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  • The power of yet.

    的力量還。

  • I heard about a high school in Chicago

    我聽說芝加哥的一所高中

  • where students had to pass a certain number of courses to graduate,

    在那裡,學生必須通過一定數量的課程才能畢業。

  • and if they didn't pass a course, they got the grade "Not Yet."

    和如果他們沒有'通過一門課程,他們得到了成績"Not Yet.&quot。

  • And I thought that was fantastic,

    我覺得這真是太棒了。

  • because if you get a failing grade, you think, I'm nothing, I'm nowhere.

    因為如果你得到一個不及格的成績,你會想,我'什麼都不是,我'無處可去。

  • But if you get the grade "Not Yet"

    但如果你得到的成績是"Not Yet&quot。

  • you understand that you're on a learning curve.

    你明白,你'在學習曲線。

  • It gives you a path into the future.

    它給你一條通往未來的路。

  • "Not Yet" also gave me insight into a critical event early in my career,

    "Not Yet"也讓我深入瞭解了我職業生涯早期的一個關鍵事件。

  • a real turning point.

    一個真正的轉捩點。

  • I wanted to see

    我想看看

  • how children coped with challenge and difficulty,

    兒童如何應對挑戰和困難;

  • so I gave 10-year-olds

    所以我給10歲的孩子

  • problems that were slightly too hard for them.

    的問題,對他們來說稍微太難了。

  • Some of them reacted in a shockingly positive way.

    他們中的一些人的反應是令人震驚的積極的。

  • They said things like, "I love a challenge,"

    他們說,"我喜歡挑戰,&quot。

  • or, "You know, I was hoping this would be informative."

    或者,"你知道,我希望這將是資訊的。&quot。

  • They understood that their abilities could be developed.

    他們明白,自己的能力是可以發展的。

  • They had what I call a growth mindset.

    他們有我所說的成長心態。

  • But other students felt it was tragic, catastrophic.

    但另一些學生卻覺得這是悲劇,是災難性的。

  • >From their more fixed mindset perspective,

    >從他們比較固定的思維方式來看。

  • their intelligence had been up for judgment and they failed.

    他們的智慧已經被審判,他們失敗了。

  • Instead of luxuriating in the power of yet,

    而不是奢侈於尚未的力量。

  • they were gripped in the tyranny of now.

    他們被抓在現在的暴政中。

  • So what do they do next?

    那麼他們接下來要做什麼呢?

  • I'll tell you what they do next.

    我會告訴你他們接下來要做什麼。

  • In one study, they told us they would probably cheat the next time

    在一項研究中,他們告訴我們,他們下次可能會作弊。

  • instead of studying more if they failed a test.

    而不是在考試不及格的情況下多學習。

  • In another study, after a failure,

    在另一項研究中,失敗後。

  • they looked for someone who did worse than they did

    他們找的是一個比他們更糟糕的人。

  • so they could feel really good about themselves.

    所以他們可以感覺真的很好。

  • And in study after study, they have run from difficulty.

    而在一次又一次的研究中,他們從困難中跑出來。

  • Scientists measured the electrical activity from the brain

    科學家測量了來自大腦的電活動

  • as students confronted an error.

    當學生面對錯誤。

  • On the left, you see the fixed mindset students.

    左邊,你看到的是固定思維的學生。

  • There's hardly any activity.

    幾乎沒有任何活動。

  • They run from the error.

    他們從錯誤中跑出來。

  • They don't engage with it.

    他們不'參與其中。

  • But on the right, you have the students with the growth mindset,

    但在右邊,你有學生的成長心態。

  • the idea that abilities can be developed.

    能力是可以培養的思想。

  • They engage deeply.

    他們深入參與。

  • Their brain is on fire with yet.

    他們的腦子裡有了火氣還。

  • They engage deeply.

    他們深入參與。

  • They process the error.

    他們處理錯誤。

  • They learn from it and they correct it.

    他們從中學習,並加以改正。

  • How are we raising our children?

    我們是如何培養孩子的?

  • Are we raising them for now instead of yet?

    我們是現在養,而不是還沒養?

  • Are we raising kids who are obsessed with getting A's?

    我們培養出來的孩子是不是一心想要拿A'的?

  • Are we raising kids who don't know how to dream big dreams?

    我們培養的孩子是不是不知道如何做大夢?

  • Their biggest goal is getting the next A or the next test score?

    他們最大的目標是拿到下一個A還是下一個考試成績?

  • And are they carrying this need for constant validation with them

    他們是否帶著這種需要不斷驗證的需求?

  • into their future lives?

    成他們未來的生活?

  • Maybe, because employers are coming to me and saying,

    也許,因為僱主們都來找我說。

  • we have already raised a generation

    我們已經培養了一代人

  • of young workers who can't get through the day

    的年輕工人誰可以通過一天的

  • without an award.

    沒有獲獎。

  • So what can we do?

    那我們能做什麼呢?

  • How can we build that bridge to yet?

    我們如何才能搭建起這座橋樑呢?

  • Here are some things we can do.

    以下是我們可以做的一些事情。

  • First of all, we can praise wisely,

    首先,我們可以明智地讚美。

  • not praising intelligence or talent.

    不讚美智商和才華。

  • That has failed.

    這已經失敗了。

  • Don't do that anymore.

    不要再這樣做了。

  • But praising the process that kids engage in:

    但讚揚孩子們參與的過程。

  • their effort, their strategies, their focus, their perseverance,

    他們的努力、他們的策略、他們的專注、他們的堅持。

  • their improvement.

    他們的改進。

  • This process praise

    這個過程中的讚美

  • creates kids who are hardy and resilient.

    造就了堅韌不拔的孩子。

  • There are other ways to reward yet.

    還有其他的獎勵方式呢。

  • We recently teamed up with game scientists

    我們最近與遊戲科學家合作

  • from the University of Washington

    從華盛頓大學

  • to create a new online math game that rewarded yet.

    以創建一個新的在線數學遊戲,獎勵還。

  • In this game, students were rewarded for effort, strategy and progress.

    在這個遊戲中,學生的努力、策略和進步都得到了回報。

  • The usual math game

    通常的數學遊戲

  • rewards you for getting answers right right now,

    獎勵你馬上得到答案。

  • but this game rewarded process.

    但這個遊戲獎勵的過程。

  • And we got more effort,

    而且我們得到了更多的努力。

  • more strategies,

    更多策略。

  • more engagement over longer periods of time,

    在較長的時間裡,更多的參與。

  • and more perseverance when they hit really, really hard problems.

    和更多的毅力,當他們遇到真正的,非常困難的問題。

  • Just the words "yet" or "not yet," we're finding,

    只是"尚未"或"尚未"這兩個詞,我們&39;正在發現。

  • give kids greater confidence,

    讓孩子們更有信心。

  • give them a path into the future that creates greater persistence.

    給他們一條通往未來的道路,讓他們產生更大的堅持。

  • And we can actually change students' mindsets.

    而我們其實可以改變學生'的觀念。

  • In one study, we taught them

    在一項研究中,我們教他們

  • that every time they push out of their comfort zone

    每次他們走出舒適區的時候

  • to learn something new and difficult,

    學習新的和困難的東西。

  • the neurons in their brain can form new, stronger connections,

    他們大腦中的神經元可以形成新的、更強大的連接。

  • and over time they can get smarter.

    而隨著時間的推移,他們可以變得更聰明。

  • Look what happened: in this study,

    看看發生了什麼:在這項研究中。

  • students who were not taught this growth mindset

    沒有被教導這種成長心態的學生

  • continued to show declining grades over this difficult school transition,

    在這個艱難的轉學過程中,成績繼續呈現下降趨勢。

  • but those who were taught this lesson showed a sharp rebound in their grades.

    但接受過這一課的人,成績卻出現了大幅反彈。

  • We have shown this now, this kind of improvement,

    我們現在已經表現出這種,這種進步。

  • with thousands and thousands of kids, especially struggling students.

    與成千上萬的孩子,特別是困難學生。

  • So let's talk about equality.

    所以,讓我們來談談平等的問題。

  • In our country, there are groups of students

    在我國,有一些學生群體

  • who chronically underperform,

    長期表現不佳的人。

  • for example, children in inner cities,

    例如,內城的兒童。

  • or children on Native American reservations.

    或美國土著保留地的兒童。

  • And they've done so poorly for so long that many people think it's inevitable.

    而他們'做得太差了,以至於很多人認為這是不可避免的。

  • But when educators create growth mindset classrooms steeped in yet,

    但是,當教育者創建成長型思維課堂時,沉浸在還。

  • equality happens.

    發生平等。

  • And here are just a few examples.

    這裡只是舉了幾個例子。

  • In one year, a kindergarten class in Harlem, New York

    有一年,紐約哈萊姆區的一個幼兒園班級。

  • scored in the 95th percentile on the National Achievement Test.

    在全國成就測試中得分在第95百分位。

  • Many of those kids could not hold a pencil when they arrived at school.

    這些孩子到了學校後,很多人都拿不住鉛筆。

  • In one year,

    一年內。

  • fourth grade students in the South Bronx, way behind,

    南布朗克斯區的四年級學生,遠遠落後。

  • became the number one fourth grade class in the state of New York

    成為紐約州四年級第一大班。

  • on the state math test.

    在國家數學測試中。

  • In a year to a year and a half,

    在一年到一年半的時間裡。

  • Native American students in a school on a reservation

    保留地學校的美國土著學生

  • went from the bottom of their district to the top,

    從他們區的最底層走到了最頂層。

  • and that district included affluent sections of Seattle.

    而該區包括西雅圖的富裕地區。

  • So the native kids outdid the Microsoft kids.

    所以本土的孩子比微軟的孩子更勝一籌。

  • This happened because the meaning

    發生這種情況是因為

  • of effort and difficulty were transformed.

    的努力和困難得到了轉變。

  • Before, effort and difficulty

    之前,努力和困難

  • made them feel dumb, made them feel like giving up,

    讓他們覺得自己很笨,讓他們覺得自己很放棄。

  • but now, effort and difficulty,

    但現在,努力和困難。

  • that's when their neurons are making new connections,

    那是他們的神經元在進行新的連接時。

  • stronger connections.

    加強聯繫。

  • That's when they're getting smarter.

    那是他們'變得更聰明的時候。

  • I received a letter recently from a 13-year-old boy.

    最近,我收到了一個13歲男孩的來信。

  • He said, "Dear Professor Dweck,

    他說,"親愛的德威克教授。

  • I appreciate that your writing is based on solid scientific research,

    我很欣賞你的文章是建立在紮實的科學研究基礎上的。

  • and that's why I decided to put it into practice.

    這也是我決定付諸實踐的原因'。

  • I put more effort into my schoolwork,

    我把更多的精力放在學校的工作上。

  • into my relationship with my family,

    成我和家人的關係。

  • and into my relationship with kids at school,

    併成了我和學校裡孩子們的關係。

  • and I experienced great improvement in all of those areas.

    而我在這些方面都有很大的進步。

  • I now realize I've wasted most of my life."

    我現在意識到我'已經浪費了我的大部分生命.&quot。

  • Let's not waste any more lives,

    我們不要再浪費生命了。

  • because once we know

    因為一旦我們知道

  • that abilities are capable of such growth,

    能力能夠得到這樣的成長。

  • it becomes a basic human right for children, all children,

    它成為兒童、所有兒童的一項基本人權。

  • to live in places that create that growth,

    生活在能創造這種增長的地方。

  • to live in places filled with yet.

    以生活在充滿卻的地方。

  • Thank you.

    謝謝你了

  • (Applause)

    (掌聲)

The power of yet.

的力量還。

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A2 初級 中文 美國腔 學生 孩子 成績 困難 兒童 培養

【TEDx】尚未達到所隱藏的力量 (The power of yet | Carol S Dweck | TEDxNorrköping)

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    郭明樺 發佈於 2015 年 09 月 15 日
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