字幕列表 影片播放
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I teach chemistry.
我是化學老師
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(Explosion)
(爆炸聲)
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All right, all right.
沒事、沒事
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So more than just explosions,
不僅出現在爆炸
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chemistry is everywhere.
化學現象隨處可見
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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
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just doing this over and over?
一再做這個動作?
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Some people nodding yes.
有人點頭了
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Recently, I showed this to my students,
最近我做了這個實驗給學生看
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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
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The questions and conversations that followed
之後學生提出的問題和討論
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were fascinating.
十分精彩
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Check out this video that Maddie
請觀賞這部由 Maddie
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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
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(Clang) (Laughs)
(砰)(笑聲)
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Now obviously, as Maddie's chemistry teacher,
顯然,身為 Maddie 的化學老師
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I love that she went home and continued to geek out
我很高興她回家後會認真練習
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about this kind of ridiculous demonstration
我們在課堂上示範過的
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that we did in class.
這個相當有趣的實驗
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But what fascinated me more is that Maddie's curiosity
但令我更感興趣的是 Maddie 的好奇心
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took her to a new level.
提升了她的視界
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If you look inside that beaker,
如果你們觀察燒杯內部
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you might see a candle.
會發現一根蠟燭
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Maddie's using temperature to extend this phenomenon
Maddie 利用溫度賦予這個現象
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to a new scenario.
嶄新的面貌
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You know, questions and curiosity like Maddie's
你們知道,Maddie 擁有的這種疑惑和好奇心
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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
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and they transcend all technology
勝過所有教育方面的技巧
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or buzzwords in education.
或新潮術語
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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
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we can be robbing ourselves
我們會讓自己失去
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of our greatest tool as teachers: our students' questions.
老師擁有的最佳工具:學生的疑惑
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For example, flipping a boring lecture from the classroom
例如,利用行動裝置的銀幕
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to the screen of a mobile device
來講授一堂沉悶的課程
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might save instructional time,
或許能節省教學時間
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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
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it's the same dehumanizing chatter
這只是冰冷而無人性的嘮叨
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just wrapped up in fancy clothing.
外頭披了件華麗的外衣罷了
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But if instead we have the guts
然而,如果我們有骨氣
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to confuse our students, perplex them,
使學生困惑讓他們摸不著頭緒
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and evoke real questions,
激發他們內心的疑惑
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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
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that we can use to tailor robust
用以調整教學方針
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and informed methods of blended instruction.
從中習得混合式教學的方法
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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
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the truth is, I've been teaching for 13 years now,
事實上我從事教職已有 13 年
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and it took a life-threatening situation
有個生死攸關情況
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to snap me out of 10 years of pseudo-teaching
讓我從10年來的「偽教學」中驚醒
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and help me realize that student questions
幫助我瞭解學生的疑惑
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are the seeds of real learning,
能培育出真正的學習態度
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not some scripted curriculum
而非某種照本宣科的課程
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that gave them tidbits of random information.
那只能提供學生瑣碎而隨機的資訊
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In May of 2010, at 35 years old,
2010 年 5 月35 歲的我
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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
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I was diagnosed with a large aneurysm
診斷結果顯示我長了個大動脈瘤
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at the base of my thoracic aorta.
位於胸腔主動脈
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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
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from my doctor right there.
電子郵件正本
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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 --
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absolutely freaked out, okay?
完全嚇壞了,明白嗎?
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But I found surprising moments of comfort
但令人意外地我卻感到慰藉
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in the confidence that my surgeon embodied.
因為我的醫生展現出的自信
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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?
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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
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He said first, his curiosity drove him
他說,第一,好奇心驅使他
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to ask hard questions about the procedure,
預設手術過程可能出現的一些棘手問題
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about what worked and what didn't work.
何種方法可行而何種不可行
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Second, he embraced, and didn't fear,
第二,他勇於面對,而非畏懼
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the messy process of trial and error,
反覆試驗與挫敗的繁瑣過程
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the inevitable process of trial and error.
無法避免的反覆試驗過程
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And third, through intense reflection,
第三,謹慎思考
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he gathered the information that he needed
並收集所需的資訊
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to design and revise the procedure,
藉此設計及修正手術流程
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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
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Now I absorbed a lot from these words of wisdom,
這些睿智的話語令我獲益匪淺
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and before I went back into the classroom that fall,
那年秋季回學校任職前
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I wrote down three rules of my own
我寫下自己的三原則
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that I bring to my lesson planning still today.
直到今天依然用於我的教學計畫中
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Rule number one: Curiosity comes first.
第一項原則:好奇心是首要之事
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Questions can be windows to great instruction,
利用疑惑是卓越教學的手段
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but not the other way around.
但不可本末倒置
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Rule number two: Embrace the mess.
第二項原則:勇於面對繁瑣過程
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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
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And just because the scientific method is allocated
只因為有系統的讀書方法寫在
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to page five of section 1.2 of chapter one
第一章第一節之二的第五頁
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of the one that we all skip, okay,
正好是我們略過不講的章節,對嗎?
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trial and error can still be an informal part
試誤法仍是
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of what we do every single day
我們每天會在聖心天主教學校
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at Sacred Heart Cathedral in room 206.
206 教室使用的不成文法則
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And rule number three: Practice reflection.
第三項原則:反覆思考
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What we do is important. It deserves our care,
我們的作為十分重要理應小心謹慎
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but it also deserves our revision.
也理應不時修正
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Can we be the surgeons of our classrooms?
我們能否成為課堂中的外科醫生?
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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
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Our students our worth it.
學生值得我們付出
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And each case is different.
因材施教
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(Explosion)
(爆炸聲)
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All right. Sorry.
好,抱歉
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The chemistry teacher in me just needed to get that
身為化學老師的我必須發洩一下
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out of my system before we move on.
才能繼續講課
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So these are my daughters.
她們是我女兒
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On the right we have little Emmalou -- Southern family.
右邊是小 Emmalou 是南方家族名字
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And, on the left, Riley.
左邊是 Riley
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Now Riley's going to be a big girl in a couple weeks here.
幾週後Riley 將成為大女孩
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She's going to be four years old,
她即將邁入四歲
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and anyone who knows a four-year-old
任何瞭解四歲孩子的人都知道
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knows that they love to ask, "Why?"
他們喜歡問「為什麼?」
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Yeah. Why.
是的,為什麼
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I could teach this kid anything
我可以教這個孩子任何事
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because she is curious about everything.
因為她對任何事都感到好奇
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We all were at that age.
我們在那個年紀皆是如此
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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
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the ones she has yet to meet.
她尚未謀面的老師
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How will they grow this curiosity?
他們會如何培養這份好奇心?
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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
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and I think dropping out of school comes in many different forms --
我認為輟學有許多不同原因:
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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
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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
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But if we as educators leave behind
但如果身為教育者的我們跳脫
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this simple role as disseminators of content
知識傳播者這種單一的角色
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and embrace a new paradigm
採取嶄新的教學方式
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as cultivators of curiosity and inquiry,
栽培出好奇心與探索能力
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we just might bring a little bit more meaning
我們或許能為他們的學校生活
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to their school day, and spark their imagination.
帶來更多意義激發他們的想像力
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Thank you very much.
十分感謝
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(Applause)
(掌聲)