](../threads/part-1/0-cefr.md) rather than turning one diagnostic into a permanent level.
|
||||
|
||||
## 5. Choose One Primary Barrier per Skill
|
||||
|
||||
| Skill | Primary barrier | Sample/timestamp | Task impact | Smallest next repair | Evidence card |
|
||||
| --- | --- | --- | --- | --- | --- |
|
||||
| Listening | vocabulary / sound / syntax / background / attention / device | | | | [Listening Evidence Card](listening-audit.md) |
|
||||
| Reading | vocabulary / structure / background / evidence / layout / capacity | | | | [Reading Evidence Card](reading-evidence.md) |
|
||||
| Speaking | chunks / pronunciation / organisation / interaction / register / follow-up | | | | [Speaking Evidence Card](speaking-evidence.md) |
|
||||
| Writing | task / fact / structure / sentence / register / delivery | | | | [Writing Evidence Card](writing-evidence.md) |
|
||||
|
||||
If a barrier cannot be tied to a sample or timestamp, do not treat it as a conclusion yet. A learner may know many words and still fail to segment speech, or be accurate while unable to organise an asynchronous handover.
|
||||
|
||||
## 6. Design One Targeted Repair
|
||||
|
||||
```markdown
|
||||
One barrier I will repair:
|
||||
Repair action (25-45 minutes):
|
||||
Material and source:
|
||||
Minimum scaffold allowed:
|
||||
Acceptance standard:
|
||||
Before/after samples to preserve:
|
||||
Feedback that would change the plan:
|
||||
```
|
||||
|
||||
Usually protect meaning and task completion first, then facts and structure, then high-impact vocabulary, grammar, pronunciation, or register. Leave style details that do not change the result until later.
|
||||
|
||||
## 7. Delayed Retest and Transfer
|
||||
|
||||
| Time | Remove | Change | Output | Result/evidence |
|
||||
| --- | --- | --- | --- | --- |
|
||||
| Day 1 | Answers after first version | Original conditions | Repair version | |
|
||||
| Day 7 | Recent cues and old sentences | Parallel topic or audience | Same kind of task | |
|
||||
| Day 30 | Tool conversation and comments | Real source or time pressure | One real delivery | |
|
||||
| Week 12 | Old task and score | Target role, course, or life context | Complete task | |
|
||||
|
||||
```markdown
|
||||
What I can still do independently on day 7:
|
||||
Error that still returns on day 30:
|
||||
Skill that succeeded only on a familiar topic:
|
||||
Where extra time would most affect life:
|
||||
What this retest cannot prove:
|
||||
```
|
||||
|
||||
## 8. Record AI, Translation, and Human Feedback
|
||||
|
||||
```markdown
|
||||
Tool / model / version and date:
|
||||
Samples that existed before tool use:
|
||||
What it did: diagnosis / questions / counterexample / transcript / feedback / other
|
||||
Scope generated or rewritten:
|
||||
Primary source, dictionary, teacher, peer, or real-audience check:
|
||||
Suggestions accepted, rejected, or deferred and why:
|
||||
Independent sample after closing the tool:
|
||||
Disclosure required by school, client, employer, or exam:
|
||||
```
|
||||
|
||||
Model answers, speech-recognition scores, and polished final prose cannot independently prove ability. Important judgments return to original material, actual response, and a named accountable owner.
|
||||
|
||||
## 9. Decide the Next Cycle
|
||||
|
||||
```markdown
|
||||
Current component direction (not a permanent level):
|
||||
Strongest real evidence:
|
||||
Weakest evidence with the largest life impact:
|
||||
Continue:
|
||||
Downgrade:
|
||||
Change variable:
|
||||
Pause or seek help:
|
||||
Smallest next task:
|
||||
Next review date:
|
||||
```
|
||||
|
||||
Related entry points: [Learning Principles: Turn Effort into Verifiable Learning](../threads/part-1/1-understanding.md) | [Vocabulary Evidence Card](vocabulary-audit.md) | [Grammar Evidence Card](grammar-evidence.md) | [Listening Evidence Card](listening-audit.md) | [Reading Evidence Card](reading-evidence.md) | [Speaking Evidence Card](speaking-evidence.md) | [Writing Evidence Card](writing-evidence.md) | [Evidence Chain](evidence-chain.md)
|
||||
|
||||
@@ -61,7 +61,7 @@ A complete read is not a race through page numbers. It lets the same question ch
|
||||
| Stage | What to read | What to leave behind |
|
||||
| --- | --- | --- |
|
||||
| See the starting point | [Reader's Guide](reader-guide.md) · [Prologue](prologue.md) | A one-page promise: real problem, baseline, minimum action, and boundary |
|
||||
| Open input | [CEFR Self-check](../part-1/0-cefr.md) and the grammar, listening, reading, speaking, and writing chapters | An [English Diagnostic](../../templates/english-diagnostic.md) and one relevant [evidence card](../../reference/glossary.md#tools-and-delivery) |
|
||||
| Open input | [CEFR Self-check](../part-1/0-cefr.md) and the vocabulary, grammar, listening, reading, speaking, and writing chapters | An [English Diagnostic](../../templates/english-diagnostic.md) and one relevant [evidence card](../../reference/glossary.md#tools-and-delivery) |
|
||||
| Return to reality | [My Story](../part-2/my-story.md), [Narrative and Evidence](../part-2/narrative-and-evidence.md), [Echoes](../part-2/x-misc.md), [Recovery](../part-2/recovery.md), [Decision-Making](../part-2/decision.md), plus [AI Learning](../part-3/1-ai-learning.md), [Artifacts](../part-3/4-artifacts-and-delivery.md), and [Evidence](../part-3/5-evidence-and-transfer.md) | One case review or real delivery, with change recorded in the [Evidence Chain Template](../../templates/evidence-chain.md) |
|
||||
| Sustain and ship | [First Week Practice](../part-4/week-1.md), [Family Learning](../part-4/family-learning.md) when relevant, [Daily System](../part-4/daily-system.md), [Rhythm](../part-4/rhythm-and-compounding.md), [90-Day Action Plan](../part-5/90-day-plan.md), [the book case study](../part-5/book-as-proof.md), and the [Afterword](../part-6/afterword.md) | A first-week baseline and retest, one [Rhythm Ledger](../../templates/rhythm-ledger.md), one cycle plan, one real-project handover, and a next review date |
|
||||
|
||||
|
||||
@@ -1,162 +1,239 @@
|
||||
---
|
||||
title: "Learning Principles: Turn Effort into Evidence"
|
||||
description: Replace the learning pyramid and effort theatre with goals, retrieval, spacing, feedback, and recovery.
|
||||
updated: 2026-09-01
|
||||
title: "Learning Principles: Turn Effort into Verifiable Learning"
|
||||
description: Use real tasks, first-version baselines, retrieval, feedback, spacing, recovery, and cross-session state so effort becomes comparable and transferable evidence.
|
||||
updated: 2026-09-02
|
||||
sources_checked: 2026-09-02
|
||||
---
|
||||
|
||||
# Learning Principles: Turn Effort into Evidence
|
||||
# Learning Principles: Turn Effort into Verifiable Learning
|
||||
|
||||
Before choosing an app or textbook, decide why you are learning, what task you need to complete, how you will judge it, and how to train without sacrificing health.
|
||||
Learning is easily mistaken for two things: spending a lot of time or feeling familiar with material. Finishing a video, highlighting a chapter, or understanding an answer can create “I know it” confidence. When the source closes, the cue disappears, and the task changes, another action must answer whether the ability remains.
|
||||
|
||||
## Separate Three Kinds of Claim
|
||||
I once confused visible effort with learning. At school I woke at 5:20, skipped midday rest, and read after lights-out. Time increased while performance fell. I interpreted failure as “not pushing hard enough” and added more. Later I could admit that, for me, chronic sleep loss, no error diagnosis, and mechanical hours made an increasingly expensive path that did not improve.
|
||||
|
||||
- **Research evidence** reports effects observed under stated conditions, not a guarantee for every learner.
|
||||
- **Personal experience** explains why I made a choice; it is a clue for your experiment, not a universal rule.
|
||||
- **Hypothesis** lacks enough evidence and should become a question to test.
|
||||
That experience does not prove early rising is ineffective or prescribe a schedule. It leaves a question worth retesting: when investment increases, do task performance, error type, retention, and physical capacity improve together? If not, add diagnosis before adding hours.
|
||||
|
||||
When advice omits the population, conditions, outcome, and source, treat it as a hypothesis.
|
||||
This chapter is the book's general protocol. It does not turn life into a laboratory. It helps you preserve enough evidence within finite energy: define a real delivery, save the unaided first version, use targeted input and retrieval, receive specific feedback, remove cues after a delay, change one condition, and keep the state outside any single conversation.
|
||||
|
||||
## Why Learn English?
|
||||
## Chapter at a Glance
|
||||
|
||||
English connects you to technical documentation, research, courses, cultural work, and international collaboration. That importance is still not an actionable goal. Name the context:
|
||||
- Turn “I want to improve” into an audience, action, quality threshold, deadline, and evidence.
|
||||
- Separate research findings, personal experience, and hypotheses waiting for a test.
|
||||
- Preserve an unpolished first version instead of letting a final product erase the start.
|
||||
- Build one learning loop from input, retrieval, output, feedback, and a state record.
|
||||
- Classify errors by task impact rather than blaming laziness or vocabulary size.
|
||||
- Make feedback change the next action instead of adding notes and advice.
|
||||
- Let performance set spacing while protecting sleep, body, and a returnable minimum capacity.
|
||||
- Keep goals, samples, errors, and next steps in a state file outside the session.
|
||||
- Test transfer under a changed topic, audience, mode, or time limit.
|
||||
|
||||
- an exam with a date, target score, and task types;
|
||||
- study that requires discussion, academic reading, or writing;
|
||||
- work that requires documentation, email, meetings, interviews, or presentations;
|
||||
- life that requires travel, reading, or communication with particular people.
|
||||
## 1. Define One Real Delivery
|
||||
|
||||
> My primary context is ______. In 12 weeks I will complete ______ under ______ conditions. The evidence will be ______.
|
||||
“Learn English,” “learn programming,” and “communicate better” are too large to choose today's action. Name the conditions in which language or knowledge must work:
|
||||
|
||||
The context determines material and feedback. Do not distribute time evenly in pursuit of a vague wish to “improve English”.
|
||||
| Element | Question | Example |
|
||||
| --- | --- | --- |
|
||||
| Audience | Who will understand, decide, or act from it? | New colleague, client, teacher, self |
|
||||
| Action | What should the person do after reading or hearing? | Retell, reply, run, choose, continue |
|
||||
| Input | Which concrete source will you process? | Two-minute audio, API page, email |
|
||||
| Quality threshold | What counts as done, and what risk is unacceptable? | State gist and owner; preserve limits |
|
||||
| Conditions | What are time, device, background, and permitted tools? | 20 minutes, no captions, dictionary allowed |
|
||||
| Evidence | What work, test, or response will remain? | Recording, retelling, run result, reply |
|
||||
|
||||
## Remove the Learning-pyramid Percentages
|
||||
Write the goal like this:
|
||||
|
||||
Earlier editions repeated claims such as “people retain 10% of reading and 90% of practice”. Those precise numbers have no reliable research basis and are not what Edgar Dale's Cone of Experience proposed. This edition removes the old diagram and percentages.
|
||||
> In 12 weeks, I can deliver a five-minute project update covering context, progress, and risk. Listeners can restate the key points without switching language. I will keep recordings and feedback from weeks 1, 4, 8, and 12.
|
||||
|
||||
Keep a testable principle instead: **repeated exposure can create familiarity, while retrieving, explaining, applying, and receiving feedback reveals whether knowledge is usable.**
|
||||
It guides action better than “move from B1 to B2”. A level describes performance under some conditions; it cannot replace a context, task, deadline, and evidence.
|
||||
|
||||
Two broadly supported strategies are:
|
||||
## 2. Separate Three Kinds of Claim
|
||||
|
||||
- **retrieval practice**: close the source, recall, answer, retell, write, or teach;
|
||||
- **distributed practice**: return at multiple points instead of cramming once.
|
||||
This guide keeps different evidence in different places:
|
||||
|
||||
Neither offers universal percentages or a universal calendar. Difficulty, prior knowledge, delay, and assessment method all matter.
|
||||
- **Research evidence** reports observations under specified samples, conditions, and measures; it suggests what to try, not what everyone will achieve.
|
||||
- **Personal experience** explains why I chose something; it is a narrative and a clue for your experiment, not a general rule.
|
||||
- **Testable hypothesis** is a judgment without enough evidence; turn it into an action, counterexample, or stop condition.
|
||||
|
||||
## A Complete Learning Loop
|
||||
When advice omits its population, conditions, outcome, and source, return it to the hypothesis column. Plausibility is not fit for your task.
|
||||
|
||||
Each 25–45 minute session should contain:
|
||||
## 3. One Complete Learning Loop
|
||||
|
||||
1. **Task**: “retell a two-minute news clip”, not “practise listening”.
|
||||
2. **First attempt**: produce a baseline without excessive lookup.
|
||||
3. **Targeted input**: review only the information needed for current errors.
|
||||
4. **Active output**: close the material and perform again.
|
||||
5. **Feedback and record**: compare versions and update [Learning State](../../templates/learning-state.md).
|
||||
For 25-45 minutes, move through six steps:
|
||||
|
||||
Finishing a video or feeling that it made sense is not the endpoint. Performance after the source is closed is stronger evidence.
|
||||
1. **Define** the task, audience, conditions, and acceptance standard.
|
||||
2. **Attempt** it independently with the minimum permitted help and save the raw sample.
|
||||
3. **Diagnose** whether the failure is language, structure, background, strategy, attention, capacity, or device.
|
||||
4. **Target input** only at information needed for the current error.
|
||||
5. **Produce actively** by retelling, writing, speaking, running, or deciding after closing the source.
|
||||
6. **Record feedback and state**: result, help received, unknowns, and one condition to change.
|
||||
|
||||
## Output Is Not Performance Theatre
|
||||
“I watched it” is not a seventh step. The loop ends when you can complete a related action after the tool or source leaves, or can state more accurately why you cannot yet.
|
||||
|
||||
Active output can be small:
|
||||
## 4. A First Version Is a Measure, Not a Verdict
|
||||
|
||||
- write a three-sentence summary from memory;
|
||||
- list a main point and three details after listening;
|
||||
- explain a concept without notes;
|
||||
- use a new chunk in two settings;
|
||||
- record sixty seconds, replay it, and mark pauses.
|
||||
The first version need not be attractive, but it must be comparable:
|
||||
|
||||
Output exposes gaps. Its job is not to prove intelligence.
|
||||
```markdown
|
||||
Real task and audience:
|
||||
Material, version, and source:
|
||||
Start/end time:
|
||||
Permitted dictionary, captions, search, AI, and human help:
|
||||
My acceptance standard:
|
||||
First-version location:
|
||||
What I completed then:
|
||||
What remained uncertain:
|
||||
```
|
||||
|
||||
## Let Performance Set the Interval
|
||||
Do not replace the first version with a later polished one or call one failed attempt stable ability. It answers: what could I do independently under these conditions?
|
||||
|
||||
A schedule such as days 1, 2, 4, 7, and 15 can be a reminder, but it is not Ebbinghaus's universal prescription for you.
|
||||
For four English skills, use the [English Diagnostic](../../templates/english-diagnostic.md) for listening, reading, speaking, and writing. Use a skill card when a bottleneck needs finer resolution.
|
||||
|
||||
- Easy and accurate recall: lengthen the interval or raise difficulty.
|
||||
- Effortful success: keep a similar interval.
|
||||
- Frequent failure: shorten the interval, reduce material, or repair prerequisites.
|
||||
- Recognition without use: add production and varied contexts.
|
||||
## 5. Diagnose the Error Instead of Judging the Person
|
||||
|
||||
Record performance and adjust. Missing an imagined “perfect review time” is not a reason to abandon the system.
|
||||
A weak result can come from different layers:
|
||||
|
||||
## Sleep and Recovery Are Inputs
|
||||
| Layer | Typical sign | Next question |
|
||||
| --- | --- | --- |
|
||||
| Language form | Form, sound, grammar, or spelling was not recognised | Which form changed the meaning? |
|
||||
| Structure and meaning | Words are known but participants, time, condition, or relation were not parsed | Which relation cannot I explain? |
|
||||
| Background and concept | Language is readable but the object or premise is unknown | Which domain fact is missing? |
|
||||
| Strategy and tool | The same place is looked up repeatedly or a cue cannot be removed | Which scaffold stays, and when is it removed? |
|
||||
| Attention and capacity | Errors cluster later and the body drops sharply | What minimum task is sustainable today? |
|
||||
| Environment and device | Sound, network, font, or interface changes the result | Does performance change with another setup? |
|
||||
|
||||
### Personal experience
|
||||
“Careless,” “not talented,” and “too little vocabulary” can end diagnosis too early. Preserve the error, choose one changeable condition, and test it. Diagnosis finds the next lever; it does not write a character judgment.
|
||||
|
||||
At school I once confused visible effort with learning: waking at 5:20, skipping midday rest, and reading after lights-out. Time rose while performance fell. I interpreted this as insufficient effort and pushed harder.
|
||||
## 6. Retrieval Is Stricter Than Familiarity
|
||||
|
||||
That story does not prove all early rising is ineffective. It shows that **for me, chronic sleep loss, no error diagnosis, and mechanical hours combined badly**.
|
||||
Repeated exposure can make material familiar without making it available when needed. Retrieval includes:
|
||||
|
||||
### Evidence boundary
|
||||
- writing a three-sentence summary after closing the source;
|
||||
- stating gist, detail, responsibility, and next step after listening;
|
||||
- explaining a concept without notes;
|
||||
- placing a new chunk in two new situations;
|
||||
- reproducing minimum run steps without example code;
|
||||
- asking a reader or peer to retell what they actually received.
|
||||
|
||||
Sleep contributes to memory consolidation, while sustained sleep loss can affect attention and performance. Needs and health conditions differ. This guide gives no medical diagnosis; persistent sleep, mood, or physical problems deserve qualified professional care.
|
||||
Retrieval need not be so difficult that it only measures frustration, background, or capacity. The useful difficulty exposes a gap while leaving a route to repair. Record completion, cue, time, error, and response rather than “I worked hard”.
|
||||
|
||||
Budget sleep, movement, food, and unassigned time. Recovery is a condition for the next session, not a prize after it.
|
||||
## 7. Feedback Must Enter the Next Action
|
||||
|
||||
## Do Not Match Fixed “Learning Styles”
|
||||
Feedback is not better in larger quantities. Start with the one to three items that change the task:
|
||||
|
||||
People may prefer pictures, sound, or text, but evidence does not support classifying people as visual or auditory learners and improving outcomes by matching instruction to that label.
|
||||
1. Did the audience understand, decide, or complete the intended action?
|
||||
2. Are facts, structure, and responsibility accurate?
|
||||
3. Which recurring error deserves repair in the next attempt?
|
||||
|
||||
Choose representation by content and task:
|
||||
Sentence-level feedback should distinguish necessary correction, ambiguity, register choice, acceptable variation, and style preference. Ask for a retelling before discussing whether something sounds natural. A reviewer may reveal a blind spot while also carrying different knowledge and aims; accept, partly accept, reject, or defer with a reason.
|
||||
|
||||
- pronunciation needs sound, articulation, and acoustic feedback;
|
||||
- spelling needs visual recognition and production;
|
||||
- spatial relationships often benefit from diagrams;
|
||||
- communication integrates listening, speaking, reading, and writing.
|
||||
If feedback only beautifies an old draft, it is not transfer. Turn it into a condition for a parallel task: change topic, audience, sound, time, or constraint, and change one main variable.
|
||||
|
||||
Multiple representations can help. A preference is not a fixed identity or ability ceiling.
|
||||
## 8. Spacing, Interleaving, and Sleep
|
||||
|
||||
## Compare with Your Baseline
|
||||
Retrieval and distributed practice have substantial support in learning research, but no fixed calendar fits every learner and material. Use same-day, day 1, days 3-7, day 14, and day 30 as reminders, then adjust:
|
||||
|
||||
A useful goal includes a real context, observable task, quality threshold, deadline, and comparable evidence. Use the [CEFR self-check](0-cefr.md) for four separate baselines. An average label cannot describe B2 reading and A2 speaking.
|
||||
- easy, accurate recall plus new-context use: lengthen the interval or add variation;
|
||||
- effortful success: keep a similar interval;
|
||||
- repeated failure: reduce material, shorten the interval, or repair prerequisites;
|
||||
- recognition without use: add production and cross-mode tasks;
|
||||
- sustained physical decline: downgrade, pause, or seek help instead of calling recovery laziness.
|
||||
|
||||
## Order Feedback by Impact
|
||||
Interleave skills when useful, but do not change every variable at once or the cause of change becomes unknowable. Sleep, food, movement, and unassigned time are inputs to memory, attention, and return. Persistent sleep, mood, or physical problems need qualified professional care; this book does not diagnose.
|
||||
|
||||
Treat only one to three high-impact problems at a time:
|
||||
## 9. Keep State Outside the Session
|
||||
|
||||
1. task completion and meaning;
|
||||
2. organisation and logic;
|
||||
3. recurring vocabulary, grammar, or pronunciation errors;
|
||||
4. low-impact details last.
|
||||
Chats, courses, and apps end. Learning state cannot live only inside them. Use the [Learning State](../../templates/learning-state.md) to keep:
|
||||
|
||||
AI can classify errors and create parallel practice, but it can misjudge facts, pronunciation, and usage. Check important work against dictionaries, corpora, teachers, peers, or real audiences.
|
||||
```markdown
|
||||
Current main question:
|
||||
What I know with evidence:
|
||||
First and latest result:
|
||||
Error categories and unresolved risks:
|
||||
Tools used and verification boundary:
|
||||
Smallest next task:
|
||||
One condition to change next:
|
||||
How I return within 24 hours after interruption:
|
||||
Handover owner and review date:
|
||||
```
|
||||
|
||||
## Seven Days, Thirty Days, Twelve Weeks
|
||||
At the next session, read the state and act. Do not ask a model to infer progress from an old chat. A state file is a fact page, not a performance diary.
|
||||
|
||||
### Seven days: baseline
|
||||
## 10. AI Is a Scaffold, Not the Result
|
||||
|
||||
- save short samples in all four skills;
|
||||
- choose one real context;
|
||||
- complete three full learning loops;
|
||||
- change only one variable from the evidence on day seven.
|
||||
AI can question, explain, classify errors, generate counterexamples, simulate a reader, offer parallel tasks, and compare versions. Use an auditable order:
|
||||
|
||||
### Thirty days: rhythm
|
||||
1. Save your task and first version.
|
||||
2. Give the model only the minimum material needed for diagnosis.
|
||||
3. Ask it to state uncertainty, sources, and possible misjudgments.
|
||||
4. Return to primary material, dictionaries, run results, teachers, peers, or real audiences.
|
||||
5. Close the tool and perform independently under a changed condition.
|
||||
6. Write acceptance, rejection, and the next step into the state file.
|
||||
|
||||
- keep at least one comparable output each week;
|
||||
- classify errors instead of calling everything “careless”;
|
||||
- replace exercises gradually with authentic material;
|
||||
- repeat the baseline conditions on day thirty.
|
||||
The model cannot prove facts, carry privacy responsibility, complete an exam that forbids outside help, or decide whether you actually learned. Do not paste customer data, unpublished documents, identity records, medical privacy, or unauthorised third-party content.
|
||||
|
||||
Place baseline, immediate performance, delayed retention, and transfer in the [Evidence Chain Template](../../templates/evidence-chain.md) to see what practice actually left behind.
|
||||
## 11. Make Ability Move Across Conditions
|
||||
|
||||
### Twelve weeks: transfer
|
||||
Immediate performance describes one condition. Change at least one for transfer:
|
||||
|
||||
- save parallel samples in weeks 1, 4, 8, and 12;
|
||||
- add time pressure, unfamiliar topics, or a real audience;
|
||||
- complete an exam simulation, meeting, presentation, long reading, or writing deliverable;
|
||||
- let the result define the next cycle.
|
||||
| Keep | Change | Observe |
|
||||
| --- | --- | --- |
|
||||
| Task | Topic | Do structure and strategy still work? |
|
||||
| Topic | Audience | Do register, background, and explanation adjust? |
|
||||
| Information | Mode | Does listening, reading, speaking, and writing support one another? |
|
||||
| Genre | Time | Can the line and limits survive pressure? |
|
||||
| Tool | Scaffold | Can work continue after the cue closes? |
|
||||
|
||||
## Action
|
||||
Change one main condition at a time. If everything changes, a lower score cannot tell you whether difficulty, background, or method caused it. Transfer does not require identical tasks; it requires the core action to remain callable.
|
||||
|
||||
1. Complete the [English Diagnostic](../../templates/english-diagnostic.md).
|
||||
2. Create a [Learning State](../../templates/learning-state.md).
|
||||
3. Delete one task that produces effort but no evidence.
|
||||
4. Schedule the first 25–45 minute learning loop.
|
||||
## 12. Seven Days, Thirty Days, Twelve Weeks
|
||||
|
||||
## Sources
|
||||
### Seven days: let a first version appear
|
||||
|
||||
- [Dunlosky et al. (2013), Improving Students' Learning With Effective Learning Techniques](https://doi.org/10.1177/1529100612453266)
|
||||
- [Roediger & Karpicke (2006), Test-Enhanced Learning](https://doi.org/10.1111/j.1467-9280.2006.01693.x)
|
||||
- [Cepeda et al. (2006), Distributed Practice in Verbal Recall Tasks](https://doi.org/10.1037/0033-2909.132.3.354)
|
||||
- [Pashler et al. (2008), Learning Styles: Concepts and Evidence](https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/07/Pashler_McDaniel_Rohrer_Bjork_2009_PSPI.pdf)
|
||||
- complete a first version of one real task;
|
||||
- run three complete learning loops;
|
||||
- classify one recurring error;
|
||||
- remove the latest cue and perform a related task on day seven;
|
||||
- choose only one condition to change next week.
|
||||
|
||||
### Thirty days: make rhythm sustainable
|
||||
|
||||
- preserve one comparable output each week;
|
||||
- alternate an old task with a parallel task;
|
||||
- delete activities that create familiarity without use;
|
||||
- record sleep, capacity, time, and real response;
|
||||
- repeat under similar conditions on day thirty and state what cannot be inferred.
|
||||
|
||||
### Twelve weeks: let ability enter life
|
||||
|
||||
- preserve parallel samples in weeks 1, 4, 8, and 12;
|
||||
- add an unfamiliar topic, real audience, or time pressure midway;
|
||||
- complete a meeting, exam simulation, documentation check, email delivery, or public artifact;
|
||||
- let the result decide whether to continue, downgrade, change a variable, or stop.
|
||||
|
||||
## 13. One-page General Diagnostic
|
||||
|
||||
For a complete diagnostic:
|
||||
|
||||
1. choose one real topic and four tasks;
|
||||
2. record conditions and complete listening, reading, speaking, and writing first versions;
|
||||
3. name one task-critical error per skill;
|
||||
4. choose one evidence card and one targeted repair per skill;
|
||||
5. complete a parallel task on day seven and repeat one real delivery on day thirty;
|
||||
6. state what changed, what did not, and what remains unsupported.
|
||||
|
||||
Do not average four scores into a personality judgment. Someone with B2 reading and A2 speaking does not need one “true level” first; they need the next task and evidence card that fit each component.
|
||||
|
||||
## Sources and Boundaries
|
||||
|
||||
- [Dunlosky et al. (2013), Improving Students' Learning With Effective Learning Techniques](https://api.crossref.org/works/10.1177%2F1529100612453266): reviews ten techniques and their generalisability across learning conditions, learners, materials, and criterion tasks; practice testing and distributed practice receive high-utility assessments, while rereading and highlighting are more conditional.
|
||||
- [Roediger & Karpicke (2006), Test-Enhanced Learning](https://api.crossref.org/works/10.1111%2Fj.1467-9280.2006.01693.x): compares testing with repeated study using prose materials and reports delayed-retention differences; sample, material, and measure do not guarantee every task.
|
||||
- [Cepeda et al. (2006), Distributed Practice in Verbal Recall Tasks](https://api.crossref.org/works/10.1037%2F0033-2909.132.3.354): reviews and quantitatively synthesises distributed practice in verbal recall; the useful interval depends on retention goal, material, and task.
|
||||
- [Hattie & Timperley (2007), The Power of Feedback](https://api.crossref.org/works/10.3102%2F003465430298487): analyses differences in feedback type, timing, and delivery; “feedback works” is not a reason to add undirected comments.
|
||||
- [Rasch & Born (2013), About Sleep's Role in Memory](https://api.crossref.org/works/10.1152%2Fphysrev.00032.2012): reviews sleep and memory-consolidation research; individual needs, health, and real schedules still require separate judgment.
|
||||
- [Pashler et al. (2008), Learning Styles](https://api.crossref.org/works/10.1111%2Fj.1539-6053.2009.01038.x): finds no adequate evidence for matching instruction to fixed visual/auditory labels while cautioning that untested variants cannot all be declared false.
|
||||
- Research differs in sample, material, measure, and delay. Important work should return to current facts, primary sources, real audiences, and named accountable owners.
|
||||
|
||||
Related entry points: [CEFR Goals and Self-check](0-cefr.md) | [Vocabulary](2-vocabulary.md) | [Grammar](grammar.md) | [Listening](3-listening.md) | [Reading](4-reading.md) | [Speaking](5-speaking.md) | [Writing](6-writing.md) | [English Diagnostic](../../templates/english-diagnostic.md) | [Evidence Chain](../../templates/evidence-chain.md)
|
||||
|
||||
## Closing: Give the Method to the Next Attempt
|
||||
|
||||
|
||||
@@ -8,18 +8,18 @@
|
||||
"language": "zh-CN",
|
||||
"chapters": 62,
|
||||
"images": 20,
|
||||
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|
||||
"sourceSha256": "03de84b6e4899aef5a29facdfc0a0b300df5aa36f1aa276b301d9ebdefc26fc3"
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||||
"bytes": 2670517,
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"sha256": "d84eca75032f6dca52cfa7a9ce8070e5a8ad13c91b94e7e963d097371d14b16b",
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"sourceSha256": "d0546cfc6eaa0ac96397f29f3c8b51d3e6e5bcc4c3f84e03d0f7a03854d6eee8"
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||||
},
|
||||
"en-US": {
|
||||
"file": "life-level-up-guide-en.epub",
|
||||
"language": "en-US",
|
||||
"chapters": 62,
|
||||
"images": 20,
|
||||
"bytes": 2633726,
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"sha256": "b122d6a9ffc859d181583dbf89cd2ed100a89d925e89ab11fe243cf9702582af",
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||||
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"bytes": 2639972,
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|
||||
}
|
||||
}
|
||||
}
|
||||
|
||||
Binary file not shown.
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@@ -7,14 +7,14 @@
|
||||
"zh-CN": {
|
||||
"file": "life-level-up-guide-zh.pdf",
|
||||
"language": "zh-CN",
|
||||
"pages": 319,
|
||||
"pages": 325,
|
||||
"chapters": 62,
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||||
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||||
"sha256": "69439a24e3f2c1ac6a7c2b037dd6a4121446d2c7b22ac304651f7f8ef1d8e5f1",
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||||
"sourceEpubSha256": "a52fde156d8512ac4af258bde9861baa4ec75afadec1e7ede984dee2837da2ac",
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||||
"semanticSha256": "1bca53dc88b533d5708a698bf746b6aaf0084d1314bf2255dcf450da57d6ccfa",
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"linkAnnotations": 746,
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"sha256": "a91bcb73d8f4d781e98eab41e6c84747113e16bcb6b530173789a0ac2f9ed60d",
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"sourceEpubSha256": "d84eca75032f6dca52cfa7a9ce8070e5a8ad13c91b94e7e963d097371d14b16b",
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"linkAnnotations": 766,
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"images": 21,
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||||
"fonts": [
|
||||
{
|
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@@ -42,14 +42,14 @@
|
||||
"en-US": {
|
||||
"file": "life-level-up-guide-en.pdf",
|
||||
"language": "en-US",
|
||||
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|
||||
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|
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"sha256": "38ccb77184b2c47cbd309d70476dcbeda8b2a52ee45d6136fc2edf92d6188f22",
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"linkAnnotations": 781,
|
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"images": 21,
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||||
"fonts": [
|
||||
{
|
||||
|
||||
@@ -39,6 +39,9 @@ updated: 2026-09-02
|
||||
| 术语 | 在本书中的意思 | 相关章节 |
|
||||
| --- | --- | --- |
|
||||
| **主动回忆** | 合上材料后自己回答、复述、书写或完成任务 | [认知篇](../threads/part-1/1-understanding.md) |
|
||||
| **完整学习回路** | 定义任务、保存首版、诊断错误、定向输入、主动产出、记录反馈与状态的六步循环 | [认知篇](../threads/part-1/1-understanding.md) |
|
||||
| **首版条件** | 记录第一次尝试的材料、时间、工具、帮助和完成标准，使后续比较不被润色成品混淆 | [英语能力诊断](../templates/english-diagnostic.md) |
|
||||
| **容量模式** | 根据当天的注意、身体、时间和责任，选择完整、降档、最小或暂停版本的行动条件 | [生活系统篇](../threads/part-4/daily-system.md) |
|
||||
| **间隔练习** | 在多个时间点回来，而不是一次集中刷完 | [词汇篇](../threads/part-1/2-vocabulary.md) |
|
||||
| **未知项决策队列** | 对每个未知词决定放过、推断、速查、主动学习或专业核验，并记录为什么 | [词汇证据卡](../templates/vocabulary-audit.md) |
|
||||
| **词汇八维** | 分开记录词形、声音、当前义项、搭配、语法、语域、概念边界和调用条件 | [词汇篇](../threads/part-1/2-vocabulary.md) |
|
||||
|
||||
Vendored
+136
-28
@@ -1,46 +1,154 @@
|
||||
---
|
||||
title: 英语能力诊断模板
|
||||
description: 用四个短任务保存听说读写基线，区分任务完成、可理解度、准确性、组织与修订能力。
|
||||
updated: 2026-08-31
|
||||
title: 英语能力诊断：四项基线与迁移记录
|
||||
description: 在同一真实主题下保存听说读写首版、条件、错误、反馈、延迟复测与 CEFR 方向，避免用平均分或润色成品代替能力证据。
|
||||
updated: 2026-09-02
|
||||
---
|
||||
|
||||
# 英语能力诊断模板
|
||||
# 英语能力诊断：四项基线与迁移记录
|
||||
|
||||
先读 [CEFR 目标与自测](../threads/part-1/0-cefr.md)，再在相同主题、相近时长和明确限制下完成四项任务。第一版不查词、不让 AI 改写；如需细分问题，再使用对应的证据卡。
|
||||
这不是一次把人钉在 A1-C2 上的考试，而是一张决定下一步的证据页。选一个真实主题，在相近时间和明确限制下完成听、读、说、写的首版；保存原始样本，分别记录障碍，七天后撤掉最近提示做平行任务，三十天后重复一项真实交付。
|
||||
|
||||
把这张卡复制到私有笔记中。不要写入密码、客户资料、证件、医疗隐私、未授权的第三方内容或禁止记录的考试材料。
|
||||
|
||||
## 1. 先定义诊断边界
|
||||
|
||||
```markdown
|
||||
# English Diagnostic — YYYY-MM-DD
|
||||
# English Diagnostic - YYYY-MM-DD
|
||||
|
||||
真实使用场景：
|
||||
材料主题与来源：
|
||||
诊断限制（时间、字幕、词典、AI）：
|
||||
真实场景：工作 / 学习 / 求职 / 生活 / 其他
|
||||
真实主题：
|
||||
目标受众或对话对象：
|
||||
四项共同的最小交付：
|
||||
诊断开始/结束日期：
|
||||
材料、版本与来源：
|
||||
共同限制（时间、设备、环境）：
|
||||
允许的词典 / 字幕 / 翻译 / 搜索 / AI / 人工帮助：
|
||||
隐私、版权、考试、专业责任边界：
|
||||
第 7 天平行任务日期：
|
||||
第 30 天复测日期：
|
||||
第 12 周复测日期：
|
||||
第 12 周真实任务日期：
|
||||
```
|
||||
|
||||
| 能力 | 任务条件 | 首版样本 | 延迟/平行样本 | 对应证据卡 |
|
||||
| --- | --- | --- | --- | --- |
|
||||
| 听力 | | | | [听力证据卡](listening-audit.md) |
|
||||
| 阅读 | | | | [阅读证据卡](reading-evidence.md) |
|
||||
| 口语 | | | | [口语证据卡](speaking-evidence.md) |
|
||||
| 写作 | | | | [写作证据卡](writing-evidence.md) |
|
||||
四项不必使用完全同一种材料，但要让主题、难度、时间和完成标准可比较。若真实目标是岗位，不要让一个综合等级替代岗位描述中的具体语言动作。
|
||||
|
||||
| 能力 | 任务完成 0–2 | 可理解度 0–2 | 准确/范围 0–2 | 组织/流畅 0–2 | 修订/迁移 0–2 |
|
||||
| --- | ---: | ---: | ---: | ---: | ---: |
|
||||
## 2. 四项首版任务
|
||||
|
||||
第一版尽量不查词、不让 AI 代写或代答。先完成，再标出哪里需要帮助。
|
||||
|
||||
| 能力 | 建议首版 | 最低交付 |
|
||||
| --- | --- | --- |
|
||||
| 听力 | 听 2-4 分钟真实音频一次 | 写主旨、3 个确定细节、责任/下一步并复述 60 秒 |
|
||||
| 阅读 | 读 600-1000 词真实文本 | 写五句主线、一个证据位置、一个质疑或未知 |
|
||||
| 口语 | 不看稿录 2 分钟解释、经历或流程 | 听众能复述目的、关键事实和下一步 |
|
||||
| 写作 | 20 分钟完成 180-250 词邮件、说明或短文 | 受众知道结论、依据、限制和行动 |
|
||||
|
||||
不要为了让四项“公平”而削掉真实任务的差异。诊断要显示能力在哪些条件下工作，而不是制造一张漂亮的平均表。
|
||||
|
||||
## 3. 保存首版与条件
|
||||
|
||||
| 能力 | 首版位置 | 开始/结束 | 工具与提示 | 完成/未完成 | 我最不确定什么 |
|
||||
| --- | --- | --- | --- | --- | --- |
|
||||
| 听力 | | | | | |
|
||||
| 阅读 | | | | | |
|
||||
| 口语 | | | | | |
|
||||
| 写作 | | | | | |
|
||||
|
||||
最强证据：
|
||||
最弱证据：
|
||||
重复错误：
|
||||
暂定 CEFR（可分项）：
|
||||
12 周真实任务：
|
||||
下一项最小练习：
|
||||
需要专业人士或原始来源确认的部分：
|
||||
下一周期只改变的一个变量：
|
||||
```markdown
|
||||
首版之后我仍能独立说明的内容：
|
||||
如果重做，我最想改变的条件：
|
||||
不能从首版推出的结论：
|
||||
```
|
||||
|
||||
评分参考：`0=未完成`，`1=部分完成或依赖提示`，`2=在当前条件下稳定完成`。记录评分理由，不要只填数字。
|
||||
## 4. 按影响评分，不按感觉评分
|
||||
|
||||
在第 30 天和第 12 周用相同条件或相近平行任务复测。保留原始样本、辅助版本、延迟表现和评分理由，避免只比较经过大量修改的成品。把最终的下一变量写入[九十日行动总表](90-day-cycle.md)。
|
||||
每项 `0-2` 分：`0=没有证据或未完成`，`1=部分完成、依赖提示或不稳定`，`2=在当前条件下独立完成`。每个分数都写证据位置。
|
||||
|
||||
| 能力 | 任务完成 | 可理解度 | 准确与范围 | 组织/流畅 | 独立与迁移 | 证据理由 |
|
||||
| --- | ---: | ---: | ---: | ---: | ---: | --- |
|
||||
| 听力 | | | | | | |
|
||||
| 阅读 | | | | | | |
|
||||
| 口语 | | | | | | |
|
||||
| 写作 | | | | | | |
|
||||
|
||||
### 分数解释
|
||||
|
||||
- **任务完成**：信息和意图是否到达，动作是否能继续；
|
||||
- **可理解度**：真实读者/听众是否无需过度猜测；
|
||||
- **准确与范围**：词汇、语法、发音、拼写和细节是否支持任务；
|
||||
- **组织/流畅**：结构、顺序、停顿或版面是否妨碍使用；
|
||||
- **独立与迁移**：撤掉最近提示、改变一个条件后能否再次完成。
|
||||
|
||||
总分只用于同一个人的纵向比较，不是人格、智力或录用资格。CEFR 方向请结合[CEFR 目标与英语能力自测](../threads/part-1/0-cefr.md)，不要把一次诊断写成永久等级。
|
||||
|
||||
## 5. 为每项只选一个首要障碍
|
||||
|
||||
| 能力 | 首要障碍 | 样本/时间段 | 任务影响 | 下一项最小修复 | 对应证据卡 |
|
||||
| --- | --- | --- | --- | --- | --- |
|
||||
| 听力 | 词汇 / 声音 / 句法 / 背景 / 注意 / 设备 | | | | [听力证据卡](listening-audit.md) |
|
||||
| 阅读 | 词汇 / 结构 / 背景 / 证据 / 版面 / 容量 | | | | [阅读证据卡](reading-evidence.md) |
|
||||
| 口语 | 词块 / 发音 / 组织 / 互动 / 语域 / 追问 | | | | [口语证据卡](speaking-evidence.md) |
|
||||
| 写作 | 任务 / 事实 / 结构 / 句子 / 语域 / 交付 | | | | [写作证据卡](writing-evidence.md) |
|
||||
|
||||
若一个障碍无法指出样本或时间段，先不要把它当作结论。一个人可以“知道很多词”却在听力切分上失败，也可以语法准确却无法组织异步交接。
|
||||
|
||||
## 6. 设计一次定向修复
|
||||
|
||||
```markdown
|
||||
我只要修复的一个障碍：
|
||||
修复动作（25-45 分钟）：
|
||||
材料与来源：
|
||||
允许的最小支架：
|
||||
完成标准：
|
||||
我要保存的前后样本：
|
||||
哪条反馈会让我改变方案：
|
||||
```
|
||||
|
||||
顺序通常是：先保证意思和任务完成，再修事实与结构，之后处理高影响词汇、语法、发音或写作语域，最后才做不改变结果的风格细节。
|
||||
|
||||
## 7. 延迟复测与迁移
|
||||
|
||||
| 时间 | 撤掉什么 | 改变什么 | 输出 | 结果/证据 |
|
||||
| --- | --- | --- | --- | --- |
|
||||
| 第 1 天 | 首版之后的答案 | 原条件 | 修复版 | |
|
||||
| 第 7 天 | 最近提示和旧句 | 平行主题或受众 | 同类任务 | |
|
||||
| 第 30 天 | 工具对话和批注 | 真实材料或时间压力 | 一项真实交付 | |
|
||||
| 第 12 周 | 旧任务与旧评分 | 目标岗位/课程/生活场景 | 完整任务 | |
|
||||
|
||||
```markdown
|
||||
第 7 天仍然能独立完成：
|
||||
第 30 天仍然反复的错误：
|
||||
哪一项只在熟悉主题成功：
|
||||
四项能力中最值得增加时间的地方：
|
||||
我不能从这次复测推出什么：
|
||||
```
|
||||
|
||||
## 8. 记录 AI、翻译和人工反馈
|
||||
|
||||
```markdown
|
||||
工具 / 模型 / 版本与日期：
|
||||
工具介入前的样本位置：
|
||||
它只做了什么：诊断 / 追问 / 反例 / 转写 / 反馈 / 其他
|
||||
它生成或改写的范围：
|
||||
我用什么一手来源、词典、教师、同伴或真实受众核验：
|
||||
我采纳、拒绝或延后的建议及理由：
|
||||
关闭工具后的独立样本：
|
||||
按学校、客户、雇主或考试规则需要怎样披露：
|
||||
```
|
||||
|
||||
模型答案、语音识别分数和润色终稿都不能单独证明能力。重要判断必须回到原始材料、实际回应和具名责任人。
|
||||
|
||||
## 9. 形成下一周期决定
|
||||
|
||||
```markdown
|
||||
当前分项方向（不是永久等级）：
|
||||
最强的真实证据：
|
||||
最弱且最影响生活的证据：
|
||||
继续：
|
||||
降档：
|
||||
换变量：
|
||||
暂停或求助：
|
||||
下一项最小任务：
|
||||
下一次复查日期：
|
||||
```
|
||||
|
||||
相关入口：[认知篇：把努力变成可验证的学习](../threads/part-1/1-understanding.md) ｜ [词汇证据卡](vocabulary-audit.md) ｜ [语法证据卡](grammar-evidence.md) ｜ [听力证据卡](listening-audit.md) ｜ [阅读证据卡](reading-evidence.md) ｜ [口语证据卡](speaking-evidence.md) ｜ [写作证据卡](writing-evidence.md) ｜ [证据链模板](evidence-chain.md)
|
||||
|
||||
@@ -61,7 +61,7 @@ next:
|
||||
| 阶段 | 阅读范围 | 读完留下什么 |
|
||||
| --- | --- | --- |
|
||||
| 看见起点 | [阅读指南](reader-guide.md) · [序章](prologue.md) | 一页读者承诺：真实问题、基线、最小动作和边界 |
|
||||
| 打开输入 | [CEFR 自测](../part-1/0-cefr.md)与语法、听、读、说、写章节 | 一份[英语诊断](../../templates/english-diagnostic.md)和一张对应的[证据卡](../../reference/glossary.md#工具与交付) |
|
||||
| 打开输入 | [CEFR 自测](../part-1/0-cefr.md)与词汇、语法、听、读、说、写章节 | 一份[英语能力诊断](../../templates/english-diagnostic.md)和一张对应的[证据卡](../../reference/glossary.md#工具与交付) |
|
||||
| 回到现实 | [我的故事](../part-2/my-story.md)、[叙事与证据](../part-2/narrative-and-evidence.md)、[回声](../part-2/x-misc.md)、[恢复](../part-2/recovery.md)、[选择](../part-2/decision.md)，以及[AI 学习](../part-3/1-ai-learning.md)、[作品](../part-3/4-artifacts-and-delivery.md)、[证据](../part-3/5-evidence-and-transfer.md) | 一次案例复盘或真实交付，并用[证据链模板](../../templates/evidence-chain.md)记录变化 |
|
||||
| 保持与交付 | [实践篇](../part-4/week-1.md)、按需使用的[家庭学习](../part-4/family-learning.md)、[生活系统](../part-4/daily-system.md)、[节律](../part-4/rhythm-and-compounding.md)、[九十天行动](../part-5/90-day-plan.md)、[本书案例](../part-5/book-as-proof.md)、[后记](../part-6/afterword.md) | 一份第一周基线与复测、一页[节律账本](../../templates/rhythm-ledger.md)、一份周期计划、一份真实项目交接，以及下一次复查日期 |
|
||||
|
||||
|
||||
@@ -1,170 +1,239 @@
|
||||
---
|
||||
title: 认知篇：把努力变成可验证的学习
|
||||
description: 用目标、主动回忆、间隔练习、输出反馈与睡眠恢复替代学习金字塔和单纯的努力感。
|
||||
updated: 2026-09-01
|
||||
description: 用真实任务、首版基线、主动回忆、反馈、间隔、恢复和跨会话状态，把努力变成可比较、可迁移的学习证据。
|
||||
updated: 2026-09-02
|
||||
sources_checked: 2026-09-02
|
||||
---
|
||||
|
||||
# 认知篇：把努力变成可验证的学习
|
||||
|
||||
本章处理英语学习开始前最重要的问题：为什么学、要完成什么任务、怎样判断有效，以及怎样在不透支身体的前提下长期训练。
|
||||
学习最容易被误认成两件事：花了很多时间，或者已经很熟悉。一个视频看完、一个章节划线、一个答案读懂，都可能让人感觉“我会了”；可当材料合上、提示撤掉、题目换了，能力是否还在，必须由新的动作回答。
|
||||
|
||||
## 先区分三类话
|
||||
我也曾把可见的努力当作学习本身。高中时，我清晨 5:20 起床，午间不休息，熄灯后继续看书。时间越来越多，成绩却下降。我把失败解释成“不够拼”，于是继续加码。后来才承认：对我而言，长期睡眠不足、没有诊断错误、只有机械时长，组成了一条越来越贵却没有变好的路。
|
||||
|
||||
这份指南保留个人经历，但会明确它们的证据地位：
|
||||
这段经历不能证明早起无效，也不能为任何人开出作息处方。它只留下一个值得复测的问题：当投入增加时，任务表现、错误类型、保持和身体容量有没有一起改善？如果没有，下一步不是立刻再加时间，而是回到任务、基线和错误。
|
||||
|
||||
- **研究支持**：在特定实验与人群中重复观察到的结果，不等于对每个人的保证；
|
||||
- **个人经验**：解释“我为什么这样做”，只能作为你设计实验的线索；
|
||||
- **推测**：还没有足够证据，应写成待验证问题。
|
||||
本章是全书的总协议。它不要求把生活变成实验室，而是帮助你在有限精力里留下足够的证据：先定义一次真实交付，保存工具介入前的首版，做有针对性的输入与回忆，接受具体反馈，隔一段时间撤掉提示，换一个条件再做，并把状态写在会话之外。
|
||||
|
||||
当一句建议没有说明对象、条件、结果指标和来源时，先把它当作假设。
|
||||
## 本章速览
|
||||
|
||||
## 为什么学英语
|
||||
- 把“我想进步”改写成受众、动作、质量门槛、期限和证据；
|
||||
- 区分研究结论、个人经验和等待检验的假设；
|
||||
- 保存未经修饰的首版，避免成品覆盖起点；
|
||||
- 用输入、主动回忆、输出、反馈和记录组成一次完整学习回路；
|
||||
- 按任务影响分类错误，不把所有失败归因于懒惰或词汇量；
|
||||
- 让反馈改变下一次动作，而不是只增加笔记和建议；
|
||||
- 依据表现安排间隔，保护睡眠、身体和可回归的最低容量；
|
||||
- 把目标、样本、错误和下一步写进会话之外的学习状态；
|
||||
- 在新主题、受众、模态或时间压力下检验迁移。
|
||||
|
||||
英语可以连接更多技术文档、研究、课程、文化作品与跨国协作。但“英语重要”仍然不是一个可执行目标。先写清真实场景：
|
||||
## 1. 先定义一次真实交付
|
||||
|
||||
- 为考试：目标分数、题型和日期是什么？
|
||||
- 为留学：需要完成课堂讨论、学术阅读还是论文写作？
|
||||
- 为工作：要读文档、写邮件、开会、面试还是演讲？
|
||||
- 为生活：要旅行沟通、阅读作品还是与具体的人交流？
|
||||
“学英语”“学编程”“提高表达”都太大，无法决定今天做什么。先写清楚：
|
||||
|
||||
> 我的首要场景是 ______；12 周后，我要在 ______ 条件下完成 ______；证据是 ______。
|
||||
| 要素 | 问题 | 示例 |
|
||||
| --- | --- | --- |
|
||||
| 受众 | 谁会据此理解、决定或行动？ | 新同事、客户、老师、自己 |
|
||||
| 动作 | 对方读完、听完或看完要做什么？ | 复述、回复、运行、选择、继续 |
|
||||
| 输入 | 你要处理哪份具体材料？ | 2 分钟音频、API 文档、一封邮件 |
|
||||
| 质量门槛 | 什么算完成，什么风险不能接受？ | 说出主旨和责任；不漏掉限制 |
|
||||
| 条件 | 时限、设备、背景、允许工具是什么？ | 20 分钟、无字幕、可查词 |
|
||||
| 证据 | 哪个作品、测试或真实回应能留下来？ | 录音、复述、运行结果、邮件回复 |
|
||||
|
||||
场景决定材料和反馈标准。不要为了一个模糊的“英语变好”平均训练所有内容。
|
||||
目标句可以这样写：
|
||||
|
||||
## 删除“学习金字塔”数字
|
||||
> 在 12 周内，我能在一次 5 分钟工作汇报中说明背景、进展和风险；听众无需切换语言就能复述要点；我保存第 1、4、8、12 周的录音和反馈。
|
||||
|
||||
旧版引用了“阅读记住 10%、听讲 20%、实践 90%”一类学习金字塔数字。这些精确比例没有可靠的原始研究支持，也不是 Edgar Dale 的经验之塔所主张的内容，因此本版删除旧图和百分比。
|
||||
它比“从 B1 到 B2”更能指导行动。等级可以描述某些条件下的表现，但不能代替场景、任务、期限和证据。
|
||||
|
||||
应保留的不是那组数字，而是一个可检验原则：**仅重复接触容易产生熟悉感；尝试从记忆中提取、解释、应用并得到反馈，更能暴露自己是否真的会了。**
|
||||
## 2. 分开三类话
|
||||
|
||||
研究综述中较稳定的两类策略是：
|
||||
这份指南会把不同证据放在不同位置：
|
||||
|
||||
- **检索练习**：合上材料后回忆、答题、复述、写出或教给别人；
|
||||
- **分散练习**：把练习分布到多个时间点，而不是一次集中刷完。
|
||||
- **研究支持**：在特定样本、条件和测量下观察到的结果；它告诉你值得尝试什么，不保证每个人得到相同结果；
|
||||
- **个人经验**：说明我为什么做出某个选择；它有叙事价值，也是设计实验的线索，但不是普遍规律；
|
||||
- **待检验假设**：目前证据不足的判断；把它写成下一次行动、反例或暂停条件。
|
||||
|
||||
它们没有一套适合所有人的固定百分比或固定日历。材料难度、先备知识、延迟时长和测试方式都会改变效果。
|
||||
当一句建议没有说明对象、条件、结果指标和来源时，把它放回假设区。一个方法听起来有道理，不等于它已经适合你的任务。
|
||||
|
||||
## 一个完整学习回路
|
||||
## 3. 一次完整学习回路
|
||||
|
||||
每次 25–45 分钟训练至少包含五步：
|
||||
每次 25-45 分钟，尽量经过以下六步：
|
||||
|
||||
1. **明确任务**：例如“听懂 2 分钟新闻并复述”，而不是“练听力”。
|
||||
2. **第一次尝试**：在不过度查词的情况下留下基线。
|
||||
3. **针对性输入**：查看材料、讲解或例子，只补当前错误所需信息。
|
||||
4. **主动输出**：合上材料再次说、写、做题或应用。
|
||||
5. **反馈与记录**：按标准比较前后版本，把错误和下一步写入 [学习状态](../../templates/learning-state.md)。
|
||||
1. **定义**：写出任务、受众、条件和完成标准；
|
||||
2. **首版**：在允许的最低帮助下独立完成一次，保存原始样本；
|
||||
3. **诊断**：把失败定位到语言、结构、背景、策略、注意力、容量或设备；
|
||||
4. **定向输入**：只补当前错误所需的信息，避免无边界地继续看；
|
||||
5. **主动产出**：合上材料，复述、写作、说话、运行或做决定；
|
||||
6. **反馈与状态**：记录结果、帮助、仍然未知和下一次要改变的一个条件。
|
||||
|
||||
读完、看完或“感觉懂了”都不是终点。能否在材料关闭后完成任务，才是更有价值的证据。
|
||||
“看完”不是第七步。学习回路的终点是：工具和材料离开后，你仍然能完成一个相近动作，或者更准确地知道为什么还不能完成。
|
||||
|
||||
## 输出不等于表演
|
||||
## 4. 首版是测量，不是判决
|
||||
|
||||
主动输出可以很小：
|
||||
首版不必漂亮，但必须可比较。记录：
|
||||
|
||||
- 用自己的话写三句摘要；
|
||||
- 听完后列出主旨和三个细节；
|
||||
```markdown
|
||||
真实任务与受众：
|
||||
材料、版本和来源：
|
||||
开始/结束时间：
|
||||
允许的词典、字幕、搜索、AI 和人工帮助：
|
||||
我认为的完成标准：
|
||||
第一版位置：
|
||||
当时完成了什么：
|
||||
当时最不确定什么：
|
||||
```
|
||||
|
||||
不要用后来润色过的版本覆盖首版，也不要把首次失败写成稳定能力。首版只回答一个问题：在这些条件下，我当时能够独立做什么？
|
||||
|
||||
如果是四项英语能力，使用[英语能力诊断](../../templates/english-diagnostic.md)记录听、读、说、写；如果某一项的瓶颈更具体，再进入对应证据卡。
|
||||
|
||||
## 5. 诊断错误，而不是审判自己
|
||||
|
||||
一次表现不好，可能来自不同层：
|
||||
|
||||
| 层次 | 典型表现 | 下一步问题 |
|
||||
| --- | --- | --- |
|
||||
| 语言形式 | 词形、声音、语法或拼写没有识别 | 哪个形式改变了意思？ |
|
||||
| 结构与意义 | 知道词，却没解析主体、时间、条件或关系 | 哪一段关系无法解释？ |
|
||||
| 背景与概念 | 语言读得出，却不知道对象和前提 | 缺的是哪条领域知识？ |
|
||||
| 策略与工具 | 反复查同一处，或提示一直撤不掉 | 哪个支架该保留、何时撤？ |
|
||||
| 注意与容量 | 后半段错误集中出现，身体明显下降 | 今天可持续的最低任务是什么？ |
|
||||
| 环境与设备 | 声音、网络、字体、界面影响结果 | 换设备后表现是否改变？ |
|
||||
|
||||
“粗心”“没天赋”“词汇量不够”常常是过早结束诊断的标签。先保存错误样本，再只选择一个最影响任务的变量。诊断的目的不是为失败找性格解释，而是为下一次练习找一个可改变的条件。
|
||||
|
||||
## 6. 主动回忆比熟悉感更严格
|
||||
|
||||
重复接触可以让材料变得熟悉，却不一定让你在需要时调用。主动回忆包括：
|
||||
|
||||
- 合上材料写三句摘要；
|
||||
- 听完后说出主旨、细节、责任和下一步；
|
||||
- 不看笔记解释一个概念；
|
||||
- 把新词用于两种不同情境；
|
||||
- 录 60 秒音频，再听一遍标记停顿。
|
||||
- 让一个词块进入两个新情境；
|
||||
- 在没有示例代码时重现最小运行步骤；
|
||||
- 让读者或同伴复述他们真正收到的意思。
|
||||
|
||||
输出的作用是暴露缺口，不是证明自己聪明。越早看到错误，越能把时间用在真正需要的地方。
|
||||
回忆不必每次都困难到失败。理想的难度是让缺口出现，同时仍有能力修复。过于简单只制造流畅感，过于困难则测量的是挫败、背景或容量。记录“完成、提示、用时、错误和回应”，比记录“今天很努力”更有用。
|
||||
|
||||
## 间隔由表现决定
|
||||
## 7. 反馈必须进入下一次动作
|
||||
|
||||
“第 1、2、4、7、15 天复习”可以是起步提醒，但不是艾宾浩斯为你制定的普遍规律。更实用的做法是：
|
||||
反馈不是越多越好。先处理会改变任务结果的 1-3 项：
|
||||
|
||||
- 能轻松、准确回忆：增加下次间隔或提高难度；
|
||||
1. 受众是否理解、决定或完成了预期动作；
|
||||
2. 事实、结构或责任是否准确；
|
||||
3. 哪个反复错误最值得在下一次修复。
|
||||
|
||||
句子层反馈还要区分：必要纠错、歧义、语域选择、可接受变体和风格偏好。让读者先复述，再讨论“是否自然”。反馈者可能发现盲点，也可能带着不同背景和目标；采纳、部分采纳、拒绝和延后都要有理由。
|
||||
|
||||
如果反馈只让旧稿变漂亮，却没有改变新任务中的动作，不能算迁移。把一条反馈写成下一次平行任务的条件：换主题、受众、声音、时间或限制，只改变一个变量。
|
||||
|
||||
## 8. 间隔、交错与睡眠
|
||||
|
||||
检索练习和分散练习在学习研究中得到较多支持，但没有一张适合所有人和所有材料的固定日历。可以用当天、第 1 天、第 3-7 天、第 14 天和第 30 天作提醒，再依据表现调整：
|
||||
|
||||
- 轻松且准确，还能在新情境使用：延长间隔或提高变化；
|
||||
- 费力但成功：保持相近间隔；
|
||||
- 经常失败：缩短间隔、减少材料量或补先修知识；
|
||||
- 只能认出不能使用：增加产出任务和跨情境练习。
|
||||
- 反复失败：减少材料、缩短间隔或补先修知识；
|
||||
- 只会认不会用：增加产出和跨模态任务；
|
||||
- 身体容量持续下降：降档、暂停或求助，不把恢复解释成懒惰。
|
||||
|
||||
记录表现，交给算法或自己动态调整。不要因为错过“最佳复习点”就放弃整套计划。
|
||||
学习不同技能时可以交错，但不要让每次练习同时改变太多变量，否则不知道是哪一层造成变化。睡眠、进食、运动和无任务时间不是学习之后的奖励，而是记忆、注意和恢复下一次的输入。持续失眠、情绪或身体问题需要合格的医疗或心理专业支持，本书不做诊断。
|
||||
|
||||
## 睡眠和恢复不是奖励
|
||||
## 9. 把状态放在会话之外
|
||||
|
||||
### 个人经历
|
||||
聊天、课程或应用会结束，学习状态不能只存在其中。用[学习状态模板](../../templates/learning-state.md)留下：
|
||||
|
||||
高中时，我曾把“看起来很努力”当作学习本身：清晨 5:20 起床，午间不休息，熄灯后继续看书。时间投入增加，成绩却下降。我当时把失败解释成“不够拼”，于是继续透支。
|
||||
```markdown
|
||||
当前主问题：
|
||||
已经知道且有证据的部分：
|
||||
首版和最近一次结果：
|
||||
错误分类与未解决风险：
|
||||
使用过的工具及核验边界：
|
||||
下一项最小任务：
|
||||
下一次要改变的一个条件：
|
||||
如果中断，怎样在 24 小时内回来：
|
||||
交接给谁、何时复查：
|
||||
```
|
||||
|
||||
这段经历不能证明所有早起都无效。它能证明的是：**对我而言，在长期睡眠不足、没有诊断错误、只有机械时长的条件下，加码投入适得其反。**
|
||||
下一次会话先读状态，再做动作；不要让模型替你从旧聊天中猜测进度。状态文件是事实页，不是展示学习努力的日记。
|
||||
|
||||
### 研究边界
|
||||
## 10. AI 是支架，不是结果
|
||||
|
||||
睡眠参与记忆巩固，长期睡眠不足也会影响注意和表现。但个体所需睡眠、作息和健康状况不同。本指南不提供医疗诊断；持续失眠、情绪或身体问题应寻求合格专业人员帮助。
|
||||
AI 可以提问、解释、分类错误、生成反例、模拟读者、提供平行任务和比较两个版本。一个可审计顺序是：
|
||||
|
||||
训练计划中要预留睡眠、运动、进食和无任务时间。恢复不是完成学习后的奖赏，而是下一次有效学习的条件。
|
||||
1. 先保存自己的任务与首版；
|
||||
2. 只给模型完成当前诊断所需的最少内容；
|
||||
3. 要求它标出不确定、来源和可能误判；
|
||||
4. 回到一手材料、词典、运行结果、教师、同伴或真实受众核验；
|
||||
5. 关闭工具，在新条件下独立完成；
|
||||
6. 把采纳、拒绝和下一步写回状态文件。
|
||||
|
||||
## 不使用“学习风格匹配”
|
||||
模型不能替你证明事实、承担隐私责任、完成禁止外部帮助的考试或决定你是否真正学会。不要把客户资料、未公开文档、证件、医疗隐私或未授权的第三方内容粘贴进去。
|
||||
|
||||
你可以偏爱图像、声音或文字，但现有证据不足以支持“先把人分成视觉型/听觉型，再按类型匹配教学就会学得更好”。材料的呈现方式应由**内容和任务**决定：
|
||||
## 11. 让能力跨条件移动
|
||||
|
||||
- 发音需要听觉、口腔动作和声学反馈；
|
||||
- 拼写需要视觉辨认和主动书写；
|
||||
- 空间关系适合图示；
|
||||
- 真实沟通需要把听、说、读、写整合起来。
|
||||
即时表现只说明一个条件下发生了什么。迁移至少改变一项：
|
||||
|
||||
多种表征可以帮助理解，但不要把偏好当作固定身份或能力上限。
|
||||
| 保留 | 改变 | 要观察什么 |
|
||||
| --- | --- | --- |
|
||||
| 任务 | 主题 | 结构和策略是否仍然可用 |
|
||||
| 主题 | 受众 | 语域、背景和解释是否调整 |
|
||||
| 信息 | 模态 | 听、读、说、写之间是否互相支撑 |
|
||||
| 体裁 | 时间 | 能否在压力下保留主线和限制 |
|
||||
| 工具 | 支架 | 关闭提示后能否独立继续 |
|
||||
|
||||
## 合理目标：和自己的基线比较
|
||||
每次只改变一个主要条件。若全都换，结果下降也不知道是难度、背景还是方法造成的。迁移不是要求新任务和旧任务一模一样，而是要求核心动作仍能被调用。
|
||||
|
||||
不要把别人的日程直接复制成自己的目标。有效目标包含：
|
||||
## 12. 7 天、30 天、12 周
|
||||
|
||||
- 一个真实场景；
|
||||
- 一个可观察任务；
|
||||
- 一个质量门槛；
|
||||
- 一个期限；
|
||||
- 前后可比较的证据。
|
||||
### 7 天：让首版出现
|
||||
|
||||
使用 [CEFR 自测](0-cefr.md) 建立四项基线。如果口语 A2、阅读 B2，就分别训练；一个平均等级不能描述这种差异。
|
||||
|
||||
## 反馈的顺序
|
||||
|
||||
一次只处理最影响任务的 1–3 个问题：
|
||||
|
||||
1. 任务是否完成、意思是否到达；
|
||||
2. 结构与逻辑是否支持理解；
|
||||
3. 高频重复的词汇、语法或发音错误；
|
||||
4. 最后才是对沟通影响很小的细节。
|
||||
|
||||
AI 可以帮助分类错误和生成平行练习，但可能误判事实、发音或语言习惯。重要输出要用词典、语料、教师、同伴或真实受众交叉检查。
|
||||
|
||||
## 7 天、30 天、12 周
|
||||
|
||||
### 7 天：建立基线
|
||||
|
||||
- 完成听说读写四项短样本；
|
||||
- 选择最重要的真实场景；
|
||||
- 完成一项真实任务的首版；
|
||||
- 做三次完整学习回路；
|
||||
- 第 7 天只根据证据调整一个变量。
|
||||
- 分类一个反复错误；
|
||||
- 第 7 天撤掉最近提示，做一次相近任务；
|
||||
- 只决定下周改变的一个条件。
|
||||
|
||||
### 30 天：建立稳定节奏
|
||||
### 30 天：让节奏可持续
|
||||
|
||||
- 每周至少保留一个可比较输出；
|
||||
- 建立错误分类，不按“粗心”一笔带过；
|
||||
- 逐步把练习材料换成真实材料；
|
||||
- 第 30 天按相同条件复测。
|
||||
- 每周保存一个可比较输出；
|
||||
- 在旧任务和平行任务之间交替；
|
||||
- 删除只制造熟悉感的活动；
|
||||
- 重复记录睡眠、容量、用时和真实回应；
|
||||
- 第 30 天按相近条件复测，并写明不可推出的结论。
|
||||
|
||||
把基线、即时表现、延迟保持和迁移放在[证据链模板](../../templates/evidence-chain.md)中，才能看见训练到底留下了什么。
|
||||
|
||||
### 12 周：完成真实任务
|
||||
### 12 周：让能力进入生活
|
||||
|
||||
- 第 1、4、8、12 周保存同类样本；
|
||||
- 中期增加时间压力、陌生主题或真实听众；
|
||||
- 末期完成考试模拟、会议、演讲、长文阅读或写作交付；
|
||||
- 用结果决定下一周期，而不是自动升级难度。
|
||||
- 中期加入陌生主题、真实受众或时间压力；
|
||||
- 末期完成会议、考试模拟、文档验证、邮件交付或作品发布；
|
||||
- 用结果决定继续、降档、换变量或停止，而不是自动升级难度。
|
||||
|
||||
## 本章行动
|
||||
## 13. 一页总诊断
|
||||
|
||||
1. 完成 [英语能力诊断](../../templates/english-diagnostic.md)。
|
||||
2. 创建 [学习状态](../../templates/learning-state.md)。
|
||||
3. 删除一个只制造努力感、没有输出证据的任务。
|
||||
4. 安排本周第一次 25–45 分钟学习回路。
|
||||
完成一次总诊断时，按下面顺序：
|
||||
|
||||
## 参考资料
|
||||
1. 选一个真实主题与四项任务；
|
||||
2. 记录条件，分别完成听、读、说、写首版；
|
||||
3. 每项只写一个最影响结果的错误；
|
||||
4. 为每项选择一个证据卡，做一次定向修复；
|
||||
5. 第 7 天完成平行任务，第 30 天重复一项真实交付；
|
||||
6. 写下哪项能力改变、哪项没有、哪项仍无证据。
|
||||
|
||||
- [Dunlosky et al. (2013), Improving Students' Learning With Effective Learning Techniques](https://doi.org/10.1177/1529100612453266)
|
||||
- [Roediger & Karpicke (2006), Test-Enhanced Learning](https://doi.org/10.1111/j.1467-9280.2006.01693.x)
|
||||
- [Cepeda et al. (2006), Distributed Practice in Verbal Recall Tasks](https://doi.org/10.1037/0033-2909.132.3.354)
|
||||
- [Pashler et al. (2008), Learning Styles: Concepts and Evidence](https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/07/Pashler_McDaniel_Rohrer_Bjork_2009_PSPI.pdf)
|
||||
不要把四项分数简单平均成一个人格判断。阅读 B2、口语 A2 的人，不需要先寻找一个“真实等级”，而需要让下一项任务与对应证据相匹配。
|
||||
|
||||
## 来源与边界
|
||||
|
||||
- [Dunlosky et al. (2013), Improving Students' Learning With Effective Learning Techniques](https://api.crossref.org/works/10.1177%2F1529100612453266)：综述十种学习技术，并以学习条件、学习者、材料和测量任务讨论可推广性；对练习测试和分散练习评价较高，对复读和高亮等活动的效果更有条件。
|
||||
- [Roediger & Karpicke (2006), Test-Enhanced Learning](https://api.crossref.org/works/10.1111%2Fj.1467-9280.2006.01693.x)：在散文材料的研究中比较测试与重复学习，报告延迟保持上的差异；样本、材料和测量不能直接推出所有任务的相同效果。
|
||||
- [Cepeda et al. (2006), Distributed Practice in Verbal Recall Tasks](https://api.crossref.org/works/10.1037%2F0033-2909.132.3.354)：对言语回忆任务的分散练习进行综述与量化综合；最佳间隔取决于保持目标、材料和任务。
|
||||
- [Hattie & Timperley (2007), The Power of Feedback](https://api.crossref.org/works/10.3102%2F003465430298487)：分析反馈类型、时机和给法的差异；“反馈有效”不是不加区分地增加批注。
|
||||
- [Rasch & Born (2013), About Sleep's Role in Memory](https://api.crossref.org/works/10.1152%2Fphysrev.00032.2012)：综述睡眠与记忆巩固的研究；个体需求、健康状况和现实作息仍需分别判断。
|
||||
- [Pashler et al. (2008), Learning Styles](https://api.crossref.org/works/10.1111%2Fj.1539-6053.2009.01038.x)：综述未发现足够证据支持按固定视觉/听觉标签匹配教学，同时提醒未测试的变体不能被一概否定。
|
||||
- 研究结论的样本、材料、测量和延迟时间各不相同。重要任务应回到当前事实、一手来源、真实受众和具名责任人验收。
|
||||
|
||||
相关入口：[CEFR 目标与自测](0-cefr.md) ｜ [词汇篇](2-vocabulary.md) ｜ [语法篇](grammar.md) ｜ [听力篇](3-listening.md) ｜ [阅读篇](4-reading.md) ｜ [口语篇](5-speaking.md) ｜ [写作篇](6-writing.md) ｜ [英语能力诊断](../../templates/english-diagnostic.md) ｜ [证据链模板](../../templates/evidence-chain.md)
|
||||
|
||||
## 结语：把方法交给下一次
|
||||
|
||||
|
||||
@@ -391,6 +391,34 @@ test("vocabulary turns card familiarity into contextual retrieval", () => {
|
||||
}
|
||||
});
|
||||
|
||||
test("learning principles turn effort into a complete evidence loop", () => {
|
||||
const cases = [
|
||||
{
|
||||
chapter: "threads/part-1/1-understanding.md",
|
||||
diagnostic: "templates/english-diagnostic.md",
|
||||
chapterTerms: ["一次完整学习回路", "首版是测量，不是判决", "诊断错误，而不是审判自己", "把状态放在会话之外", "让能力跨条件移动"],
|
||||
diagnosticTerms: ["定义诊断边界", "四项首版任务", "按影响评分，不按感觉评分", "为每项只选一个首要障碍", "延迟复测与迁移"],
|
||||
},
|
||||
{
|
||||
chapter: "en/threads/part-1/1-understanding.md",
|
||||
diagnostic: "en/templates/english-diagnostic.md",
|
||||
chapterTerms: ["One Complete Learning Loop", "A First Version Is a Measure, Not a Verdict", "Diagnose the Error Instead of Judging the Person", "Keep State Outside the Session", "Make Ability Move Across Conditions"],
|
||||
diagnosticTerms: ["Define the Diagnostic Boundary", "Four First-version Tasks", "Score Impact, Not Feeling", "Choose One Primary Barrier per Skill", "Delayed Retest and Transfer"],
|
||||
},
|
||||
];
|
||||
|
||||
for (const { chapter, diagnostic, chapterTerms, diagnosticTerms } of cases) {
|
||||
const chapterText = readFileSync(resolve(process.cwd(), "docs", chapter), "utf8");
|
||||
const diagnosticText = readFileSync(resolve(process.cwd(), "docs", diagnostic), "utf8");
|
||||
for (const term of chapterTerms) expect(chapterText, chapter).toContain(term);
|
||||
for (const term of diagnosticTerms) expect(diagnosticText, diagnostic).toContain(term);
|
||||
expect(chapterText).toContain("api.crossref.org/works/10.1177%2F1529100612453266");
|
||||
expect(chapterText).toContain("english-diagnostic.md");
|
||||
expect(diagnosticText).toContain("evidence-chain.md");
|
||||
expect((chapterText.match(/https?:\/\//g) || []).length, chapter).toBeLessThanOrEqual(8);
|
||||
}
|
||||
});
|
||||
|
||||
test("writing turns tool polish into accountable revision and delivery", () => {
|
||||
const cases = [
|
||||
{
|
||||
@@ -847,6 +875,10 @@ test("heading-only search keeps long-form chapters and tools discoverable withou
|
||||
await expect(zhSearchBox.getByRole("link", { name: /词汇篇：从眼熟到在真实任务中调用/ }).first()).toBeVisible();
|
||||
await zhSearchBox.locator("input").fill("词汇证据卡：从卡片眼熟到情境调用");
|
||||
await expect(zhSearchBox.getByRole("link", { name: /词汇证据卡：从卡片眼熟到情境调用/ }).first()).toBeVisible();
|
||||
await zhSearchBox.locator("input").fill("认知篇：把努力变成可验证的学习");
|
||||
await expect(zhSearchBox.getByRole("link", { name: /认知篇：把努力变成可验证的学习/ }).first()).toBeVisible();
|
||||
await zhSearchBox.locator("input").fill("英语能力诊断：四项基线与迁移记录");
|
||||
await expect(zhSearchBox.getByRole("link", { name: /英语能力诊断：四项基线与迁移记录/ }).first()).toBeVisible();
|
||||
await zhSearchBox.locator("input").fill("写作篇：从初稿到可验证修订");
|
||||
await expect(zhSearchBox.getByRole("link", { name: /写作篇：从初稿到可验证修订/ }).first()).toBeVisible();
|
||||
await zhSearchBox.locator("input").fill("写作证据卡：从工具润色到署名交付");
|
||||
@@ -886,6 +918,10 @@ test("heading-only search keeps long-form chapters and tools discoverable withou
|
||||
await expect(enSearchBox.getByRole("link", { name: /Vocabulary: From Familiarity to Retrieval in Real Tasks/ }).first()).toBeVisible();
|
||||
await enSearchBox.locator("input").fill("Vocabulary Evidence Card: From Card Familiarity to Contextual Retrieval");
|
||||
await expect(enSearchBox.getByRole("link", { name: /Vocabulary Evidence Card: From Card Familiarity to Contextual Retrieval/ }).first()).toBeVisible();
|
||||
await enSearchBox.locator("input").fill("Learning Principles: Turn Effort into Verifiable Learning");
|
||||
await expect(enSearchBox.getByRole("link", { name: /Learning Principles: Turn Effort into Verifiable Learning/ }).first()).toBeVisible();
|
||||
await enSearchBox.locator("input").fill("English Diagnostic: Four-skill Baseline and Transfer Record");
|
||||
await expect(enSearchBox.getByRole("link", { name: /English Diagnostic: Four-skill Baseline and Transfer Record/ }).first()).toBeVisible();
|
||||
await enSearchBox.locator("input").fill("Writing: From Draft to Verifiable Revision");
|
||||
await expect(enSearchBox.getByRole("link", { name: /Writing: From Draft to Verifiable Revision/ }).first()).toBeVisible();
|
||||
await enSearchBox.locator("input").fill("Writing Evidence Card: From Tool Polish to Accountable Delivery");
|
||||
|
||||
Reference in New Issue
Block a user