Name: 【TEDx】尚未達到所隱藏的力量 (The power of yet | Carol S Dweck | TEDxNorrköping)
Uploaded: 2015-09-15T15:49:58.000Z
Duration: 11 min 19 s

過去簡單式

to 不定詞

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."

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。

you understand that you're on a learning curve.

"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。

how children coped with challenge and difficulty,

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,"

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

或者，"你知道，我希望這將是資訊的。"

They understood that their abilities could be developed.

他們明白，自己的能力是可以發展的。

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,

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。

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.

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

On the left, you see the fixed mindset students.

左邊，你看到的是固定思維的學生。

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.

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？

Maybe, because employers are coming to me and saying,

也許，因為僱主們都來找我說。

of young workers who can't get through the day

我們如何才能搭建起這座橋樑呢？

以下是我們可以做的一些事情。

But praising the process that kids engage in:

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。

creates kids who are hardy and resilient.

We recently teamed up with game scientists

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。

rewards you for getting answers right right now,

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 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。

that every time they push out of their comfort zone

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。

而隨著時間的推移，他們可以變得更聰明。

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。

所以，讓我們來談談平等的問題。

In our country, there are groups of students