TED中英文對照.doc

.GritWhat struck me was that I.Q. was not the only difference between my best and my worst students. Some of my strongest performers did not have stratospheric I.Q. scores. Some of my smartest kids werent doing so well.我發(fā)現(xiàn)，我最好和最差的學生之間的差異 并不僅僅是智商。 有些非常優(yōu)秀的學生 智商并非特別得高 有些非常聰明的學生，學業(yè)也并非很好。And that got me thinking. The kinds of things you need to learn in seventh grade math, sure, theyre hard: ratios, decimals, the area of a parallelogram. But these concepts are not impossible, and I was firmly convinced that every one of my students could learn the material if they worked hard and long enough.這引發(fā)了我的思考。 七年級數(shù)學要學的東西 確實挺難：比例、小數(shù)、 平行四邊形的面積。 但這些概念并不是不能理解， 我也堅信我的每一位學生 都能學會這些知識， 只要他們足夠認真、堅持用功。After several more years of teaching, I came to the conclusion that what we need in education is a much better understanding of students and learning from a motivational perspective, from a psychological perspective. In education, the one thing we know how to measure best is I.Q., but what if doing well in school and in life depends on much more than your ability to learn quickly and easily?教了幾年以后， 我得出一個結(jié)論： 我們的教育所需要的 是一種對學生、對學習更好的理解 從動機的角度、 從心理的角度去理解。 在教育領(lǐng)域，我們最擅長測試的指標 是智商， 但如果說在學校和生活中的表現(xiàn)好壞 不僅僅取決于 你是否能又好又快地學習呢?So I left the classroom, and I went to graduate school to become a psychologist. I started studying kids and adults in all kinds of super challenging settings, and in every study my question was, who is successful here and why? My research team and I went to West Point Military Academy.于是，我離開了課堂， 來到了研究所，成為了一名心理學家。 我開始研究兒童與成人 處于各種艱巨挑戰(zhàn)中的表現(xiàn)。 在每次研究中，我關(guān)注的是： 誰會成功?爲什麼會成功? 我和我的研究團隊去了西點軍校。We tried to predict which cadets would stay in military training and which would drop out. We went to the National Spelling Bee and tried to predict which children would advance farthest in competition.我們試著預測哪些學員 能通過軍事訓練，哪些會放棄。 我們?nèi)タ慈珖醋直荣悾?試著預測哪些孩子能在比賽中 笑到最后。We studied rookie teachers working in really tough neighborhoods, asking which teachers are still going to be here in teaching by the end of the school year, and of those, who will be the most effective at improving learning outcomes for their students?我們研究在非常艱苦的環(huán)境下 工作的新教師， 預測哪些教師在學年末時 還能堅持在崗位上。 當然還有，哪些教師教出的學生 成績的提高最為顯著?We partnered with private companies, asking, which of these salespeople is going to keep their jobs? And whos going to earn the most money? In all those very different contexts, one characteristic emerged as a significant predictor of success. And it wasnt social intelligence. It wasnt good looks, physical health, and it wasnt I.Q. It was grit.我們和私人公司合作， 預測哪些銷售人員能保住工作?誰能賺最多錢? 在這些非常不同的背景下， 我們發(fā)現(xiàn)有一個特質(zhì) 能夠很好地預測成功。 它不是社交能力。 不是美麗的外貌，不是健康的身體，也不是智商。 而是意志力。Grit is passion and perseverance for very long-term goals. Grit is having stamina. Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality. Grit is living life like its a marathon, not a sprint.意志力是面對長遠目標時的熱情和毅力。 意志力是有耐力的表現(xiàn)。 意志力是日復一日依然對未來堅信不已 不只是這周、 不只是這個月， 而是年復一年。用心、努力工作 來實現(xiàn)所堅信的那個未來。 意志力是將生活看作是一場馬拉松，不是短跑。A few years ago, I started studying grit in the Chicago public schools. I asked thousands of high school juniors to take grit questionnaires, and then waited around more than a year to see who would graduate. Turns out that grittier kids were significantly more likely to graduate, even when I matched them on every characteristic I could measure, things like family income, standardized achievement test scores, even how safe kids felt when they were at school.幾年前，我在芝加哥公立學校 開始研究意志力。 我請數(shù)以千計的高中生 填寫關(guān)于意志力的問卷。 然后等了大約一年多 看看誰會畢業(yè)。 結(jié)果發(fā)現(xiàn)，意志力越堅定的孩子 畢業(yè)的可能性明顯越高， 其他所有可能的影響因素都被考慮并排除了 比如家庭收入， 標準化測驗的分數(shù)， 甚至孩子們在學校時的安全感。So its not just at West Point or the National Spelling Bee that grit matters. Its also in school, especially for kids at risk for dropping out. To me, the most shocking thing about grit is how little we know, how little science knows, about building it. Every day, parents and teachers ask me, How do I build grit in kids? What do I do to teach kids a solid work ethic? How do I keep them motivated for the long run? The honest answer is, I dont know.所以意志力并不只是在 西點軍?；蛉珖醋直荣愔?非常重要。在學校， 尤其是對有輟學危險的孩子來說， 意志力同樣重要。 關(guān)于意志力，最令我吃驚的事情是我們以及科學界 對于如何鍛煉意志力知之甚少。 每天，家長和老師都會問我， 如何鍛煉孩子們的意志力? 我怎么教會孩子堅實的職業(yè)道德? 怎樣才能讓他們有長遠的動力?” 最誠實的回答是，我不知道。(Laughter)(笑聲)What I do know is that talent doesnt make you gritty. Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments. In fact, in our data, grit is usually unrelated or even inversely related to measures of talent.我所知道的是，有才華不意味著就有意志力。 我們的資料非常清楚地揭示 有很多才華橫溢的人 并不能堅持到底，實現(xiàn)承諾。 事實上，我們的研究發(fā)現(xiàn)， 意志力通常與才華無關(guān)， 有時甚至成反比。So far, the best idea Ive heard about building grit in kids is something called growth mindset. This is an idea developed at Stanford University by Carol Dweck, and it is the belief that the ability to learn is not fixed, that it can change with your effort. Dr. Dweck has shown that when kids read and learn about the brain and how it changes and grows in response to challenge, theyre much more likely to persevere when they fail, because they dont believe that failure is a permanent condition.關(guān)于鍛煉孩子們的意志， 到目前為止，我聽過的最好的方法 叫做“成長型思維模式”理論。這是史丹福大學的 Carol Dweck 的研究的成果。這個理論相信 學習的能力不是一成不變的，它會由于你的努力發(fā)生變化。Dweck 博士已證明，當孩子們 閱讀和學習大腦的相關(guān)知識 以及大腦在面對挑戰(zhàn)時 會怎樣變化和成長時， 他們更有可能在失敗時繼續(xù)堅持， 因為他們不相信 他們永遠會失敗。So growth mindset is a great idea for building grit. But we need more. And thats where Im going to end my remarks, because thats where we are. Thats the work that stands before us. We need to take our best ideas, our strongest intuitions, and we need to test them. We need to measure whether weve been successful, and we have to be willing to fail, to be wrong, to start over again with lessons learned.所以，成長型思維模式是一種鍛煉意志力的好方法。但我們還需要更多這樣的理念。而今天我的演講就到此為止，因為這就是我們當下的認知。這就是擺在我們面前的任務(wù)。 我們需要拿出我們最好的想法、最強的直覺 對他們進行檢驗。我們需要衡量我們是否取得了成功，我們必須愿意失敗、愿意犯錯、愿意吸取教訓并從頭開始。In other words, we need to be gritty about getting our kids grittier.換句話說，在加強我們孩子意志力這件事上， 我們自己也要有不懈的意志。Thank you.謝謝。TED演講：成功的關(guān)鍵不是智商，而是毅力When I was 27 years old, I left a very demanding job in management consulting for a job that was even more demanding: teaching. I went to teach seventh graders math in the New York City public schools. And like any teacher, I made quizzes and tests. I gave out homework assignments. When the work came back, I calculated grades.在我27歲的時候，我辭去了一份非常有挑戰(zhàn)性的職業(yè)企業(yè)管理咨詢，轉(zhuǎn)而投入了一份更加具有挑戰(zhàn)性的職業(yè)：教育。我來到紐約的一些公立學校 教7年級的學生的數(shù)學。和別的老師一樣，我會給學生們做小測驗和考試，我會給他們布置家庭作業(yè)。當這些試卷和作業(yè)收上來之后，我計算了他們的成績。What struck me was that IQ was not the only difference between my best and my worst students. Some ofmy strongest performers did not have stratospheric IQ scores. Some of my smartest kids werent doing so well. And that got me thinking. The kinds of things you need to learn in seventh grade math, sure, theyre hard: ratios, decimals, the area of a parallelogram. But these concepts are not impossible, and I was firmly convinced that every one of my students could learn the material if they worked hard and long enough.讓我震驚的是，IQ的高低并不是我最好的和最差的學生之間唯一的差別。一些在課業(yè)上表現(xiàn)很好的學生 并不具有非常高的IQ分數(shù)。一些非常聰明的孩子反而在課業(yè)上表現(xiàn)的不那么盡如人意。這引起了我的思考。當然，學生們在7年級需要學習的東西是有難度的，像比率，小數(shù)，平行四邊形的面積計算。但是這些概念是完全可以被掌握的，我堅信我的每一位學生 都可以學會教材內(nèi)容，只要他們肯花時間和精力的話。After several moreyears of teaching, I came to the conclusion that what we need in education is amuch better understanding of students and learning from a motivationalperspective, from a psychological perspective. In education, the one thing weknow how to measure best is IQ. But what if doing well in school and in life dependson much more than your ability to learn quickly and easily?經(jīng)過幾年教學之后，我得出一個結(jié)論，我們在教育方面所需要的是從學習動力的角度和心理學的角度，對學生和學習行為進行一次更為深刻的理解。在教育體系中，我們都知道評價優(yōu)秀學生的標準 就是IQ，但如果在學校和生活中的優(yōu)秀表現(xiàn)遠不僅僅依賴于 你輕松高效學習的能力呢?So I left the classroom, and I went to graduate school to become a psychologist. I started studying kids and adults in all kinds of super challenging settings, and in every study my question was, who is successful here and why? My research team and I went to West Point Military Academy. We tried to predict which cadets would stay in military training and which would drop out. We went to the National Spelling Bee and tried to predict which children would advance farthest in competition. We studied rookie teachers working in really tough neighborhoods, asking which teachers are still going to be here in teaching by the end of the school year, and of those, who will be the most effective at improving learning outcomes for their students? We partnered with private companies, asking, which of these salespeople is going to keep their jobs? And whos going to earn the most money? In all those very different contexts, one characteristic emerged as a significant predictor of success. And it wasnt social intelligence. It wasnt good looks, physical health, and it wasnt IQ. It was grit.所有我離開了講臺，回到學校繼續(xù)攻讀心理學碩士學位。我開始研究孩子和大人，在各種非常具有挑戰(zhàn)性的情況下，以及在各項研究中，我的問題是誰才是成功者，為什么他們會成功?我和我的研究團隊前往西點軍校展開調(diào)研，我們試圖預測哪些學員能夠耐得住軍隊的訓練，哪些會被淘汰出局。我們前去觀摩全國拼字比賽，同時也試著預測哪些孩子會晉級到最后的比賽。我們研究在惡劣的工作環(huán)境下工作的，剛?cè)胄械睦蠋?，詢問他們哪些老師決定會在學年結(jié)束后繼續(xù)留下來任教，以及他們之中誰能最快地 提高學生的學習成績。我們與私企合作，向他們詢問哪些銷售人員可以保住工作，哪些可以賺錢最多?在所有那些不同的情境下，一種性格特征凸顯了出來，這種特征在很大程度上預示了成功。而且它并不是社交智力。不是漂亮的外表，強健的體魄，也不是很高的IQ，它是毅力。Grit is passion and perseverance for very long-term goals. Grit is having stamina. Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality. Grit is living life like its a marathon, not a sprint.毅力是對長遠目標的激情和堅持，毅力是擁有持久的恒勁，毅力是你對未來的堅持，日復一日不是僅僅持續(xù)一個星期或者一個月，而是幾年甚至幾十年努力奮斗著讓自己的夢想變?yōu)楝F(xiàn)實。毅力是把生活當成一場馬拉松而不是一次短跑。A few years ago, I started studying grit in the Chicago public schools. I asked thousands of high school juniors to take grit questionnaires, and then waited around more than a year to see who would graduate. Turns out that grittier kids were significantly more likely to graduate, even when I matched them on every characteristic I could measure, things like family income, standardized achievement test scores, even how safe kids felt when they were at school. So its not just at WestPoint or the National Spelling Bee that grit matters. Its also in school, especially for kids at risk for dropping out. To me, the most shocking thing about grit is how little we know, how little science knows, about building it. Every day, parents and teachers ask me, How do I build grit in kids? What do I do to teach kids a solid work ethic? How do I keep them motivated for the long run? The honest answer is, I dont know. What I do know is that talent doesnt make you gritty. Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments. In fact, in our data, grit is usually unrelated or even inversely related to measures of talent.幾年前，在芝加哥的公立學校里，我開始研究毅力。我對上千名初中生進行了關(guān)于毅力的問卷調(diào)查，然后等候了一年多，來看最終哪些學生能畢業(yè)。結(jié)果證明那些更具毅力的學生 在畢業(yè)的概率上占絕對優(yōu)勢，即使是在同樣可以量化的外在因素下 像家庭收入，標準化成績測驗的分數(shù)，甚至是孩子們在學校能獲得多少安全感之類，仍是有毅力的學生更容易畢業(yè)所有不僅僅是在西點軍校里或者全國拼字比賽上才需要毅力。在學校亦是如此，尤其是對于那些徘徊在輟學邊緣的孩子們。對于我自己來說，關(guān)于毅力最讓我震驚的事情莫過于對于毅力，我們知之甚少，在培養(yǎng)毅力上，科學對理解的認識又是何等貧乏。每天都有家長和老師來問我，“我怎樣做才能培養(yǎng)孩子的毅力呢?該做些什么才能教授給孩子們真正的職業(yè)道德?又該怎樣調(diào)動他們長期的積極性呢?”老實說，我不知道。(笑聲) 我所知道的是，才華并不能使你堅韌不拔。我們的數(shù)據(jù)十分清楚地表明，有許多才華橫溢的人，他們都無法堅持兌現(xiàn)自己的承諾。事實上，根據(jù)我們的數(shù)據(jù)來看，毅力通常與其他因素無關(guān)， 甚至與才華的衡量標準背道而馳。So far, the best idea Ive heard about building grit in kids is something called growth mindset. This is an idea developed at Stanford University by Carol Dweck, and it is the belief that the ability to learn is not fixed, that it can change with your effort. Dr. Dweck has shown that when kids read and learn about the brain and how it changes and grows in response to challenge, theyre much more likely to persevere when they fail, because they dont believe that failure is a permanent condition.到目前為止，我所聽說過的在孩子身上培養(yǎng)堅韌品質(zhì)最有效的方法叫“成長型思維模式?！彼固垢４髮W卡洛杜威克提出過一個觀點，他相信人的學習能力是可變的，它隨著你的努力程度而變化。杜威克教授表示，當孩子們閱讀和學習有關(guān)大腦的知識以及它在面對挑戰(zhàn)時所發(fā)生的變化和成長情況，他們失敗之后更容易堅持下去，因為他們不相信會一直失敗下去。So growth mindset is a great idea for building grit. But we need more. And thats where Im going to end my remarks, because thats where we are. Thats the work that stands before us. We need to take our best ideas, our strongest intuitions, and we need to test them. We need to measure whether weve been successful, and we have to be willing to fail, to be wrong, to start over again with lessons learned.因此，成長性思維模式對培養(yǎng)毅力大有裨益。但是我們需要更多。我決定在此結(jié)束我的評論，因為我們正在經(jīng)歷著這一切。這是眼前所面臨的工作。我們要拿出最好的想法和最強的直覺，我們要對他們進行實踐。我們需要估量這一切是否成功 同時還要渴望對失敗和錯誤，要從這些失敗中汲取經(jīng)驗重新再來。In other words, we need to be gritty about getting our kids grittier.換句話說，我們只有自己變得更有毅力，才能讓我們的孩子變得更有毅力。TED英語演講：請相信你可以進步The power of yet.專注過程，而不是結(jié)果。I heard about a high school in Chicago where students had to pass a certain number of courses to graduate, and if they didnt pass a course, they got the grade Not Yet. And I thought that was fantastic, because if you get a failing grade, you think, Im nothing, Im nowhere. But if you get the grade Not Yet you understand that youre on a learning curve. It gives you a path into the future.我聽說，在芝加哥有一所高中， 那兒的學生畢業(yè)前要通過一系列課程， 如果某一門課沒有通過， 成績就是暫未通過。 我想，這真是個絕妙的做法， 因為，如果你某門課的成績不及格， 你會想，我什么都不是，我什么都沒有學到。 但如果你的成績是暫未通過， 你會明白，學習的步伐并沒有停下， 你還需逐步向前，爭取未來。Not Yet also gave me insight into a critical event early in my career, a real turning point. I wanted to see how children coped with challenge and difficulty, so I gave 10-year-olds problems that were slightly too hard for them. Some of them reacted in a shockingly positive way. They said things like, I love a challenge, or, You know, I was hoping this would be informative. They understood that their abilities could be developed. They had what I call a growth mindset. But other students felt it was tragic, catastrophic. From their more fixed mindset perspective, their intelligence had been up for judgment and they failed. Instead of luxuriating in the power of yet, they were gripped in the tyranny of now.暫未通過也讓我聯(lián)想起一件尤為重要的 發(fā)生在我職業(yè)生涯初期的事情， 這件事對我而言是一個轉(zhuǎn)折點。 當時，我想探究 孩子是如何應對挑戰(zhàn)和困難的， 因此，我讓一些10歲大的孩子 嘗試解決一些對于他們而言 稍稍偏難的問題。 一些孩子積極應對的方式讓我感到震驚。 他們會這樣說， 我喜歡挑戰(zhàn)， 或說，你知道的，我希望能有所獲。 這些孩子明白，他們的能力是可以提升的。 他們有我所說的成長型思維模式。 但另一些孩子覺得面對這些難題 是不幸，宛如面對一場災難。 從他們的固定型思維角度來看， 他們的才智受到了評判， 而他們失敗了。 他們不懂得享受學習的過程， 而只盯住眼前的成與敗，So what do they do next? Ill tell you what they do next. In one study, they told us they would probably cheat the next time instead of studying more if they failed a test. In another study, after a failure, they looked for someone who did worse than they did so they could feel really good about themselves. And in study after study, they have run from difficulty. Scientists measured the electrical activity from the brain as students confronted an error. On the left, you see the fixed mindset students. Theres hardly any activity. They run from the error. They dont engage with it. But on the right, you have the students with the growth mindset, the idea that abilities can be developed. They engage deeply. Their brain is on fire with yet. They engage deeply. They process the error. They learn from it and they correct it.這些孩子們后面表現(xiàn)如何? 讓我告訴你他們的表現(xiàn)。 在一項研究中，他們告訴我們， 如果他們某次考試未通過， 他們很可能會在下次考試中作弊，而不是更加努力地學習。 在另一項研究中，他們掛了一門后， 他們會找到那些考得還不如他們高的孩子， 以尋求自我安慰。 后續(xù)的研究陸續(xù)表明，他們會逃避困難。 科學家們監(jiān)測了學生們面對錯誤時的 腦電活動圖像。 在左側(cè)，是固定型思維模式的學生， 幾乎沒有什么活動。 他們在錯誤面前選擇了逃避。 他們沒有積極地投入。 但請看右側(cè)，這是成長型思維模式的學生， 這些學生相信能力會通過鍛煉得以提升。 他們積極地應對錯誤。 他們的大腦在高速運轉(zhuǎn)， 他們積極地投入， 他們剖析錯誤， 從中學習，最終訂正。How are we raising our children? Are we raising them for now instead of yet? Are we raising kids who are obsessed with getting As? Are we raising kids who dont know how to dream big dreams? Their biggest goal is getting the next A or the next test score? And are they carrying this need for constant validation with them into their future lives? Maybe, because employers are coming to me and saying, we have already raised a generation of young workers who cant get through the day without an award.如今我們是如何教育孩子的呢? 是教育他們專注眼前，而不是注重過程嗎? 我們培育了一些迷戀刷A的孩子們嗎? 我們培育了沒有遠大理想的孩子們嗎? 他們最遠大的目標就是再拿一個A， 心里所想的就是下一次考試嗎? 他們在今后的生活中，都以分數(shù)的高低 來評判自己嗎? 或許是的，因為企業(yè)雇主們跑來找我， 說我們養(yǎng)育的這新一代走上工作崗位的人， 如果不給他們獎勵， 他們一天都過不下去。So what can we do? How can we build that bridge to yet?我們該怎么做呢? 如何讓孩子注重過程而不是結(jié)果呢?Here are some things we can do. First of all, we can praise wisely, not praising intelligence or talent. That has failed. Dont do that anymore. But praising the process that kids engage in: their effort, their strategies, their focus, their perseverance, their improvement. This process praise creates kids who are hardy and resilient.我們可以做這樣幾件事。 首先，我們可以有技巧地去表揚： 不去表揚天分或才智， 這行不通。 不要再這樣做了。 而是要對孩子積極投入的過程進行表揚： 他們的努力與策略， 他們的專注、堅持與進步。 對過程的表揚 會塑造孩子的韌性。There are other ways to reward yet. We recently teamed up with game scientists from the University of Washington to create a new online math game that rewarded yet. In this game, students were rewarded for effort, strategy and progress. The usual math game rewards you for getting answers right right now, but this game rewarded process. And we got more effort, more strategies, more engagement over longer periods of time, and more perseverance when they hit really, really hard problems.還有其他的辦法來獎勵過程。 最近，我們與來自華盛頓大學的 游戲研究者合作， 制作了一款獎勵過程的數(shù)學游戲。 在這個游戲中，學生們因他們的 努力、策略與進步而受到獎勵。 通常的數(shù)學游戲中， 玩家只有在解得正確答案后 才能得到獎勵， 但這個游戲獎勵過程。 隨著游戲的深入， 孩子們更加努力， 想出更多的策略， 身心更加投入， 當遇到尤為困難的問題時， 他們也展現(xiàn)了更為持久的韌勁。Just the words yet or not yet, were finding, give kids greater confidence, give them a path into the future that creates greater persistence. And we can actually change students mindsets. In one study, we taught them that every time they push out of their comfort zone to learn something new and difficult, the neurons in their brain can form new, stronger connections, and over time they can get smarter.我們發(fā)現(xiàn)，注重過程的思維模式， 會賦予孩子們更多自信， 指引他們不斷向前，越發(fā)堅持不懈。 事實上，我們能夠改變學生的思維模式。 在一項研究中，我們告訴學生們， 每當他們迫使自己走出舒適區(qū)， 學習新知識，迎接新挑戰(zhàn)， 大腦中的神經(jīng)元會形成新的 更強的連接， 他們會逐漸變得越來越聰明。Look what happened: in this st