As you progress from high school to college and into graduate school, you'll find that your lectures can get much more complex. Sometimes it's not easy taking notes that make sense the next day. There are a few tricks for taking sensible lecture notes.

當(dāng)你從高中到大學(xué)再到進(jìn)入研究生學(xué)院，你會(huì)發(fā)現(xiàn)課程變得更復(fù)雜。有時(shí)記錄有意義的筆記是不容易的，好的筆記在第二天查看仍有價(jià)值。這里有一些技巧對(duì)記錄有意義的課堂筆記有幫助。

Date your notes.

記錄筆記的日期

In a perfect world, lecture notes from a single class are kept in a single, dedicated notebook in the correct sequence. But this is the real world! There will be times when you go to biology class (for instance) and realize that you’ve brought the history notebook by accident. This is how you end up with the Battle of Bunker Hill wedged between mitosis and meiosis.Establish the habit of putting the date at the beginning of each day’s notes and marking the end of a day’s notes. Also—if you ever have to take history notes in your biology notebook—be sure to start on a clean sheet of paper, mark the date, and tear it out. Then place the loose sheet in the correct notebook pocket.No pockets? Staple it in.

完美的情況是，每種課程的課堂筆記以正確的順序用一個(gè)專門的筆記本記錄。但現(xiàn)實(shí)的情況是，有時(shí)你去上生物課，意識(shí)到自己意外帶的是歷史筆記本。這就是你最后把邦克山戰(zhàn)役寫在有絲分裂和減數(shù)分裂之間。培養(yǎng)在每天的筆記開(kāi)始記錄日期和最后做標(biāo)記這樣的習(xí)慣。如果你不得不把歷史的筆記記錄在你的生物筆記本上時(shí)，確保在一張干凈的紙上開(kāi)始，標(biāo)記日期并且把它撕下來(lái)。然后把活頁(yè)放在準(zhǔn)確的筆記本放置袋里。沒(méi)有放置袋？那就把它訂在筆記里邊。

Ask for a lecture theme –?get an idea of the big picture.

詢問(wèn)講課的主題--了解知識(shí)框架

Professors and teachers usually lecture from an outline they’ve prepared ahead of time. They often try to complete one topic, theme, or cycle in an individual lecture—although there will be some overlap some days. Don’t be afraid to ask your teacher for the topic of the day or the theme of the day’s lecture.

教授和老師講課通常從一個(gè)他們已經(jīng)提前準(zhǔn)備的提綱開(kāi)始。在一次個(gè)人演講中，他們?cè)噲D完成一個(gè)話題，主題或者周期，雖然在后面會(huì)有一些重復(fù)。不要害怕去問(wèn)你的老師今天的話題或者今天講課的主題。

Sometimes, teachers will get on a roll and/or get ahead of themselves and move from one theme to another without letting you know. If you notice that the professor seems to be talking about something you’ve never heard of before, the teacher might be transitioning from one topic to another. If you suspect that’s happening, just ask: “Are we changing topics?”

有時(shí)，老師將接著上一卷或者不讓你知道轉(zhuǎn)到另一個(gè)話題。如果你注意到教授似乎在談?wù)撘恍┠阒皬奈绰?tīng)過(guò)的東西，老師可能已經(jīng)從一個(gè)話題轉(zhuǎn)移到另一個(gè)話題。如果你懷疑這件事是否發(fā)生時(shí)，只需問(wèn)一問(wèn)：“我們改變主題了嗎？”

If you listen carefully, you can usually pattern your own notes according to the teacher’s own outline. Especially if you listen for transition words.?

如果你認(rèn)真聽(tīng)了，你通?？梢愿鶕?jù)老師的大綱安排自己的筆記。特別是如果你聽(tīng)到了過(guò)渡詞匯。

Watch for digressions and mark them.

關(guān)注內(nèi)容并標(biāo)記它們。

Teachers don’t try to make things complicated; they usually try to lecture in an organized pattern, but this is not always easy. Sometimes a student will make a comment, ask a question, or relay a personal experience that pivots the lecture into an unplanned tangent. This will happen.

老師們不會(huì)嘗試讓事情復(fù)雜化；他們通常盡力以有組織的模式講課，但這并不容易。有時(shí)學(xué)生會(huì)發(fā)表評(píng)論，提問(wèn)或者講述個(gè)人經(jīng)歷，這些插曲都有可能使得課程的主題發(fā)生意外的偏離。

When this does happen, strange things can happen to your notes. For instance: A student asks a question and the teacher answers. The teacher digresses, and then jumps back onto the planned lecture.

當(dāng)這種情況確實(shí)發(fā)生時(shí)，奇怪的記錄可能出現(xiàn)在你的筆記上。比如：學(xué)生問(wèn)了一個(gè)問(wèn)題，并且老師做出回答。老師跳離主題進(jìn)行回答后又跳回到計(jì)劃的課程中。

But the students don’t always realize the dividing line between digressions and planned lecture, so they keep writing furiously, not indicating any break or interruption in the flow of the teacher’s thoughts. The next day, the lecture notes?will make little sense. To avoid confusion, always indicate in your notes when a student asks a question or the class breaks into a discussion. Also indicate if and when your teacher says something like “l(fā)et's get back to the topic.”

但是學(xué)生不總是能意識(shí)到講課內(nèi)容和離題內(nèi)容之間的分界線，所以他們保持飛快的寫字速度，沒(méi)有做出任何打斷或者中斷老師想法的行為。第二天，前一天的筆記幾乎沒(méi)有實(shí)質(zhì)的作用。為避免這種混亂，當(dāng)學(xué)生做出提問(wèn)或進(jìn)入課堂討論時(shí)，在筆記上進(jìn)行標(biāo)記。當(dāng)老師說(shuō)“讓我們回到主題時(shí)”，也同樣做出標(biāo)記。

Draw pictures and make arrows.?

畫圖和標(biāo)記箭頭。

If you’re visual person, you should make as many doodles on your paper as you can. Useful doodles, that is. As soon as you realize that once topic relates to another, comes before another, is the opposite of another, or has any kind of connection to another—draw a picture that makes sense to you. Sometimes the information will not sink in until and unless you see it in an image.

如果你是一個(gè)視覺(jué)敏感的人，你應(yīng)該盡可能多的畫一些涂鴉在你的筆記上。這是指有用的涂鴉。一旦你意識(shí)到一個(gè)主題和另一個(gè)有關(guān)，在另一個(gè)之前出現(xiàn)、與另一個(gè)相反或者與另一個(gè)有任何形式的關(guān)聯(lián)--給自己畫一幅圖表明這些意義。有時(shí)你不能完全理解知識(shí)除非你在一張圖上看到它。

Underline new vocabulary.?

給新詞匯畫下劃線（強(qiáng)調(diào)新詞匯）。

Any time a teacher writes a word on the board, put a circle around it, underline it, or draw pointy arrows around it. If a strange word pops up in your notes, you can bet it will show up on a test.

任何時(shí)候一個(gè)老師在黑板上寫下一個(gè)單詞，并圈起來(lái)時(shí)，你可以加下劃線標(biāo)記這個(gè)詞，或者在它周圍畫一個(gè)尖箭頭。如果一個(gè)陌生的詞匯出現(xiàn)在你的筆記中，你可以猜測(cè)它將出現(xiàn)在一次考試中。

Remember, you must know more than the definition of a new word. You must know how it fits into the big picture.

記住，除了定義之外，對(duì)于新詞你必須了解更多的知識(shí)。你必須知道它在知識(shí)框架中扮演怎樣的角色。

Look for code words in the lecture.

尋找講課中的常用語(yǔ)

There are certain code words to look out for in a lecture that can indicate that your teacher is giving you the relevance or the context of an event.

在一節(jié)講課中有一些常用語(yǔ)要注意，因?yàn)檫@些語(yǔ)句表明你的老師一正在講知識(shí)的關(guān)聯(lián)或者某個(gè)事件的上下文。

Remember, the teacher wants you to understand why things happen and how things relate to the big picture.

記住，老師希望你理解事件為什么發(fā)生以及事件和整個(gè)大局之間的關(guān)系。

Code words can indicate relationships, significance, or order. Always indicate when your teacher says:?

這些常用語(yǔ)可以表明關(guān)系，意義或者順序。當(dāng)老師說(shuō)這些話時(shí)便會(huì)指出：

There were three?causes…?????有三個(gè)原因...

The first?reason…?????第一個(gè)原因是...

In the months leading up to…?????在之前的幾個(gè)月...

Some people saw this as … while others believed…???一些人們認(rèn)為...而其他人認(rèn)為...

There are four steps?to the process???? 完成這個(gè)工作有四個(gè)步驟

The reaction?to X was…? 對(duì)X的反應(yīng)是...

Compare your lecture notes to the book.

把你的課堂筆記和課本比較一下。

Sometimes it’s impossible to find a pattern in the teacher’s lecture. If you find that your notes are confusing and provide no hint of a pattern, go straight to your textbook.

有時(shí)，在老師的講課中發(fā)現(xiàn)一個(gè)模式是不容易的。如果你發(fā)現(xiàn)你的筆記是混亂的，不能形成任何的模式，直接到教科書里查看。

Take a look at the topics the teacher covers and see how those compare to the chapter titles and subtitles of the textbook. Chances are, things will start to make better sense when you see how the author arranged them.

看看老師涵蓋的主題和教科書中的章節(jié)標(biāo)題和副標(biāo)題比較一下。有可能，當(dāng)你看到作者如何編排它們時(shí)，你將會(huì)對(duì)知識(shí)有更好的理解。

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