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  • SALMAN KHAN: The Khan Academy is most known

    薩爾曼可汗:可汗學院最出名的

  • for its collection of videos.

    就是大量的影片

  • So before I go any farther, let me

    在深入介紹之前 容我先

  • show you a little bit of a montage.

    讓大家看一些片段

  • [VIDEO PLAYBACK]

    [影片播放]

  • So the hypotenuse is now going to be five.

    現在斜邊是5

  • This animal's fossils are only found

    動物化石在

  • in this area of South America, nice, clean band

    南美洲這個漂亮乾淨的帶狀區

  • here, and in this part of Africa.

    以及一部分的非洲被發現

  • We could integrate over the surface,

    我們能計算面積

  • and the notation usually is a capital sigma.

    而通常用大寫的sigma符號

  • National Assembly, they create the committee

    國家議會成立了公共安全委員會

  • of public safety, which sounds like a very nice committee.

    聽起來是個相當不錯的委員會

  • Notice this is an aldehyde, and it's an alcohol.

    注意 這是醛 這是醇

  • Start differentiating into effector and memory cells.

    開始分化成效應與記憶細胞

  • A galaxy, hey, there's another galaxy.

    這裡一個銀河系 那裡一個銀河系

  • Oh look, there's another galaxy.

    看 那裡又一個銀河系

  • And for dollars is their 30 million plus the $20 million

    用美金計價就是他們的3千萬加上

  • from the American manufacturer.

    從美國生產廠商取得的2千萬

  • If this does not blow your mind, then you have no emotion.

    如果這沒有讓你受到衝擊 你是個無情的人

  • [END VIDEO PLAYBACK]

    [影片播放完畢]

  • SALMAN KHAN: We now have on the order of 2,200 videos

    薩爾曼可汗:我們現在有2200支循序漸進的影片

  • covering everything from basic arithmetic all

    包含所有事物 從基礎算術

  • the way to vector calculus and some of the stuff

    到向量微積分 以及一些

  • that you saw up there.

    剛剛在上面看到的

  • We have a million students a month using the site,

    每個月有上百萬學生使用這個網站

  • watching on the order of 100,000 to 200,000 videos a day.

    一天有100,000到200,000支影片被觀看

  • But what we're going to talk about in this

    不過我們要講的是

  • is how we're going to the next level.

    我們的下一個階段要怎麼做

  • But before I do that, I want to talk a little bit about how

    在那之前 先講一下

  • I got started.

    我開始網站的故事

  • And some of you all might know, about five years ago,

    有些人可能知道 五年前

  • I was an analyst at a hedge fund.

    我是個避險基金分析師

  • And I was in Boston.

    那時候我住在波士頓

  • And I was tutoring my cousins in New Orleans remotely.

    我幫紐奧良的表弟們遠端上課

  • And I started putting the first YouTube videos up, really just

    我放上第一支YouTube影片

  • as a nice to have, just kind of a supplement, for my cousins,

    只是想幫表弟做個輔助教材

  • something that might give them a refresher, or something.

    讓他們能振作精神之類的

  • And as soon as I put those first YouTube videos up,

    就在放上影片之後

  • something interesting happened.

    有趣的事發生了

  • Actually, a bunch of interesting things happened.

    事實上發生了很多有趣的事

  • The first was the feedback from my cousins.

    第一個是我表弟們的回應

  • They told me that they preferred me on YouTube than in person.

    他們說比起我教他們 他們比較愛看影片裡的我

  • [LAUGHTER]

    [笑聲]

  • And once you get over the backhanded nature of that,

    在克服這些挖苦之後

  • there was actually something very profound there.

    有件事其實相當意義深遠

  • They were saying that they preferred the automated version

    他們比較喜歡自動版本的表哥

  • of their cousin to their cousin.

    比起真實的表哥

  • At first it's very unintuitive, but when you actually

    一開始可能不太經過大腦 但當你真正

  • think about it from their point of view,

    從他們的觀點來思考這件事

  • it makes a ton of sense.

    就會覺得非常有道理

  • You have this situation where now they can pause and repeat

    他們現在有個可以隨時暫停、重複播放

  • their cousin without feeling like they're wasting my time.

    的表哥 不用擔心會浪費到我的時間

  • If they have to review something that they should have learned

    如果他們要複習一些以前因該學過的東西,

  • a couple of weeks ago, or maybe a couple of years ago,

    像是幾週或是幾年前學過的東西

  • they don't have to be embarrassed and ask

    他們不需要不好意思來問我

  • their cousin.

    這個表哥

  • They can just watch those videos.

    他們只要看影片就可以

  • If they're bored, they can go ahead.

    如果他們覺得無趣 可以加速影片

  • They can watch it at their own time, at their own pace.

    他們可以用自己的步調與時間看影片

  • And probably the least appreciated aspect of this

    學習中最不需要的東西

  • is the notion that the very first time, the very first time

    就是當你第一次

  • that you're trying to get your brain around a new concept,

    在學新知識的時候

  • the very last thing you need is another human being saying

    最不需要別人跑來問

  • do you understand this.

    你懂了嗎

  • And that's what was happening with the interaction

    這就是我之前與表弟們互動發生的事情

  • with my cousins before.

    這就是我之前與表弟們互動發生的事情

  • And now they could just do it in the intimacy of their own room.

    現在他們可以私下在自己的房間學

  • The other thing that happened is I put them on YouTube

    另一件事就是我把影片放上YouTube

  • just for the....I saw no reason to make it private.

    因為我覺得不需要設為隱私

  • So I let other people watch it.

    所以我讓其他人也能觀看

  • And then people started stumbling on it.

    接著開始有人點進來看影片

  • And I started getting some comments, and some letters,

    然後我就開始收到一些評論、信件

  • and all sorts of feedback from random people around the world.

    和來自全世界不固定人士的各種的回饋

  • And these are just a few.

    這裡擷取了一些

  • This is actually from one of the original calculus videos.

    這是微積分影片其中一支

  • And someone wrote on YouTube, it was a YouTube comment,

    實際收到YouTube留言,這是一則YouTube的評論

  • "First time I smiled doing a derivative."

    "我第一次在推導方程式的時候笑出來了"

  • Let's pause here.

    暫停一下

  • This person did a derivative, and then they smiled.

    這個人在推導方程式的時候笑出來了

  • And then in response to that same comment,

    接著針對這則評論

  • this is on the thread.

    有一些回覆

  • You could go on YouTube and look at these comments.

    你可以上YouTube看這些評論

  • Someone else wrote, "Same thing here.

    有人寫"我也是

  • I actually got a natural high and a good mood

    一整天心情超好

  • for the entire day, since I remember

    就在我發現

  • seeing all of this 'matrix text' in class.

    課堂上的'矩陣'我都看過之後

  • And here I'm all like, I know Kung Fu."

    突然覺得 我武功高強啊"

  • [LAUGHTER]

    [笑聲]

  • And we got a lot of feedback along those lines.

    我們這串回應裡還收到很多回覆

  • This clearly was helping people.

    這真的對大家有幫助

  • But then, as the viewership kept growing, and kept growing,

    之後 就在觀看人數越來越多 越來越多

  • I started getting letters from people.

    我開始收到一些信

  • And it was starting to become clear

    才開始明確的知道這些影片

  • that it was actually more than just a nice to have.

    不是不錯而已 而是真的很棒

  • This is just an excerpt from one of those letters.

    這是那些信中其中一封摘錄

  • "My 12-year-old son has autism, and has

    "我12歲的兒子有自閉症

  • had a terrible time with math.

    他的數學學習過程很艱辛

  • We have tried everything, viewed everything, bought everything.

    我們試過各種方式 看了很多東西 買了各種東西

  • We stumbled on your video on decimals, and it got through.

    我們看了你關於小數點的影片 然後他就懂了

  • Then we went on to the dreaded fractions.

    接著我們進入可怕的分數

  • Again, he got it.

    又一次 他懂了

  • We could not believe it.

    無法置信

  • He is so excited."

    他很興奮"

  • And so you can imagine, here I was,

    你可以想像 我

  • an analyst at a hedge fund.

    是一個避險基金分析師

  • It was very strange for me to do something of social value.

    能做出有社會價值的東西是很奇怪的

  • [LAUGHTER AND APPLAUSE]

    [笑聲與掌聲]

  • But I was excited.

    但是我很興奮

  • So I kept going.

    於是我繼續做下去

  • And then a few other things started to dawn on me.

    接著有其他的事情開始降臨在我身上

  • That not only would it help my cousins right now,

    這不只可以幫助我的表弟們

  • or these people who were sending letters.

    或是那些寫信給我的人

  • But maybe that this content will never go old.

    也許這些內容永遠不會退流行

  • That it could help their kids or their grandkids.

    可以幫助他們的孩子、孫子

  • If Isaac Newton had done YouTube videos on calculus,

    如果艾薩克牛頓在YouTube放上微積分影片

  • I wouldn't have to, assuming he was good.

    如果他的影片不錯的話 我就不用放我的了

  • We don't know.

    誰知道呢

  • [LAUGHTER]

    [笑聲]

  • The other thing that happened, and even at this point, I said,

    就在這時 另一件事發生了 我想說

  • OK, maybe it's a good supplement.

    嗯 這是一個好的補充教材

  • It's good for motivated students.

    對積極的學生有幫助

  • It's good for maybe homeschoolers.

    也對在家學習的學生有幫助

  • But I didn't think it would be something that would somehow

    但我沒想到這居然會

  • penetrate the classroom.

    滲透進學校的課程

  • But then I started getting letters from teachers.

    我開始收到老師們寄來的信

  • And the teachers would write saying,

    老師們寫說

  • we've used your videos to flip the classroom.

    我們用你的影片執行翻轉教室

  • You've given the lectures.

    你有一份講義

  • So now what we do...and this could actually

    所以接下來我們要做的 這可能會

  • happen in every classroom in America tomorrow... what I do

    發生在未來的美國學校 我要做的

  • is I assign the lectures for homework.

    就是將講義指派為回家作業

  • And what used to be homework, I now

    而之前當作回家作業的 現在

  • have the students doing in the classroom.

    則讓學生在課堂上做

  • [APPLAUSE]

    [掌聲]

  • I want to pause here for a second

    在這邊要稍微暫停一下

  • because there's a couple of interesting things.

    因為有一些有趣的事

  • One, when those teachers are doing that,

    第一,當那些老師們這樣做的時候

  • there's the obvious benefit.

    有很明顯的好處

  • There's the benefit that now their students

    好處是當學生們這麼做的的時候

  • can enjoy the videos in the way that my cousins did.

    他們可以像我表弟們一樣自由看影片

  • They can pause, repeat at their own pace, at their own time.

    他們可以根據自己的步調與時間暫停、重複觀看影片

  • But the more interesting thing-- and this

    但更有趣的事是

  • is the unintuitive thing when you talk about technology

    聽起來也許不直覺 但當你在課堂上使用科技

  • in the classroom-- by removing the "one size fits all"

    移除掉給學生的"單一教材"

  • lecture from the classroom and letting students have

    讓學生們可以

  • a self-paced lecture at home, and then when

    在家使用自己的步調 接著

  • you go to the classroom, letting them do work,

    上課的時候讓他們做作業

  • having the teacher walk around, having the peers actually

    老師可以在旁邊觀察

  • be able to interact with each other,

    讓師生可以互動

  • these teachers have used technology

    這些老師就是運用科技

  • to humanize the classroom.

    進行人性化教學

  • They took a fundamentally dehumanizing experience,

    以前基本上是採用非人性化的教學

  • a bunch of 30 kids with their fingers on their lips,

    讓30個孩子安靜聽

  • not allowed to interact with each other.

    不讓他們彼此互動

  • A teacher, no matter how good, has

    一個老師 不論再怎麼厲害

  • to give this kind of "one size fits all"

    都要將"單一教材"

  • lecture to 30 students-- blank faces, slightly antagonistic.

    教給30個學生 面無表情 些許的對立著

  • And now it's a human experience.

    而現在則是人性化的體驗

  • Now they're actually interacting with each other.

    他們現在可以彼此互動

  • So once the Khan Academy-- I quit my job.

    所以當可汗學院 我辭掉工作

  • And we turned into a real organization,

    投入組織的實際運作

  • or a not-for-profit.

    或說是非營利組織

  • The question is, how do we take this to the next level?

    問題是 我們要如何進入下一階段

  • How do we take what those teachers were

    要如何將老師們之前

  • doing to their natural conclusion?

    所做的帶到結論?

  • And so what I'm showing over here,

    所以我接著要讓大家在這裡看到

  • these are actual exercises that I

    這是我實際上寫給

  • started writing for my cousins.

    表弟們的測驗題

  • The ones I started were much more primitive.

    一開始的很陽春

  • This is a more competent version of it.

    這是升級版本

  • But the paradigm here is we'll generate as many questions

    這個範例是為了讓你了解內容

  • as you need until you get that concept,

    所需要的所有問題

  • until you get 10 in a row.

    直到你在這一列中得到10分

  • And the Khan Academy videos are there.

    請看可汗學院影片

  • You get hints, the actual steps for that problem,

    每個問題都有實際步驟與提示

  • if you don't know how to do it.

    如果不懂的話可以看

  • But the paradigm, it seems like a very simple thing.

    不過這個範例 很簡單

  • 10 in a row, you move on.

    得到10分 可以繼續下一題

  • But it's fundamentally different than what's

    但基本上和現在的上課是不一樣的

  • happening in classrooms right now.

    但基本上和現在的上課是不一樣的

  • In a traditional classroom, you have

    傳統的上課 你會有一些

  • a couple of-- homework, lecture, homework, lecture,

    作業、講義、作業、講義

  • and then you have a snapshot exam.

    接著會有考試

  • And that exam, whether you get a 70%, an 80%, a 90% or a 95%,

    不論你懂70%、80%、90%還是95%

  • the class moves on to the next topic.

    課程都會繼續下去

  • And even that 95% student, what was the 5% they didn't know?

    就算是懂95%的學生 剩下不懂的5%怎麼辦?

  • Maybe they didn't know what happens

    也許他們不懂

  • when you raise something to the 0-th power.

    什麼是0次方

  • And then you go build on that in the next concept.

    你用這個當基礎繼續下個教學

  • That's analogous to-- imagine learning to ride a bicycle.

    這就像是--想像你學騎腳踏車

  • And I give you a bicycle.

    我給你一台腳踏車

  • Maybe I give you a lecture ahead of time.

    也許我給你一個事前講課

  • And I give you that bicycle for two weeks.

    再給你一台腳踏車兩週

  • And then I come back after two weeks.

    兩週之後我再回來

  • And I say, well, let's see.

    然後說 我們來看結果

  • You're having trouble taking left turns.

    也許你左轉不太會

  • You can't quite stop.

    也許你不會煞車

  • You're an 80% bicyclist.

    你80%會騎了

  • So I put a big C stamp on your forehead.

    然後我就在你額頭印個成績C

  • And then I say here's a unicycle.

    接著就給你一台單輪車

  • But as ridiculous as that sounds,

    聽起來就是這麼荒謬

  • that's exactly what's happening in our classrooms right now.

    這是現在上課的實際狀況

  • And the idea is you fast forward.

    然後你快速的上著課

  • And good students start failing algebra all of a sudden,

    好學生開始突然就不懂代數

  • and start failing calculus all of a sudden,

    突然就不懂微積分

  • despite being smart, despite having good teachers.

    即使很聰明 即使有個好老師

  • And it's usually because they had these Swiss cheese

    通常是因為在他們的基本知識上

  • gaps that kept building throughout their foundations.

    一直累積一小片段一小片段的不了解

  • So our model is learn math the way you would learn anything.

    我們的宗旨是讓你學數學像是你學所有東西一樣

  • Like the way you would learn a bicycle.

    就像你學騎腳踏車一樣

  • Stay on that bicycle.

    學騎一台腳踏車

  • Fall off that bicycle.

    跌倒在同一台腳踏車

  • Do it as long as necessary until you have mastery.

    一直騎一直騎直到你精通

  • The traditional model, it penalizes you

    傳統的教學 就像在懲罰你的

  • for experimentation and failure.

    實驗與失敗

  • But it does not expect mastery.

    卻不期待你能精通

  • We encourage you to experiment.

    我們鼓勵你多實驗

  • We encourage you to failure.

    鼓勵你失敗

  • But we do expect mastery.

    但我們期待你能精通

  • This is just another one of the modules.

    這是另外一個教學模組

  • This is trigonometry.

    這是個三角形

  • This is shifting and reflecting functions.

    這是平移與鏡射

  • And they all fit together.

    這些教材結合在一起

  • We have about 90 of these right now.

    我們現在有90個這種教學

  • And you could go to the site right now.

    都可以在網站上看到

  • It's all free.

    全部免費

  • Not trying to sell anything.

    不會兜售任何東西

  • But the general idea is that they all

    但總體思路是這些全都

  • fit into this knowledge map.

    結合在知識地圖

  • That top node right there, that's

    上面那個點

  • literally single-digit addition.

    是個位數加法

  • It's like 1 plus 1 is equal to 2.

    就像1+1=2

  • And the paradigm is, once you get 10 in a row on that,

    這裡的範例是 一旦你得到10分

  • then it keeps forwarding you to more and more advanced modules.

    課程就會進入越來越進階的題目

  • So keep-- this is further down the knowledge map.

    所以--知識地圖就會越來越往下

  • We're getting into more advanced arithmetic.

    學到更進階的算術

  • Further down, you start getting into

    一直往下 就會開始學到

  • pre-algebra and early algebra.

    初級代數的相關知識

  • Further down, you start getting into algebra one, algebra two,

    再往下 就會開始學代數1、代數2

  • a little bit of precalculus.

    一些初級微積分

  • And the idea is, from this, we can actually teach everything.

    這個概念就是 藉由此 我們可以教任何東西

  • Well, everything that can be taught

    任何可以被教的東西

  • in this type of a framework.

    在這樣的框架裡

  • So you can imagine.

    你就可以想像了

  • And this is what we are working on--

    這是我們正在努力的--

  • is from this knowledge map, you have logic.

    藉由這個知識地圖 你可以學邏輯學

  • You have computer programming.

    可以學程式設計

  • You have grammar.

    可以學文法

  • You have genetics.

    可以學遺傳學

  • All based off of that core of, OK, If you know this and that,

    都從最基本的開始 如果你會了

  • now you're ready for this next concept.

    就可以準備往下一段內容

  • Now that can work well for an individual learner.

    每一個獨立學習者都可以順利的學習

  • And I encourage one, for you to do with your kids.

    我鼓勵你們與小孩一起學習

  • But I also encourage everyone in the audience to do it yourself.

    也鼓勵在座的各位自己學習

  • It'll change what happens at the dinner table.

    這可以改變晚餐時的話題

  • But what we want to do is use the natural conclusion

    我們想做的是將這些結果

  • of the flipping of the classroom that those early teachers

    做成早期翻轉教室的老師們

  • had emailed me about.

    寄給我的信所提到的樣子

  • And so what I'm showing you here,

    就是接下來要讓大家看的

  • this is actually data from a pilot in the Los Altos school

    這是早期在洛思阿圖斯學區所做的實驗資料

  • district, where they took two fifth-grade classes, and two

    他們將教材應用在兩班五年級課程 以及兩班

  • seventh-grade classes, and completely gutted

    七年級課程 完全挖空

  • their old math curriculum.

    他們的舊數學課程

  • These kids aren't using textbooks.

    這些孩子們不使用教科書

  • They're not getting "one size fits all" lectures.

    不會被教導"單一教材"

  • They're doing Khan Academy.

    他們使用可汗學院教材

  • They're doing that software for roughly half

    他們在數學課大概

  • of their math class.

    花了一半的時間做軟體課程

  • And I want to make it clear.

    我要說明一下

  • We don't view this as a complete math education.

    我們沒有把這個實驗當作完整的數學教育

  • What it does is-- and this is what's

    這只是--在洛思阿圖斯

  • happening Los Altos-- it frees up time.

    發生的事情--節省了很多時間

  • This is the blocking and tackling.

    這是追蹤區塊圖

  • Making sure you know how to do the system of equations.

    確認你會使用這個方程式系統

  • And it frees up time for the simulations, for the games,

    它能節省模擬時間 無論是遊戲

  • for the mechanics, for the robot building,

    機械學或是機器人建構

  • for the estimating how high that hill is based on its shadow.

    或是利用影子計算山丘高度

  • And so the paradigm is the teacher walks in every day.

    所以這個範例就是 老師每天走進教室

  • Every kid works at their own pace.

    每個學生都照自己的進度學習

  • And a teacher-- this is actually a live dashboard from Los Altos

    老師 --這是洛思阿圖斯學區實際的

  • school district-- and they look at this dashboard.

    的儀表盤-- 則觀察這些儀表盤

  • Every row is a student.

    每一列代表一個學生

  • Every column is one of those concepts.

    每一行表示一個教學內容

  • Green means the student's already proficient.

    綠色代表學生已經精通

  • Blue means that they're working on it, no need to worry.

    藍色表示他們正在努力 不需要擔心

  • Red means they're stuck.

    紅色表示他們卡住了

  • And what the teacher does is literally just says,

    而老師的工作就是

  • let me intervene on the red kids.

    去介入協助紅色標示的學生

  • Or even better, let me get one of the green kids who

    或更好的 選幾個綠色

  • are already proficient in that concept

    已經精通的學生

  • to be the first line of attack and actually tutor their peer.

    對他們提問 成為名副其實的導師

  • [APPLAUSE]

    [掌聲]

  • Now I come from a very data-centric reality.

    根據這個實際的中心數據

  • So we don't want that teacher to even go and intervene and have

    老師就不需要去問學生

  • to ask the kid awkward questions.

    令人尷尬的問題 像是

  • Oh, what do you not understand, or what do you understand,

    你哪裡不懂 你懂了哪些

  • and all of the rest.

    以及其他類似問題

  • So our paradigm is to really arm the teachers

    我們的範例使用盡可能多的數據

  • with as much data as possible.

    來實際幫助老師

  • Really data that, in almost any other field, is expected.

    期望得到所有領域的數據

  • If you're in finance, or marketing, or manufacturing.

    不論你是學金融、市場行銷或是製造

  • And so the teachers can actually diagnose

    老師們就可以實際判斷

  • what's wrong with the students, so that they

    學生們哪裡有問題

  • can make their interaction as productive as possible.

    他們就可以盡可能有效率的與學生互動

  • So now the teachers know exactly what

    老師們可以知道

  • the student's been up to, how long they've

    目前學生在學什麼

  • been spending every day.

    每天花多少時間學習

  • What videos have they been watching?

    他們看了哪些影片

  • When did they pause the videos?

    什麼時間他們將影片暫停

  • What did they stop watching?

    什麼影片他們停止觀看

  • What exercises are they using?

    他們做了哪些試題

  • What have they been focused on?

    他們焦點放在哪

  • The outer circle shows the exercises they were focused on.

    外圈是表示他們比較專注的試題

  • The inner circle shows the videos they're focused on.

    內圈表示他們比較專注的影片

  • And the data gets pretty granular.

    數據分得很細

  • So you can actually see the exact problems

    讓你可以實際看到問題點

  • that the student got right or wrong.

    學生做對了還是做錯了

  • Red is wrong.

    紅色表示錯誤

  • Blue is right.

    藍色表示正確

  • The leftmost question is the first question

    最左邊是學生做的

  • that the student attempted.

    第一個問題

  • They watched the video right over there.

    他們看的影片在這裡

  • And then you could see eventually they

    你就可以實際看到他們

  • were able to get 10 in a row.

    得到10分

  • It's almost like you can almost see

    就像你可以完全看到

  • them learning over those last 10 problems.

    他們在這10個問題中的學習

  • They also got faster.

    他們也學得很快

  • The height is how long it took them.

    高度代表他們的學習時間

  • So when you talk about self-paced learning,

    當你提到自我步調學習的時候

  • it makes sense for everyone-- in education speak,

    每個人都懂--無論是講課

  • differentiated learning.

    或是差異化學習

  • But it's kind of crazy what happens when you actually

    當你看到實際應用在課堂的時候

  • see it in a classroom.

    卻覺得有點瘋狂

  • Because every time we've done this,

    每次我們在課程上

  • in every classroom we've done, over and over again, if you

    不斷的重複使用這個教材

  • go five days into it, there's a group

    五天後 會有一群

  • of kids who have raced ahead.

    孩子領先在前面

  • And there's a group of kids who are a little bit slower.

    一群孩子稍微落後一些

  • And in a traditional model, if you did a snapshot assessment,

    在傳統的模式 如果你這時候做個鑑定考

  • you say, oh, these are the gifted kids.

    你會覺得 這些孩子比較聰明

  • These are the slow kids.

    這些學得比較慢

  • Maybe they should be tracked differently.

    也許該用不同方式追蹤

  • Maybe we should put them in different classes.

    也許該把他們換班級

  • But when you let every student work at their own pace,

    但如果你讓學生用自己的步調學習

  • and we see it over and over and over again.

    接著一次又一次地追蹤

  • You see students who took a little bit extra time

    你會發現學生們花比較多的時間

  • on one concept or the other.

    在某個概念或是另外一個概念

  • But once they get through that concept, they just race ahead.

    但只要他們懂了這個概念 就會突飛猛進了

  • And so the same kids that you thought

    這一群你六週前以為

  • were slow six weeks ago, you now would think are gifted.

    學習比較慢的孩子 現在卻覺得他們很聰明

  • And we're seeing it over and over and over again.

    我們一而再、再而三地看到這樣的情形

  • And it makes you really wonder how much

    你就會開始想 有多少

  • all of the labels a lot of us have benefited from

    貼在我們身上的標籤

  • were really just due to a coincidence of time.

    只是某個時間點的巧合

  • Now, as valuable as something like this

    現在 像這樣有價值的東西

  • is in a district like Los Altos, our goal

    在洛思阿圖斯被挖掘出來一樣

  • is to use technology to humanize,

    我們的目標是利用科技做到人性化

  • not just in Los Altos, but kind of on a global scale, what's

    不只應用在洛思阿圖斯 而是更全方面的規模

  • happening in education.

    應用在教育

  • And actually that brings an interesting point.

    這產生了很有趣的觀點

  • A lot of the effort in humanizing the classroom

    以前在做人性化課程時 花很多精力

  • is focused on student to teacher ratios.

    聚焦在學生與老師的比例

  • In our mind the relevant metric is

    而我們的想法則是著重於

  • "student to valuable human time with the teacher" ratio.

    "學生與老師討論的時間"的比例

  • So in a traditional model, most of the teacher's time

    在傳統模式 老師大部份的時間

  • is spent doing lectures, and grading tests, and whatnot.

    都花在做教材 考試 諸如此類的

  • Maybe 5% of their time is actually

    也許只有5%的時間是實際

  • sitting next to students and actually working with them.

    花在與學生共同討論檢討課業

  • Now 100% of their time is.

    現在則是100%的時間都花在這上面

  • So once again, using technology, not just

    再一次 應用科技 不只是

  • flipping the classroom, you're humanizing the classroom,

    翻轉教室 你還可以將課程人性化

  • I'd argue, by a factor of five or 10.

    我認為可以得到5到10倍

  • And as valuable as it is in Los Altos,

    和洛思阿圖斯一樣可貴的東西

  • imagine what that does to the adult learner who's

    想像一下 成人學習者

  • embarrassed to go back and learn stuff that they should have

    在回到大學前 不好意思回去學這些

  • known before, before going back to college.

    他們之前就該知道的東西

  • Imagine what it does to a street kid in Calcutta who

    想像一下 如果是個住在加爾各答的小孩

  • has to help his family during the day.

    白天必須幫忙家裡

  • And that's the reason why he or she can't go to school.

    所以他們沒辦法上學

  • Now they can spend two hours a day

    現在他們可以一天花兩小時

  • and remediate or get up to speed and not

    去修復知識或是加快速度學習

  • feel embarrassed about what they do or don't know.

    不用因為不懂而不好意思

  • Now imagine what happens where-- we talked about the peers

    想像一下 我們可以

  • teaching each other inside of a classroom.

    在同一間教室中平等的教導彼此

  • But this is all one system.

    就用一個系統

  • There's no reason why you can't have that peer

    沒理由不能在教室之外

  • to peer tutoring beyond that one classroom.

    做點對點的教導

  • Imagine what happens if that student in Calcutta

    想像一下 如果在加爾各答的學生

  • all of a sudden can tutor your son.

    突然之間都能教你的兒子

  • Or your son can tutor that kid in Calcutta.

    或是你的兒子可以教其他孩子

  • And I think what you'll see emerging

    你可以看到

  • is this notion of a global one world classroom.

    整個世界都是教室的概念

  • And that's essentially what we're trying to build.

    那就是我們真正想要建造的

  • Thank you.

    謝謝

  • [APPLAUSE]

    [掌聲]

  • [SIDE CONVERSATION]

    [私下交談]

  • [APPLAUSE]

    [掌聲]

  • BILL GATES: I've seen some things

    比爾蓋茲:看起來

  • you're doing in the system that have to do with motivation

    你正將動機與回饋做進這個系統

  • and feedback-- energy points, merit badges.

    能量點 成就徽章

  • Tell me what you're thinking there.

    告訴我你想怎麼做

  • SALMAN KHAN: Oh yeah, no, we have an awesome team

    薩爾曼可汗:是的 我們有個很棒的團隊

  • working on that.

    正在做這些

  • And I have to be clear.

    我必須說明

  • It's not just me anymore.

    不再只是我一個人

  • I'm still doing all the videos.

    我還是負責所有的影片

  • We have a rock star team doing the software.

    我們有個搖滾明星隊負責軟體

  • Yeah, we've put a bunch of game mechanics

    我們放上了很多遊戲機制

  • in there, where you get these badges.

    遊戲中 你可以得到徽章

  • We're going to start having leader boards by areas,

    我們會開始有各區排行榜

  • and you get points.

    你可以取得點數

  • It's actually been pretty interesting.

    這會變得相當有趣

  • Just the wording of the badging, or how many points you

    從做某件事獲得的徽章或點數

  • get for doing something, we see on the system-wide basis

    我們可以在系統中看到

  • tens of thousands of fifth graders

    廣範圍數以萬計的五年級

  • or sixth graders going one direction or another, depending

    或六年級朝著不同的方向前進 就看你

  • on what badge you give them.

    給他們哪種徽章

  • [LAUGHTER]

    [笑聲]

  • BILL GATES: And the collaboration you're

    比爾蓋茲:你在

  • doing with Los Altos, how did that come about?

    洛思阿圖斯的實驗是怎麼開始的?

  • SALMAN KHAN: Yeah, Los Altos was kind of crazy.

    薩爾曼可汗:洛思阿圖斯這件事有點瘋狂

  • Once again, I didn't expect it to be used in classrooms.

    再次說明 我當初並沒有期待這個系統在課堂上使用

  • Someone from their board came and said, what would you

    有人在版上說

  • do if you had carte blanche in a classroom?

    如果課堂全權委託給我 我會怎麼做

  • And I said, well, I would just-- every student

    我回答 我會讓每個學生

  • work at their own pace on something like this.

    用自己的步調使用這種系統學習

  • We'd give a dashboard.

    我們會給個儀表盤

  • And they said, oh, this is kind of radical,

    他們回說 喔 這樣的改變有點激進

  • we have to think about it.

    我們需要思考一下

  • And me and the rest of team were like,

    我和我的團隊覺得

  • they're never going to want to do this.

    他們根本不會想要這樣做

  • But literally the next day they were like,

    結果第二天 他們問我

  • can you start in two weeks?

    你可以兩週後開始上課嗎

  • [LAUGHTER]

    [笑聲]

  • BILL GATES: So it's fifth-grade math

    比爾蓋茲:所以你正在上的是

  • is where that's going on right now?

    五年級數學課嗎?

  • SALMAN KHAN: It's two fifth-grade classes

    薩爾曼可汗:是兩班五年級

  • and two seventh-grade classes.

    與兩班七年級

  • They're doing it at the district level.

    他們被分在這個區級

  • And I think what they're excited about

    我想令他們興奮的是

  • is they can now follow these kids.

    他們可以追蹤孩子們的學習

  • It's not an only in-school thing.

    不只是在校內

  • Even on Christmas, we saw some of the kids were doing.

    即時是在聖誕節 我們也看到有孩子在做

  • And we track everything.

    我們可以追蹤每一件事

  • So they can actually track them as they

    他們可以持續追蹤學生 即使

  • go through the entire district, through the summers, as they

    學生在不同區域或經歷整個夏天或

  • go from one teacher to a next.

    換了不同老師

  • You have this continuity of data that, even at the district

    有了這份不中斷的資訊 即使在地區層面

  • level, they can see.

    他們還是可以看到

  • BILL GATES: So some of those views

    比爾蓋茲:所以我們看到了

  • we saw were for the teacher to go in and track actually

    其中一些觀點是老師可以追蹤

  • what's going on with those kids.

    孩子們實際發生的狀況

  • So you're getting feedback on those teacher views

    所以你從老師觀點得到回饋

  • to see what they think they need?

    來確認他們想要什麼?

  • SALMAN KHAN: Oh yeah.

    薩爾曼可汗:是的

  • Actually, most of those were specs by the teachers.

    事實上 教材大部份是由老師們制定的

  • We made some of those for students

    我們將一部份做出來給學生使用

  • so they could see their data.

    讓老師可以得到學生們的學習資訊

  • But we have a very tight design loop

    我們與老師之間有著

  • with the teachers themselves.

    緊密的設計循環

  • And they're literally saying, hey, this is nice.

    他們說這個系統不錯

  • But, like the focus graph, a lot of the teachers

    但很多老師說

  • said I have a feeling that a lot of the kids are jumping around,

    他們覺得學生會東學西學

  • and not focusing on one topic.

    而不會專注在某個主題上

  • So we made that focus diagram for them.

    所以我們製作了專注圖

  • So it's all been teacher driven.

    都是由老師們主導的

  • It's been pretty crazy.

    相當瘋狂

  • BILL GATES: Is this ready for prime time?

    比爾蓋茲:這系統已經準備好了嗎?

  • Do you think a lot of classes next school

    你覺得下一學年度

  • year should try this thing out?

    學校應該開始試這個嗎?

  • SALMAN KHAN: Yeah.

    薩爾曼可汗:是的

  • It's ready.

    系統準備好了

  • We've got a million people on the site already.

    現在已經有上百萬人在這個網站上

  • So we can handle a few more.

    我們可以處理再多一點

  • And no, no reason why it really can't

    沒有任何理由說不行

  • happen in every classroom in America tomorrow.

    即使明天就在全美課堂上執行

  • BILL GATES: And the vision of the tutoring thing.

    比爾蓋茲:這個導師系統的願景

  • The idea there is, if I'm confused about a topic,

    概念就是 如果我不懂某個主題

  • somehow right in the user interface,

    在這個使用者介面中

  • I'd find people who are volunteering,

    我可以找到志願者的教材來學

  • maybe see their reputation.

    也許看看他們的聲望

  • And I could schedule and connect up with those people.

    我就可以安排時間與這些人連接

  • SALMAN KHAN: Absolutely.

    薩爾曼可汗:沒錯

  • And this is something I recommend everyone

    而且我建議各位

  • in this audience to do.

    聽眾去試試看

  • Those dashboards the teachers have, you can go log in right now.

    老師們用的儀表盤 現在就可以登入去看

  • And you could essentially become a coach

    你可以成為一個教練

  • for your kids, your nephews, your cousins, or maybe

    幫你的孩子 你的外甥 你的表親 甚至

  • some kids at the Boys & Girls Club.

    一些男孩女孩俱樂部

  • And you can start becoming a mentor or tutor really immediately.

    你馬上就可以成為導師

  • But yeah, it's all there.

    全都在網站上

  • BILL GATES: Well, it's amazing.

    比爾蓋茲:真令人驚艷

  • I think you've just got a glimpse

    你讓大家看到

  • of the future of education.

    未來教育的樣子

  • Thank you.

    謝謝你

  • SALMAN KHAN: Thank you.

    薩爾曼可汗:謝謝

  • [APPLAUSE]

    [掌聲]

SALMAN KHAN: The Khan Academy is most known

薩爾曼可汗:可汗學院最出名的

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