综合英语3 U1 Text I 课文结构

这是一篇关于综合英语3 U1 Text I Fresh Start课文结构的思维导图.导图介绍了三个部分的知识点，有需要的伙伴自行收藏哦。

综合英语3 U1Text I Fresh Start 课文结构

• Part I(Para.1)
  • background information about that the narrator tried to hide her identity as a freshman
    • 生存负载（事）=外部+内部， 生存力量（人）=内部+外部 生存余力=生存力量/生存负载
• Part II(Para.2-9)
  • The narrator tried to perform in the air of assurance and sought out each of her classrooms.
    • 张瑞敏在海尔公司推行的“日清工作法”，成功拯救公司的业绩。 这种工作法是收到书籍《卓有成效的管理者》的启发， 要求公司日事日毕，日清日高，事事人人管，人人都管事， 形成目标、日清与激励的良性循环体制。 得出结论，职场人要主动学习对自己工有实际用处的知识。
  • The narrator chose the seat in the foreground but out of the professor's direct line of vision after deliberation.
    • ①自我导向，即要从依赖型→自我导向型
    • ②要学会关联以往经验；
    • ③强调实践，做事的“准备度”分为能力水平和意愿水平； 选择学习内容的判断：是否用得上；学习效果的判断：是否用得上。
    • ④要聚焦于解决实际问题，未来应用→立即应用。
    • ⑤关于内在驱动的比较，内在因素驱动型的学习会更开心， 外在因素驱动型的学习比如考试考证，这会不快乐。
  • The narrator found that she was in the wrong classroom after the class began.
    • 培训=图书+X，X=A1+A2+A3，(A1,方式判断；A2.规划应用；A3.规划演练)， X是拆为己用，这是真正帮助学习者把核心知识转化为自身能力的元素。
  • The narrator's mental activity and action after discovering the wrong classroom
    • 培训师往往进行安排游戏、笑话、故事、视频等多个板块， 以使学习者调用多个感官参与学习，有助于学习者理解、思考和记忆.
  • The narrator fell when she accidentally stepped in a large puddle of ketchup in the cafeteria.
    • RIA=阅读拆页（书籍）+讲解引导（师者）+拆为己用（学者）
  • The students in the cafeteria noticed the narrator's fall and cheered and the narrator left the cafeteria noiselessly.
    • 知识同水，而不像钻石，其边际成本几乎为零。
  • The narrator dined alone with junk food in humiliation and shame for three days and decided to go to the cafeteria on the fourth day.
  • The narrator witnessed that the football player she had seen just days before encountered the same accident as she met but he faced it with optimism. Then she realized she had been taking herself too seriously.
  • Recalling some incidents during her first days of college
• Part III(Para.10-14)
  • 10: A malicious attempt to embarrass a naive freshman in the narrator's eyes had been merely a moment of college fun.
  • 11: The narrator realized that popularity was not so important in the college and she only needed to do her own things.
    • ①把书本当做权威，认为学习的主要任务是从材料中找到答案；
    • ②为了考试，为了拿到证书而读书；
    • ③把书籍阅读数量直接视为收获，崇拜获得各种竞赛奖项的人；
    • ④瞧不起致用类的书籍；
    • ⑤睡觉和起床不够早，玩手机较多。
  • 12: The narrator tried to live up to her own expectations and tried on new experiences.
    • ①判断学习的目标、读书的类型
    • ②把知识类书籍当作老师；兴趣类书籍当作导游；致用类书籍当作医生；
    • ④不对书本负责，只负责解决自己的问题、提升自身能力；
    • ⑤拥抱新知，到会辨别而信，并整理分析接收到的信息，能够经常追问和反思。
  • 13: The narrator gave up trying to act her way through college and used the opportunity to make all the ones she thought she'd never make.
    • 拥有最强的学习能力，能够通过教会别人而深刻掌握某个知识， 他们是身边人的福音，说快速变化的社会和积累竞争的职场中最稀缺的人才。
  • 14: The narrator still made mistakes after graduation.
    • 善于学习的人，擅长在反思和追问时，尽量用“如何”而不用”为什么“。
  • the concluding part: The narrator gradually got into her stride with ease.