美国版知乎Quora上有个问题是：顶尖学生如何学习。排名第一的答案已经赢得13.5K次点赞，我们翻译出来分享给大家。
MIT normally does not rank its students. So if you hear that someone graduated "magna cum laude" from MIT you can instantly know that this claim is a lie.
麻省理工学院通常不给学生排名。所以，如果你听说有人从麻省理工学院以优异成绩毕业，你马上就会知道这是一个谎言。
But MIT does occasionally rank students based on grades when it comes to scholarship applications. During one such ranking I discovered I was the top ranking student in terms of grades in my graduate class.
但麻省理工学院在奖学金申请方面偶尔会根据成绩对学生进行排名。 在一次这样的排名中，我发现我是研究生班上成绩最好的学生。
I maintained a 5.0/5.0 GPA in one of my MIT masters and 4.9/5.0 in my other MIT masters until my very last semester when I had to fly to job interviews and couldn't attend all my classes.
我在我的麻省理工工学院硕士学位保持了5.0/5.0的GPA成绩，在另一个学位中保持了4.9/5.0的成绩直到最后一个学期，直到我上一学期不得不坐飞机去面试，不能参加所有的课程。
I achieved these grades while doing a double research load. That is I worked simultaneously for an MIT professor and two Harvard Medical School professors.
我取得这些成绩的同时做了双倍的研究。我同时为麻省理工学院的一位教授和哈佛医学院的两位教授工作。
I consider myself a professional student/learner and believe that there are definitely techniques that I learned that can also be used by others to improve their grades.
我认为自己是一名专业的学生/学习者，并且相信我所学到的一些技巧也可以被其他人用来提高他们的成绩。
I offer the following advice based on my experience:
根据我的经验，我提出以下建议:
1
Write your notes in a way where you can test your retention and understanding.
用一种你能测试你的记忆力和理解能力的方式来写你的笔记。
Many people write notes that do a great job summarizing their materials but their notes are not designed to promote learning, retention or diagnosis of their weaknesses. But my notes can -- and so can yours.
许多人写的笔记很好地总结了他们的材料，但他们的笔记不是设计来促进学习、记忆或诊断他们的弱点。但我的笔记可以——你的也可以。
【图片来源：https://500px.com/】
Simply put my notes can be used like flashcards because I write them in a form where I separate a "stimulus" from a "response."
简单地说，我的笔记可以像抽认卡一样使用，因为我把它们写成一种我把“刺激”和“反应”区分开来的形式。
The stimulus are cues or questions (think: front side of flashcard), while the response is the answer to the cue (think: back of flashcard). But the stimuli are to the left of a margin, while the responses are to the right.
刺激是提示或问题(思考:抽认卡的正面)，而回应是对提示的回答(思考:抽认卡的背面)。但是刺激是在边缘的左边，而反应是在右边。
The key advantage of this is that just by putting a sheet of paper on top of your notes, you can hide the responses, while leaving the stimuli visible. You can have multiple margins and multiple levels of stimuli and response for greater information density.
这样做的主要好处是，只要把一张纸放在你的笔记上，你就可以隐藏反应，同时让刺激物可见。你可以有多个边缘和多层次的刺激和反应，以获得更大的信息密度。
When you get good at this you can write notes in this form in real-time. To get some idea of what I'm talking about google for "Cornell Notetaking method".
当你擅长这个的时候，你可以用这种形式实时地写笔记。如果想了解更多我所说是什么意思可以谷歌“康奈尔笔记法”。
My notetaking method is a variant of this. I usually use completely blank paper to do this because regular lined paper has too small a margin.
我的记笔记方法就是这种方法的一种变体。我通常用完全空白的纸来做这个，因为普通的内衬纸的边距太小。
give you an idea of how powerful this notetaking method can be, I learned several courses just hours before the exam during a difficult semester where I had too many competing priorities to spend long hours studying.
为了让你知道这种记笔记的方法有多强大，我在考试前几个小时学习了几门课程，这是一个困难的学期，我有太多的相互竞争的优先事项要去花很长时间学习。
Had it not been for this notetaking method I don't think absorbing within the time I had would have been possible.
如果没有这种记笔记的方法，我认为在我所拥有的时间内不可能被吸收。
2
Develop the ability to become an active reader (this is the perhaps the most important advice I have to share).
培养成为活跃读者的能力(这可能是我要分享的最重要的建议)。
Don't just passively read material you are given. But pose questions, develop hypotheses and actively test them as you read through the material — what another poster referred to when he advised that you should develop a "mental model" of whatever concept they are teaching you.
不要只是被动地阅读给你的材料。但当你阅读材料时，要提出问题，提出假设，并积极地进行测试——这是另一个海报提到的，他建议你应该对他们教给你的任何概念建立一个“心理模型”。
But a mental model can be much more than simple hypotheses. Sometimes the model resembles a story. Other times it looks more like a diagram.
但是心理模型不仅仅是简单的假设。有时这个模型就像一个故事。其他时候它看起来更像一个图表。
But what they all have in common is that the explain what is going on.
但它们都有一个共同点，那就是解释发生了什么。
Having a mental model will give you the intuition and ability to answer a wider range of questions than would be otherwise possible if you lacked such a mental model because it allows you to make predictions while you are in the midst of reading the article.
有一个心理模型会给你直觉和能力来回答更广泛的问题，如果你没有这样的心理模型这是不可能的，因为它会使你在阅读文章的过程中做出预测。
It is important to make these predictions because they allow you to become hypersensitive to disconfirming evidence that can quickly identify if your model is wrong.
做出这些预测是很重要的，因为它们让你对那些可以快速识别你的模型是否错误的否定证据变得非常敏感。
It is like watching a movie and predicting the plot and ending before the movie has ended. If you know the ending, you will be hypersensitive to both confirming and disconfirming evidence that supports or detracts from your theory of what the ending will be be.
这就像看电影，在电影结束前预测剧情和结局。如果你知道结局，你会对证实和否定支持或否定你关于结局的理论的证据非常敏感。
If your model is wrong, then you’ll have to come up with a new model that explains the evidence.
如果你的模型是错的，那么你就必须想出一个新的模型来解释证据。
Oftentimes you may have two or more models that can explain the evidence, so your task will be to quickly formulate questions that can prove one model while disconfirming the others.
通常情况下，你可能有两个或多个模型可以解释证据，因此你的任务将是快速构建问题，以证明一个模型，同时否定其他模型。
To save yourself time, I suggest focusing on raising questions that could confirm/disprove the mostly likely model while disproving the others (think: differential diagnoses in medicine).
为了节省自己的时间，我建议集中精力提出一些问题，这些问题可以证实/否定最可能的模型，同时否定其他模型(比如:医学上的鉴别诊断)。
But once you have such a model that (i) explains all the evidence and (ii) passes all the disconfirming tests you can throw at it then you have something you can interpolate and extrapolate from to answer far more questions than was initially explained in the article.
但是一旦你有了这样一个模型(i)解释了所有的证据(ii)通过了所有的反证实测试，你就有了你可以插入和推断的东西来回答比文章最初解释的更多的问题。
Such models also make retention easier because you only need to remember the model as opposed to the endless array of facts it explains. But perhaps more importantly, such models give you intuition and the ability to make predictions.
这样的模型还使保留变得更容易，因为您只需要记住模型，而不需要记住它所解释的无穷无尽的事实。但也许更重要的是，这些模型给你直觉和做出预测的能力。
Of course, your model could be wrong, but that is why you actively test it as you are reading, and adjust as necessary. Think of this process as the scientific method being applied by you to try to discover the truth as best you can.
当然，你的模型可能是错误的，但这就是为什么你在阅读时积极地测试它，并根据需要进行调整。你可以把这个过程看作是一种科学方法，你可以用它来尽可能地发现真相。
Sometimes you will still be left with contradictions that even your best models cannot explain. I often found speaking to the professor after class to be a time efficient of resolving these contradictions.
有时，你仍然会留下一些矛盾，即使你最好的模型也无法解释。我经常发现课后和教授谈话是解决这些矛盾的有效方法。
I developed this technique of mental modelling as a survival mechanism to pass my studies at the University of Waterloo -- where their teaching philosophy is misnomer because their teaching philosophy is to not teach as well as they could.
为了通过在滑铁卢大学(University of Waterloo)的学习，我开发了这种心理建模技术，作为一种生存机制。他们教学的哲学名不副实，因为他们教得不够好。
You can see this from their grading philosophy. Although they don't use a bell curve or other statistical grade adjustment, they make their exams so hard that the class average is usually between 68 (C+) and 72 (B-) in spite of the fact that their minimum admission grades are among the highest in Canada (you need 94/100 — which is more than A+ to get into several of their engineering programs).
你可以从他们的评分哲学中看出这一点。虽然他们不使用一个钟形曲线或其他统计分数调整,他们考试很难，平均分通常是在68(C +)和72(B), 尽管他们的最低录取分数是最高的在加拿大(你需要达到94/100——也就是说成绩达到A+才能加入他们的一些工程项目)。
The only way they can achieve such low test averages from otherwise high performing students is by holding back some of what they know, and then testing what they didn't explain well in lecture on their exams; or by not teaching to the best of their ability.
他们能从其他表现优异的学生那里获得如此低的测试平均成绩的唯一方法就是保留一些他们知道的东西，然后测试他们在考试中没有解释清楚的东西;或者不尽其所能地教学。
This forces students to develop the ability to teach themselves, often from materials that do not explain things well, or lack the introductory background knowledge needed to understand the material.
这迫使学生发展自学的能力，教学材料通常是不能很好地解释事物，或缺乏理解材料所需的入门背景知识。
I realized I could defend against such tactics by reverse engineering the results presented by their textbooks into theories that would produce those same results; i.e. mental model induced from scarce facts.
我意识到我可以通过逆向工程把他们教科书上的结果转化成理论来抵御这种策略; 即由稀缺的事实引发的心理模型。
Then when I got to MIT I found myself in a place with the opposite teaching philosophy. Unlike Waterloo, if the whole class got an "A" the MIT professors would rejoince and proud (whereas at Waterloo an "A" class average would be the cause for a professor's reprimand).
当我来到麻省理工学院的时候，我发现自己的教学理念与此相反。与滑铁卢不同的是，如果全班同学都得了“A”，麻省理工学院的教授们就会反唇相讥，自视甚高 (而在滑铁卢，班级平均成绩“A”则会招致教授们的训斥)。
The mental modelling skills I developed at Waterloo definitely came in handy at graduate school because they enabled me to learn rapidly with scarce information — by coming up with models to explain those facts.
我在滑铁卢大学学到的心理建模技能在研究生院派上了用场，因为它们让我能够在缺乏信息的情况下快速学习——通过建立模型来解释这些事实。
3
Be of service to your fellow classmates.
为你的同学服务。
I've personally observed and heard anecdotal stories that many students in highly competitive programs are reluctant to share what they know with their peers;
我个人观察并听过一些轶事趣闻，许多在竞争激烈的项目中学习的学生不愿与同龄人分享他们所知道的东西;
a good example being the vast number of students in a top ranked science programs competing for the very few coveted spots in medical school.
一个很好的例子是，在一个排名最高的科学项目中，有大量的学生在竞争医学院中为数不多的令人垂涎的职位。
I've seen people in such situations be afraid to share what they know because the fear it could lead to the other students "getting ahead" while leaving them behind.
我曾见过这种情况下的人害怕分享他们知道的东西，因为他们害怕这会导致其他学生“领先”而把他们甩在后面。
I would actually recommend doing the opposite: share liberally. You can't expect help from others if you are unwilling to help others yourself.
我实际上建议做相反的事情:自由分享。如果你自己不愿意帮助别人，你就不能指望别人的帮助。
I spent hours tutoring people in subjects I was strong in. But, conversely those same people were usually happy to share anything I needed to know and to help me with my weaknesses when I needed it.
我花了几个小时教别人我擅长的科目。但是，相反，这些人通常乐于分享我需要知道的任何事情，并在我需要的时候帮助我克服我的弱点。
I also found it easier to get good teammates -- which is essential to getting good grades in team-based classes. I found I learned a LOT from other people. And their questions helped me to prepare for questions I may not have thought of -- some of which would appear on the exams.
我还发现，获得优秀的队友更容易——这对于在以团队为基础的课程中取得好成绩至关重要。我发现我从别人那里学到了很多。他们的问题帮助我为我可能没有想到的问题做准备——其中一些问题可能会出现在考试中。
4
Understand how the professor grades.
了解教授是如何打分的。
Like the real world, the academic world is not always fair. You need to understand who is grading you and what they are looking for.
和现实世界一样，学术世界并不总是公平的。你需要了解谁在给你打分，他们在找什么。
Oddly, if you actually answer questions as written, you won't get full marks from some teachers. Some professors expected more than the answer.
奇怪的是，如果你真的按照书面形式回答问题，你不会得到一些老师的满分。一些教授期望的不仅仅是答案。
Some only accepted the answers taught in class as opposed to other factually correct answers -- which coincidentally can easily happen if you rely heavily on mental models.
有些人只接受课堂上教的答案，而不接受其他事实正确的答案——如果你严重依赖心理模型，这种情况很容易发生。
Some expect you to not even evaluate whether the answers to their multiple choice answers were true or not; only to notice which answer choices aligned or did not align with the theories taught in class. Some highly value participation in which case you ought to have a mental model of what they are teaching based on their assigned readings.
有些人甚至希望你不要去评价他们选择题的答案是否正确;只需要注意哪个选项与课堂上的理论一致或不一致。一些非常有价值的参与在这种情况下，你应该有一个基于他们指定阅读的心理模型。
The sooner you know who you are dealing with, the sooner you can adjust to their way of grading. Thankfully I considered the vast majority of my professors to have graded in a fair manner.
你越早知道你在和谁打交道，你就能越早适应他们的评分方式。幸运的是，我认为绝大多数教授的评分都是公平的。
5
Get involved in research while still in undergrad.
在本科阶段就参与研究。
Academics is a means to an end. To me that end was "solving problems" and "building stuff" specifically systems and organizations. Depending on the school you apply for, your research may be just as important.
学术是达到目的的手段。对我来说，那就是“解决问题”和“构建东西”，特别是系统和组织。根据你申请的学校，你的研究可能和你的成绩一样重要。
I did an Artificial Intelligence research project in undergrad and posted it on the internet. Not long after it was cited in three patents from IBM, AOL and another inventor.
我在本科时做了一个人工智能研究项目，并把它发布在互联网上。不久之后，它被IBM、美国在线和另一位发明家引用为三项专利。
Then 40 other people cited my work. I feel this helped me get into MIT because they saw that I could come up with theories with practical applications.
然后有40个人提到了我的工作。我觉得这对我进入麻省理工有帮助，因为他们看到我可以提出理论和实际应用。
It also led to internships with top research teams whose work I am still in awe of. This research also helped my graduate application. None of this would have been possible if I didn't do research in undergrad.
它还让我在顶尖的研究团队实习，我至今仍对他们的工作充满敬畏。这个研究也帮助了我的研究生申请。如果我没有在本科做研究，这些都不可能实现。
6
Attend classes.
上课
I do not understand the students who claim they did well without attending class. Many professors will only say certain things in class. Many classes only present some of the material in class.
我不理解那些声称自己不上课就做得很好的学生。许多教授只会在课堂上说某些东西。许多班级只在课堂上展示一些材料。
If you don't attend class you simply won't get that material. You also won't be able to ask immediate follow-up questions. I also found speaking to the professor after class was an efficient way to resolve contradictions I had found with my mental model.
如果你不上课，你就得不到那些材料。你也不能立即问后续问题。我还发现课后和教授交谈是解决我的思维模式所遇到的矛盾的有效方法。
7
Time management is key -- especially in undergrad.
时间管理是关键——尤其是在本科阶段。
In my competitive undergrad program I once learned that a friend who achieved top 5% status actually timed how long he ate.
在我竞争激烈的本科课程中，我曾经了解到，一个获得了前5%的地位的朋友实际上计算了他吃了多长时间。
While I do not suggest going to such extremes I offer this modest advice. I suggest spending no more than 30 minutes trying to solve a problem you can't solve by yourself before appealing to office hours or another knowledgeable student.
虽然我不建议走向极端，但我提出了这个谦虚的建议。我建议，在求助于办公时间或其他知识渊博的学生之前，不要花超过30分钟去解决一个你自己无法解决的问题。
I also suggest you ask questions of your professor during or after class as opposed to leaving the class confused. This reduces wasted time in an environment when time is a very precious commodity.
我还建议你在课上或课后向你的教授提问，而不是让自己感到困惑。这减少了在一个时间是非常宝贵的环境中浪费的时间。
8
Going out and having fun is conducive to good grades.
出去玩有助于取得好成绩。
In my early undergrad years I studied as hard as I could. And I thought this meant putting in as many studying hours as possible. But I later realized that going out and having fun refreshed the mind and increased grades. Unfortunately it took at least 2 years for me to understand this lesson.
在我上大学的早期，我尽可能努力学习。我认为这意味着投入尽可能多的学习时间。但后来我意识到出去玩能让我精神振奋，提高分数。不幸的是，我至少花了2年的时间才理解这一课。
9
Learn how to do advanced Google searches.
学习如何进行高级谷歌搜索。
This is an essential skill that enables you to answer your own questions, quickly. At a minimum I suggest you learn how to use the following Google search operators ~, -,*, AND,OR, and numeric ranges via the double dot ("..") operator.
这是一项基本技能，能让你快速回答自己的问题。至少我建议您学习如何使用以下谷歌搜索操作符~、-、*和或，以及通过双点(“..”)操作符的数值范围。
The "site:" operator is also often helpful. I also found adding the word "tutorial" to a Google search often yields great introductory materials.
“site:”操作符也很有帮助。我还发现，在谷歌搜索中添加“tutorial”一词通常会得到很好的介绍性材料。
10
Turn weaknesses into strengths.
把缺点变成优点。
While studying for standardized exams I learned the importance of addressing one's weaknesses as opposed to ignoring them. If you make a mistake on a question, it is because of a weakness within you. If you do not address that weakness it will follow you to the exam.
在为标准化考试学习的过程中，我认识到解决自己弱点的重要性，而不是忽视它们。如果你在一个问题上犯了错误，那是因为你内心的弱点。如果你不解决这个弱点，它就会跟着你去考试。
I learned this lesson when studying for standardized exams. I was able to legally buy 30 old exams and thought the best approach to studying for the exam was to do as many old problems as possible. But as I completed each exam I kept getting the same score (+/- 5%) over and over. I had plateaued!
我在为标准化考试而学习时学到了这一课。我可以合法地购买30个旧的考试，并且认为为考试而学习的最好方法是尽可能多地做旧问题。但每次考试结束后，我总是得到相同的分数(+/- 5%)。我已达到稳定阶段!
But then I made a tiny tweak and my scores kept going up. Specifically, after each old exam, I would identify my weaknesses that led to each wrong answer, prioritize the weaknesses according to the degree to which they affected my score, and would address them in that order. When I did that, my scores increased steadily all the way to the highest possible percentile (99%).
但后来我做了一个小小的调整，我的分数不断上升。具体来说，每次旧的考试结束后，我会找出导致每个错误答案的弱点，根据它们对我的分数的影响程度对弱点进行优先排序，然后按照这个顺序来解决它们。当我这样做的时候，我的分数稳步上升，达到了最高的百分位数(99%)。
I later realized that such standardized tests are designed to provide consistent scores (if the student does not study in between the subsequent exams to address their weaknesses). In fact that is one of the statistical measures used to measure the quality of a standardized exam and it's called "psychometric reliability" (Google the term to see what I'm talking about).
后来我意识到，这种标准化考试的目的是提供一致的分数(如果学生在随后的考试之间不学习以解决他们的弱点)。事实上，这是用来衡量标准化考试质量的统计方法之一，它被称为“心理测量的可靠性”(谷歌这个术语来看看我在说什么)。
I've used some similar techniques to do well on standardized exams (99%ile on the GRE) though doing so involved me developing some custom software to take advantage of some of these ideas.
我使用了一些类似的技术在标准化考试中取得了不错的成绩(GRE 99%的成绩)，尽管这样做需要我开发一些定制软件来利用这些想法。
And after graduation I ended up founding three companies: PharmAchieve, NurseAchieve and MD Achieve — a trio of companies for preparing healthcare professionals for their medical licensing exams.
毕业后，我创立了三家公司:PharmAchieve, NurseAchieve和MD Achieve是三个为医疗专业人员准备医疗执照考试的公司。
The first of the three, PharmAchieve emerged as the largest pharmacy licensing test prep company in Canada (we train 800 pharmacists a year) in just 5 years based on some of the ideas presented here and has pass rates far exceeding multi-month programs at Canadian universities.
三家公司中的第一家，PharmAchieve成为了加拿大最大的制药许可考试预备公司(我们每年培训800名药剂师)在短短5年内基于这里提出的一些想法并且通过率远远超过了加拿大大学几个月的课程。
The other companies NurseAchieve and MD Achieve were founded this year with the aim of doing for doctors and nurses what we did for pharmacists.
今年，其他两家公司NurseAchieve和MD Achieve成立的目的是为了让医生和护士做为我们的药剂师。
[英文原文来源： https://www.quora.com/]
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