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  • I teach chemistry.

    我是化學老師

  • (Explosion)

    (爆炸聲)

  • All right, all right.

    沒事、沒事

  • So more than just explosions,

    不僅出現在爆炸

  • chemistry is everywhere.

    化學現象隨處可見

  • Have you ever found yourself at a restaurant spacing out

    你是否曾經發現自己會在餐廳心不在焉地

  • just doing this over and over?

    一再做這個動作?

  • Some people nodding yes.

    有人點頭了

  • Recently, I showed this to my students,

    最近我做了這個實驗給學生看

  • and I just asked them to try and explain why it happened.

    請他們動手嘗試並解釋其中原因

  • The questions and conversations that followed

    之後學生提出的問題和討論

  • were fascinating.

    十分精彩

  • Check out this video that Maddie

    請觀賞這部由 Maddie

  • from my period three class sent me that evening.

    我第三堂課的學生當晚寄給我的影片

  • (Clang) (Laughs)

    (砰)(笑聲)

  • Now obviously, as Maddie's chemistry teacher,

    顯然,身為 Maddie 的化學老師

  • I love that she went home and continued to geek out

    我很高興她回家後會認真練習

  • about this kind of ridiculous demonstration

    我們在課堂上示範過的

  • that we did in class.

    這個相當有趣的實驗

  • But what fascinated me more is that Maddie's curiosity

    但令我更感興趣的是 Maddie 的好奇心

  • took her to a new level.

    提升了她的視界

  • If you look inside that beaker,

    如果你們觀察燒杯內部

  • you might see a candle.

    會發現一根蠟燭

  • Maddie's using temperature to extend this phenomenon

    Maddie 利用溫度賦予這個現象

  • to a new scenario.

    嶄新的面貌

  • You know, questions and curiosity like Maddie's

    你們知道,Maddie 擁有的這種疑惑和好奇心

  • are magnets that draw us towards our teachers,

    像磁鐵般讓拉近了學生和老師間的距離

  • and they transcend all technology

    勝過所有教育方面的技巧

  • or buzzwords in education.

    或新潮術語

  • But if we place these technologies before student inquiry,

    但如果我們在學生發問前就展示這些技巧

  • we can be robbing ourselves

    我們會讓自己失去

  • of our greatest tool as teachers: our students' questions.

    老師擁有的最佳工具:學生的疑惑

  • For example, flipping a boring lecture from the classroom

    例如,利用行動裝置的銀幕

  • to the screen of a mobile device

    來講授一堂沉悶的課程

  • might save instructional time,

    或許能節省教學時間

  • but if it is the focus of our students' experience,

    但若是這成了學生主要的學習體驗

  • it's the same dehumanizing chatter

    這只是冰冷而無人性的嘮叨

  • just wrapped up in fancy clothing.

    外頭披了件華麗的外衣罷了

  • But if instead we have the guts

    然而,如果我們有骨氣

  • to confuse our students, perplex them,

    使學生困惑讓他們摸不著頭緒

  • and evoke real questions,

    激發他們內心的疑惑

  • through those questions, we as teachers have information

    身為老師的我們可以利用這些疑惑取得資訊

  • that we can use to tailor robust

    用以調整教學方針

  • and informed methods of blended instruction.

    從中習得混合式教學的方法

  • So, 21st-century lingo jargon mumbo jumbo aside,

    因此,別理會 21 世紀那些莫名其妙的術語

  • the truth is, I've been teaching for 13 years now,

    事實上我從事教職已有 13 年

  • and it took a life-threatening situation

    有個生死攸關情況

  • to snap me out of 10 years of pseudo-teaching

    讓我從10年來的「偽教學」中驚醒

  • and help me realize that student questions

    幫助我瞭解學生的疑惑

  • are the seeds of real learning,

    能培育出真正的學習態度

  • not some scripted curriculum

    而非某種照本宣科的課程

  • that gave them tidbits of random information.

    那只能提供學生瑣碎而隨機的資訊

  • In May of 2010, at 35 years old,

    2010 年 5 月35 歲的我

  • with a two-year-old at home and my second child on the way,

    有個 2 歲大的孩子第二個孩子即將出生

  • I was diagnosed with a large aneurysm

    診斷結果顯示我長了個大動脈瘤

  • at the base of my thoracic aorta.

    位於胸腔主動脈

  • This led to open-heart surgery. This is the actual real email

    這表示我必須做開心手術這是當時醫生寫給我的

  • from my doctor right there.

    電子郵件正本

  • Now, when I got this, I was -- press Caps Lock --

    當我收到這封信時我 -- 以下為粗黑體 --

  • absolutely freaked out, okay?

    完全嚇壞了,明白嗎?

  • But I found surprising moments of comfort

    但令人意外地我卻感到慰藉

  • in the confidence that my surgeon embodied.

    因為我的醫生展現出的自信

  • Where did this guy get this confidence, the audacity of it?

    這個傢伙的自信從何而來?因為大膽嗎?

  • So when I asked him, he told me three things.

    因此當我請教他時他告訴我三件事

  • He said first, his curiosity drove him

    他說,第一,好奇心驅使他

  • to ask hard questions about the procedure,

    預設手術過程可能出現的一些棘手問題

  • about what worked and what didn't work.

    何種方法可行而何種不可行

  • Second, he embraced, and didn't fear,

    第二,他勇於面對,而非畏懼

  • the messy process of trial and error,

    反覆試驗與挫敗的繁瑣過程

  • the inevitable process of trial and error.

    無法避免的反覆試驗過程

  • And third, through intense reflection,

    第三,謹慎思考

  • he gathered the information that he needed

    並收集所需的資訊

  • to design and revise the procedure,

    藉此設計及修正手術流程

  • and then, with a steady hand, he saved my life.

    最後,懷著堅定的信心他救了我一命

  • Now I absorbed a lot from these words of wisdom,

    這些睿智的話語令我獲益匪淺

  • and before I went back into the classroom that fall,

    那年秋季回學校任職前

  • I wrote down three rules of my own

    我寫下自己的三原則

  • that I bring to my lesson planning still today.

    直到今天依然用於我的教學計畫中

  • Rule number one: Curiosity comes first.

    第一項原則:好奇心是首要之事

  • Questions can be windows to great instruction,

    利用疑惑是卓越教學的手段

  • but not the other way around.

    但不可本末倒置

  • Rule number two: Embrace the mess.

    第二項原則:勇於面對繁瑣過程

  • We're all teachers. We know learning is ugly.

    我們都是老師我們知道學習過程惹人厭

  • And just because the scientific method is allocated

    只因為有系統的讀書方法寫在

  • to page five of section 1.2 of chapter one

    第一章第一節之二的第五頁

  • of the one that we all skip, okay,

    正好是我們略過不講的章節,對嗎?

  • trial and error can still be an informal part

    試誤法仍是

  • of what we do every single day

    我們每天會在聖心天主教學校

  • at Sacred Heart Cathedral in room 206.

    206 教室使用的不成文法則

  • And rule number three: Practice reflection.

    第三項原則:反覆思考

  • What we do is important. It deserves our care,

    我們的作為十分重要理應小心謹慎

  • but it also deserves our revision.

    也理應不時修正

  • Can we be the surgeons of our classrooms?

    我們能否成為課堂中的外科醫生?

  • As if what we are doing one day will save lives.

    彷彿我們的所作所為某天將救人一命

  • Our students our worth it.

    學生值得我們付出

  • And each case is different.

    因材施教

  • (Explosion)

    (爆炸聲)

  • All right. Sorry.

    好,抱歉

  • The chemistry teacher in me just needed to get that

    身為化學老師的我必須發洩一下

  • out of my system before we move on.

    才能繼續講課

  • So these are my daughters.

    她們是我女兒

  • On the right we have little Emmalou -- Southern family.

    右邊是小 Emmalou 是南方家族名字

  • And, on the left, Riley.

    左邊是 Riley

  • Now Riley's going to be a big girl in a couple weeks here.

    幾週後Riley 將成為大女孩

  • She's going to be four years old,

    她即將邁入四歲

  • and anyone who knows a four-year-old

    任何瞭解四歲孩子的人都知道

  • knows that they love to ask, "Why?"

    他們喜歡問「為什麼?」

  • Yeah. Why.

    是的,為什麼

  • I could teach this kid anything

    我可以教這個孩子任何事

  • because she is curious about everything.

    因為她對任何事都感到好奇

  • We all were at that age.

    我們在那個年紀皆是如此

  • But the challenge is really for Riley's future teachers,

    但這對 Riley 未來的老師而言是極大的挑戰

  • the ones she has yet to meet.

    她尚未謀面的老師

  • How will they grow this curiosity?

    他們會如何培養這份好奇心?

  • You see, I would argue that Riley is a metaphor for all kids,

    你們知道我以 Rildy 比喻所有孩子

  • and I think dropping out of school comes in many different forms --

    我認為輟學有許多不同原因:

  • to the senior who's checked out before the year's even begun

    例如學期開始前就輟學的高中生

  • or that empty desk in the back of an urban middle school's classroom.

    或市區中學的教室後排空著的座位

  • But if we as educators leave behind

    但如果身為教育者的我們跳脫

  • this simple role as disseminators of content

    知識傳播者這種單一的角色

  • and embrace a new paradigm

    採取嶄新的教學方式

  • as cultivators of curiosity and inquiry,

    栽培出好奇心與探索能力

  • we just might bring a little bit more meaning

    我們或許能為他們的學校生活

  • to their school day, and spark their imagination.

    帶來更多意義激發他們的想像力

  • Thank you very much.

    十分感謝

  • (Applause)

    (掌聲)

I teach chemistry.

我是化學老師

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B1 中級 中文 TED 學生 老師 好奇心 原則 化學

【TED】Ramsey Musallam: 激發學習興趣之三項原則 (3 rules to spark learning | Ramsey Musallam)

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