Thinker's Guide to How to Read a Paragraph

出版者:Foundation for Critical Thinking

作者:Richard Paul

页数:60

出版时间:2008

价格:USD 6.00

isbn号码:9780944583210

丛书系列:Set of Twenty Two Thinker's Guides

具体描述

This guide provides theory and activities necessary for deep comprehension. Imminently practical for students.

Skilled readers do not read blindly, but purposely. They have an agenda, goal, or objective. Their purpose, together with the nature of what they are reading, determines how they read. They read in different ways in different situations for different purposes. Of course, reading has a nearly universal purpose: to figure out what an author has to say on a given subject. How you read should be determined in part by what you read. Reflective readers read a textbook, for example, using a different mindset than they use when reading an article in a newspaper. Furthermore, reflective readers read a textbook in biology differently from the way they read a textbook in history. The reflective mind improves its thinking by reflectively thinking about it. Likewise, it improves its reading by reflectively thinking about how it is reading. It moves back and forth between the cognitive (thinking) and the meta-cognitive (thinking about thinking). It moves forward a bit, then loops back upon itself to check on its own operations. It checks its tracks. It makes good its ground. It rises above itself and exercises oversight on itself. One of the most important abilities that a thinker can have is the ability to monitor and assess his or her own thinking while processing the thinking of others. In reading, the reflective mind monitors how it is reading while it is reading. The foundation for this ability is knowledge of how the mind functions when reading well. Having recognized this, we should also recognize that there are core reading tools and skills for reading any substantive text. These tools and skills are the focus of this guide.

作者简介

As Director of Research and Professional Development at the Center for Critical Thinking and Chair of the National Council for Excellence in Critical Thinking, Dr. Paul is an internationally recognized authority on critical thinking, with eight books and over 200 articles on the subject. He has written books for every grade level and has done extensive experimentation with teaching tactics and strategies, and devising, among other things, novel ways to engage students in rigorous self-assessment.

Dr. Paul has received four degrees and has given lectures on critical thinking at many universities in both the United States and abroad, including Harvard, the University of Chicago, the University of Illinois, and the universities of Puerto Rico, Costa Rica, British Columbia, Toronto, and Amsterdam. He taught beginning and advanced courses in critical thinking at the university level for over 20 years. He has been the recipient of numerous honors and awards, including Distinguished Philosopher (by the Council for Philosophical Studies, 1987), O.C. Tanner Lecturer in Humanities (by Utah State University, 1986), Lansdown Visiting Scholar (by the University of Victoria, 1987), and the Alfred Korsybski Memorial Lecturer (by the Institute for General Semantics, 1987).

His views on critical thinking have been canvassed in the New York Times, Education Week, The Chronicle of Higher Education, American Teacher, Reader's Digest, Educational Leadership, Newsweek, and U.S. News and World Report. For more information about Dr. Paul and the work of the Center and Foundation for Critical Thinking, go to www.criticalthinking.org

目录信息

Contents include:
Theory
The Premise of This Guide
Reading for a Purpose
Considering the Author’s Purpose
Developing a “Map” of Knowledge
Avoiding Impressionistic Reading and Writing
Reading Reflectively
Student Generated Map of Knowledge
Faculty Generated Map of Knowledge
Thinking About Reading While Reading
Engaging a Text
Books Are Teachers
Reading Minds
The Work of Reading
Five Levels of Close Reading
Structural Reading
How to Read a Sentence
How to Read a Paragraph
How to Read a Textbook
How to Read a Newspaper
How to Read an Editorial
Taking Ownership (Mark it Up)
Reading to Learn
Reading to Understand Systems of Thought
Reading Within Disciplines
The Art of Close Reading
Practice Exercises in Close Reading
The Declaration of Independence by Thomas Jefferson et. al.
Civil Disobedience by Henry David Thoreau
The Nineteenth-Century American by Henry Steele Commager
The Art of Loving by Erich Fromm
Corn-Pone Opinions by Mark Twain
The Revolt of the Masses by Jose Ortega y Gasset
The True Believer by Eric Hoffer
The Idea of Education by John Henry Newman
Appendices
A. Sample Paraphrases
B. Analyzing the Logic of an Article, Essay, or Chapter
C. Analyzing the Logic of a Textbook
D. The Logic of Ecology
· · · · · · (收起)

用户评价

这部作品在我的阅读清单里已经躺了快半年了，说实话，一开始我对它的期待值并不高，毕竟市面上关于“如何阅读”的书籍实在太多了，大多都是泛泛而谈，或者陷入晦涩难懂的理论泥潭。但这本书，嗯，它成功地把我拉了回来。它的开篇就非常抓人眼球，没有那种高高在上的说教感，反而像是一位经验丰富的老教授，拉着你坐在他那堆满了旧书的桌子边，用最朴实无华的语言，揭示了阅读的核心奥秘。我尤其欣赏作者处理复杂概念时的那种匠心独运，他总能找到一个极其贴切的比喻，将抽象的逻辑结构具象化。比如，他对“论点隐藏点”的描述，简直是醍醐灌顶。我过去常常在阅读一篇长文时，总觉得哪里不对劲，却说不上来，读完这本书后才明白，原来是我没有准确捕捉到作者在字里行间埋下的那些“陷阱”——那些看似是支撑性细节，实则承载着主要论断的地方。这种对文本深层结构的剖析，远超出了我之前接触的任何同类书籍。它不是教你如何快速扫读，而是教你如何慢下来，像一个侦探一样，在文字的迷宫里寻找真正的宝藏。

这本书最让我感到惊喜的，是它对“阅读的道德责任”的探讨。这听起来可能有些宏大，但作者巧妙地将这一伦理维度融入到了纯粹的文本分析之中。他指出，不负责任的阅读——那种只为寻求支持自己既有观点的碎片化阅读——不仅是对作者的怠慢，更是对自身心智成长的阻碍。书中详细描述了如何识别那些为了煽动情绪而精心构造的段落，以及如何抵御这种被动的、情绪化的反应，转而采取一种冷静、理性的评估。我记得有一个章节专门讨论了“语气的陷阱”，教导读者如何区分陈述性语气和暗示性语气，这一点在当前信息爆炸的时代显得尤为重要。合上这本书后，我明显感觉到自己对媒体上那些带有强烈倾向性的报道，其防御机制被激活了。它不是一本告诉你“该读什么”的书，而是一本让你在面对任何文字材料时，都能保持清醒和警惕的内在盔甲。它教会我的，是如何真正成为一个独立思考的个体，而不仅仅是一个高效的信息消费者。

坦白说，这本书的装帧设计和封面图样，初看之下确实有些低调甚至略显朴素，很容易被堆放在书店角落里的那些“严肃文学”淹没。但一旦翻开内页，那种内敛的深度便会立刻显现出来。作者的叙述风格并非一味地追求晦涩来彰显其高深，相反，他采取了一种近乎温和的、循序渐进的方式来构建他的阅读方法论。他仿佛在搭建一座精密的思维迷宫，每一步都有清晰的路标指示，但当你走到终点时，却会惊叹于这座迷宫的宏大与复杂。书中对段落内部的“逻辑流向图”的剖析，是全书中最具原创性的部分之一。他用清晰的图示和流程图，将原本松散的文字逻辑线索可视化，这对于视觉学习者来说，简直是福音。我过去总是依靠感觉去把握段落的起承转合，现在，我能清晰地看到那个“转折点”是如何被安置在句子的某个特定位置的。这种结构上的洞察力，极大地提升了我在处理复杂论述时的信心和准确度。

我发现这本书最迷人的地方，在于它强大的“实战演练”色彩。许多理论书籍读完后，你依然不知道该如何应用到日常的阅读习惯中去，它们更像是哲学思辨的产物，而非工具书。然而，这位作者显然深谙“知行合一”的道理。他没有停留在宏观的理论建构上，而是细致入微地拆解了各种不同文体的段落结构。无论是那些充斥着专业术语的学术论文，还是那些充满修辞手法的文学评论，甚至是那种结构松散的报纸社论，书中都提供了清晰的“解剖图谱”。我试着将书中学到的“主句辨识法”应用到我工作中的一份法律文件阅读上，效果立竿见影。过去需要反复琢磨才能理解的几段文字，现在只需一遍就能把握其核心意图。这已经不是简单的理解能力提升，更像是一种对信息处理效率的革命性优化。这种改变是如此真实和可量化，以至于我忍不住想向所有需要深度阅读的人强力推荐。作者的文字有一种独特的韵律感，读起来毫不费力，却又字字珠玑，这种平衡掌握得极为精妙。

这本书的价值，我认为很大程度上体现在它对“读者的主体性”的强调上。很多阅读指导书，往往将读者塑造成一个被动的接收者，仿佛文字的意义是固定不变的，读者只需努力去“吸收”即可。但这位作者的观点截然不同，他似乎在不断提醒我们：阅读本身就是一场主动的对话，是作者与读者之间心智的交锋。他讨论了“预设理解”对我们接收信息产生的强大干扰，并提供了一系列技巧来帮助读者剥离自身已有的偏见和预期，从而更客观地进入文本的世界。我特别喜欢其中关于“作者意图的边界”的讨论，它并非鼓励我们随意解读，而是引导我们去探索在既有文本框架下，我们能够进行的最有建设性的阐释。这种对批判性思维的训练，是潜移默化的，它让你在合上书本之后，看向周围的一切信息——无论是广告牌上的标语，还是朋友的交谈——都会不自觉地用上这种更深层次的审视角度。这已经超越了阅读技巧本身，它正在重塑我的认知工具箱。

扁平式的阅读

扁平式的阅读

非常棒

扁平式的阅读

非常棒