多視角研究生英語翻譯

1Marvawasastrikingwomanwithhighcheekbonesandstrongangularfeatures,馬文是一個引人注目的女人,她有著高高的顴骨，瘦而強健，whichsheinheritedalongwithaloveofjewelryfromagreat-grandmotherwhowasaChoctawIndian.這都遺傳自她那喬克托印第安人血統(tǒng)的曾祖母。Slenderthoughnotwillowy,Marvawasimmediatelydiscernible(可辨別的)inacrowd——evenwithoutthevisibilityaffordedbyherheight——forshehadacquiredapoise（體態(tài)，姿態(tài)）andsophistication（成熟，有教養(yǎng)的）thatgaveherappearanceadeliberate（深思熟慮的）style.馬文老師瘦削而不軟弱，就算她沒有那么高，在人群中時還是一眼就能識別出來——因為她有著特別的鎮(zhèn)靜及教養(yǎng)，這些都使她有了一種嚴謹?shù)娘L格。2Marvawouldrarelywearslacks,andsheneverworeloose-fittingshirtsorcasually（隨意的）assembled（組合的）blousedandskirts.Sloppy（肥大的）dressingshoweddisrespect（無理）foroneself,forthechildren,andfortheprofession（同行）.FromthefirstdayofclassMarvawasteachingthatself-respectisthemostimportantthingapersoncanhave.ForherselfandforthechildrenMarvadressedimpeccably（無可挑剔的）,favoringcashmeresweaters,suits,andherring-bonetweeds.Herclothingwastailored（裁制）andstylishlysimple,butsheusuallyaddedanornamental（裝飾的）touch:acarvedbeltcinchedoverasweater,agoldmedalliononachain（鏈條）,anorgandyboutonniere,orperhapsalacehandkerchieffannedinpleatsacrossapocketandheldinplacebyabeadedlion’s-headbrooch.InMarva’sopinion,itwasimportanttohaveauniqueimprint（印記）給人留下獨特的印象是很重要的.Shefeltshewasdifferentfrommostpeopleanddelightedinherdifference.Itwasanattitudeoftenmistakenforarrogance（自大）.馬文很少穿寬松衣服，也決不穿寬大的直筒連衣裙或不正式的短衫及裙子。馬文認為寬大的衣服是對自己、對學生、對教師這一職業(yè)的不敬。從開學的第一天起，馬文老師總會告訴設(shè)法讓孩子們懂得：自尊是一個人最可寶貴的東西。馬文的著裝總是無可挑剔，這既是為了自己，也是為了學生們：她愛穿開司米羊毛衫、套裝以及人字形花呢服裝。她的衣服都剪裁得很合適，時髦而簡單，但她常常會加上一個裝飾品：在羊毛衫上配上一條雕有花紋的腰帶，或一條有圓形浮雕的鎖鏈，或玻璃紗襟花，抑或是一塊用獅頭胸針別在口袋上的花邊手巾。在馬文老師看來，。她欣然于自己的與眾不同，但這有時也會引起一些誤解，認為這是自大的表現(xiàn)。3“Iamateacher,”shesaidtotheclassonthisfirstday.“Ateacherissomeonewholeads.Thereisnomagichere.Mrs.Collinsisnomiracleworker.Idonotwalkonwater,Idonotpartthesea.Ijustlovechildrenandworkharderthanalotofpeople,andsowillyou.4“Someteacherssitbehindabigdesk,likeakinginacastle,andthechildrenarelikethepoorpeasants.Thedeskisolatesthemfromthechildren.ButIdon’tsitbehindabigdeskinfrontoftheclass.IwalkupanddowntherowsofdeskseverydayandIhugeachofyoueveryday.“Haveyoueverbeenafraidtogouptotheteacher’sdesk?Didyouthinksomeonewouldlaughatyouifyoumadeamistake?”Marvadidn’twaitforananswer.Shekneweachchildwasfollowingherclosely.“TellmewhenI’mwrong.Youmustneverbeafraidtotellateacherifsheiswrong.I’mnotGod.Mymouthisnoprayer（祈禱）book.Weshallworktogether.Howmanyofyouhavebeenafraidtoaskotherteachersquestions?”Handsimmediatelywentup.“一些老師坐在大大的桌子后面，就像一座城堡里的國王，而學生們則像是貧困的佃農(nóng)——這桌子使老師和同學們分離開來。而我不會坐在教室前那張大大的桌子后面。我每天都會在教室里來回走動，我每天都會擁抱你們。”“以前你們害怕走到老師的辦公桌前嗎？你們是否覺得如果犯了錯，有人會嘲笑你們？”馬文并沒有留給孩子們回答的時間，她明白，大家此刻都在緊跟著她的思路?！叭绻曳噶隋e，請你們告訴我。如果老師錯了，你們不要不敢告訴她。我不是神，我的嘴也不是祈禱書。我們將會一起努力。你們中有多少人原來害怕向老師提問的？”孩子們立刻舉起了手。5“Whywereyouafraidtoask,Michele?”“Iwasafraidtheteacherwouldholler（抱怨）.”“Whywereyouafraid,Jerome?”“IwasafraidIwouldgethitwitharuler,”hesaidflatly（直截了當?shù)模?expectingthesnickers（偷笑）thatcamefromhisclassmates.“Whenyouwereafraidofateacher,Bernette,whatwereyouafraidof?”“Iwasafraidshewouldmakeeveryonelaughatme.Myotherteacherusedtoactlikeshewasperfectorsomething.Sheusedtomakemefeeldumb（啞的）.”6“SometimesIdon’tlikeothergrown-upsverymuchbecausetheythinktheyknoweverything.Idon’tknoweverything.”Marvasaid.“Icanlearnallthetime.”“Youhavearighttoyouropinion.Yousaywhatyouthink.”Marvatoldhim.“Don’tcarewhatanyoneelsethinks.What’sinsideofyouisimportant.”TherewasexcitementbuildingandMarvaworkedthemomentum,likeanentertainer（表演者）whofeltthepulse脈搏ofanaudience.馬文老師觸動了孩子們興奮的神經(jīng)，她就像是一個能夠觸到觀眾脈搏的表演者?！癘h,Ilovetoseeyoureyesdance,”shesaid.“Newchildrenhavesuchdull目無光彩的eyes,butyoursarealreadycomingalive.”“哦！我喜歡看你的眼睛起舞！”她說。“新一屆的學生總是兩眼呆滯，但你的雙眼看上去卻充滿了生機?！?“Iknowmostofyoucan’tspellyourname.Youdon’tknowthealphabet,youdon’tknowhowtoread,youdon’tknowhomonymsorhowtosyllabicate.Ipromiseyouthatyouwill.Noneofyouhaseverfailed.Schoolmayhavefailedyou.Well,goodbyetofailure,children.Welcometosuccess.Youwillreadhardbooksinhereandunderstandwhatyouread.Youwillwriteeverydaysothatwritingbecomessecondnaturetoyou.Youwillmemorizeapoemeveryweeksothatyoucantrainyourmindstorememberthings.Itisuselessforyoutolearnsomethinginschoolifyouarenotgoingtorememberit.“Butyoumusthelpmetohelpyou.Ifyoudon’tgiveanything,don’texpectanything.Successisnotcomingtoyou,youmustcometoit.”TheChildrenlookedpuzzled.Theywereaccustomedtowarnings,threats,andrulesoforderonthefirstdayofclass.Ifnothingelse,Marvavowed發(fā)誓shewouldgetthroughtothesechildrenbecauseshewassodetermined.Orjustplain簡單的stubborn頑固.馬文老師意志堅定—抑或僅僅是固執(zhí)。Shewas,infact,morestrong-willedthanmost,maybeevenabittoostrong-willedforherowngood.Overandoverhermotherusedtowarnher,“Marva,you’llnevercometoanygood‘causeonceyourmindisset,there’snotellingyouwhattodo.’”“我知道，你們中的大多數(shù)人都不會拼寫自己的名字。你們不認識字母表，不知道如何朗讀那些字母，不知道同形同音異義詞或者怎樣讀出各個音節(jié)。但我向你們承諾，你們將會學會這些。你們都不是失敗的孩子，是學校辜負了你們?，F(xiàn)在，讓我們對失敗說再見吧，成功正在前面等著你們。你們將在這里讀到難讀的書籍并充分理解它們。以后你們每天都會寫字，這樣它就能變成你們的一種習慣。你們每周要背誦一首詩，這樣你們便能很好地訓練你們的記憶力。如果你們不設(shè)法將在學校所學的東西記住的話，一切都只是枉然?！薄暗_到這些目標，我還需要你們的幫助。沒有付出，便沒有收獲。成功不會主動向你們走來，你們必須主動地迎向它?！焙⒆觽兌悸牭靡荒樏Ｈ弧ｉ_學的第一天里，他們受到的通常是警告、威脅或是規(guī)章制度的洗禮。而如今，卻是事實上，她的意志比絕大多數(shù)人都要堅定——甚至也許是堅定過度了。她的母親一再地警告她：“馬文，你總是在做出決定后便聽不進別人的建議，你這樣是不會有好結(jié)果的?！?ItwasMarvaCollins’attitudethatmadechildrenlearn.Whatshedidwasbrainwashthemintosucceeding.Shewasforeversaying“Youcandoit,”convincingherstudentstherewasn’tanythingtheycouldnotdo.Therewerenoexcusesforachild’snotlearning.Therewasnopointinfixingtheblameontelevision,orparents,orachild’senvironment.Thedecisivefactorwastheteacherupinfrontoftheclass.Ifachildsensedateacherdidn’tcare,thenallthetextbooksandprepackagedlessonplansandaudio-visualequipmentandfancy,new,carpeted,air-conditionedbuildingfacilitiesweren’tgoingtogetthatchildtolearn.正是馬文?suckyoungmindsdryofcreativityandmotivation.人們普遍認為，教師應(yīng)該幫學生們梳理知識，而不是將要點硬敲進他們的腦袋。進行項目與協(xié)作性學習會受到人們的稱贊；而像講課灌輸及死記硬背這樣的傳統(tǒng)方法則被嘲笑為“訓練與扼殺”──會令人不悅，會被當成吸干年輕頭腦創(chuàng)造性與積極性的一種方式而遭到人們唾棄。Buttheconventionalwisdomiswrong.Andthefollowingeightprinciples--amanifesto宣言ifyouwill,abattlecryinspired激發(fā)，啟示，鼓舞bymyoldteacherandbuttressed支持bynewresearch--explainwhy.但這一普遍觀念并不正確。而下面提及的八項原則──你可以將之稱為宣言，受我的故師啟發(fā)形成、并受到新興研究支持的號召──解釋了背后的原因。1.Alittlepainisgoodforyou.1.一點點痛對你有好處。PsychologistK.AndersEricssongainedfame名望forhisresearchshowingthattrueexpertiserequiresabout10,000hoursofpractice,anotion概念popularizedbyMalcolmGladwellinhisbook'Outliers.'Butanoften-overlookedfindingfromthesamestudyisequallyimportant:Trueexpertiserequiresteacherswhogive'constructive,evenpainful,feedback,'asDr.Ericssonputitina2007HarvardBusinessReviewarticle.Heassessedresearchontopperformersinfieldsrangingfromviolinperformancetosurgerytocomputerprogrammingtochess.Andhefoundthatallofthem'deliberately故意的pickedunsentimental實事求是的coaches老師whowouldchallengethemanddrivethemtohigherlevelsofperformance.'心理學家K·安德斯·埃里克森(K.AndersEricsson)進行的研究表明，要成為某方面真正的專家需要大約一萬小時的實踐，這一概念因被馬爾科姆·格拉德威爾(MalcolmGladwell)在其著作《異類》(Outliers)中提及而推廣開來，而埃里克森本人也因此名聲大噪。但來自同一研究、同樣重要卻常常被人忽略的結(jié)論是：真正的專家需要老師給出“建設(shè)性的、甚至是令人痛苦的反饋”，埃里克森博士在2007年刊發(fā)于《哈佛商業(yè)評論》(HarvardBusinessReview)的一篇文章中寫到了這一點。他對諸多領(lǐng)域中──從小提琴演奏到外科手術(shù)、電腦編程再到國際象棋──數(shù)一數(shù)二的從業(yè)者進行了研究評估。結(jié)果發(fā)現(xiàn)，所有這些佼佼者“專門挑選了那些不易動情的導師，這些老師將對他們提出挑戰(zhàn)，并促使他們的表現(xiàn)更上一層樓。”2.Drill,baby,drill.2.灌輸知識，嚴苛訓練。Rotelearning,longdiscredited,isnowrecognizedasonereasonthatchildrenwhosefamiliescomefromIndia(wherememorizationisstillprized)arecreamingtheirpeersintheNationalSpellingBeeChampionship.死記硬背機械性學習法長期以來都遭到質(zhì)疑，但如今卻被認為是那些來自印度（死記硬背在那里仍然很受重視）家庭的孩子在全美拼字比賽(NationalSpellingBeeChampionship)中能將同齡人遠遠甩在身后的一個原因。ThisculturaldifferencealsohelpstoexplainwhystudentsinChina(andChinesefamiliesintheU.S.)arebetteratmath.Meanwhile,Americanstudentsstrugglewithcomplexmathproblemsbecause,asresearchmakesabundantlyclear,theylackfluencyinbasicadditionandsubtraction加減法--andfewofthemweremadetomemorizetheirtimestables.這一文化差異也有助于解釋為何中國（以及在美的華人家庭）的學生數(shù)學更好。與此同時，有研究明確地顯示，美國學生卻在復雜的數(shù)學問題中掙扎，他們對基本的加減法運算掌握得不夠熟練──而且?guī)缀鯖]有人被要求去背乘法表。WilliamKlemmofTexasA&MUniversityarguesthattheU.S.needstoreversethebiasagainstmemorization.EventheU.S.DepartmentofEducationraisedalarmbells,chastisingAmericanschoolsina2008reportthatbemoanedthelackofmathfluency(anotionitmentionednofewerthan17times).Itconcludedthatschoolsneedtoembracethedreaded'drillandpractice.'德州農(nóng)工大學(TexasA&MUniversity)的威廉·克萊姆(WilliamKlemm)稱，美國需要糾正反對記背的偏見。甚至連美國教育部(U.S.DepartmentofEducation)都拉響了警鈴，他們在2008年的一份報告中斥責美國學校，為學生缺少數(shù)學運算流利度（這一概念在報告中提及的次數(shù)不少于17次）而感到悲哀。該報告總結(jié)道，學校需要接受令人生畏的“灌輸知識與實踐練習”的教育之道。3.Failureisanoption.失敗是學習過程中的一個必然因素Kidswhounderstandthatfailureisanecessaryaspectoflearningactuallyperformbetter.Ina2012study,111Frenchsixth-gradersweregivenanagramproblemsthatweretoodifficultforthemtosolve.Onegroupwasthentoldthatfailureandtryingagainarepartofthelearningprocess.Onsubsequenttests,thosechildrenconsistentlyoutperformedtheirpeers.意識到這一點的孩子實際上表現(xiàn)更佳。在2012年的一項研究中，111名法國六年級學生被布置了一些難度超出其能力的回文構(gòu)詞法問題。然后，有一組學生被告知，失敗與再嘗試是學習過程的一部分。在接下來的測試中，這些學生一直都比其他參與者表現(xiàn)更佳。Thefear,ofcourseisthatfailurewilltraumatizeourkids,sappingthemofself-esteem.當然了，我們擔心的是：失敗將令我們的孩子在精神上受到創(chuàng)傷、使其自尊心盡失。Wrongagain.Ina2006study,aBowlingGreenStateUniversitygraduatestudentfollowed31Ohiobandstudentswhowererequiredtoauditionforplacementandfoundthatevenstudentswhoplacedlowest'didnotdecreaseintheirmotivationandself-esteeminthelongterm.'Thestudyconcludedthateducatorsneed'notbeasconcernedaboutthenegativeeffects'ofpickingwinnersandlosers.這個想法，又錯了。在2006年的一項研究中，鮑林格林州立大學(BowlingGreenStateUniversity)的一位研究生追蹤調(diào)查了31名被要求參加試音并接受排名的俄亥俄州各樂隊的學生，結(jié)果發(fā)現(xiàn)就算是那些排名最低的人“從長期來看，也并未減少其積極性與自尊心”。該研究得出結(jié)論稱，教育者在選出贏家和輸家時，“無需擔憂那些消極影響”。4.Strictisbetterthannice.4.嚴厲比和善更好。Whatmakesateachersuccessful?Tofindout,startingin2005ateamofresearchersledbyClaremontGraduateUniversityeducationprofessorMaryPoplinspentfiveyearsobserving31ofthemosthighlyeffectiveteachers(measuredbystudenttestscores)intheworstschoolsofLosAngeles,inneighborhoodslikeSouthCentralandWatts.TheirNo.1finding:'Theywerestrict,'shesays.'Noneofusexpectedthat.'是什么造就了一位教師的成功？為了找到答案，從2005年開始，在克萊蒙研究大學(ClaremontGraduateUniversity)教育學教授瑪麗·波普蘭(MaryPoplin)的帶領(lǐng)下，一組研究人員花了五年時間觀察了31位教學最高效的老師（根據(jù)學生考試分數(shù)衡量挑選出來的）。這些老師都在洛杉磯最差的學校教書，他們就職的校區(qū)分布在諸如中南區(qū)(SouthCentral)和沃茨(Watts)這樣的街區(qū)。研究人員最大的發(fā)現(xiàn)是：“他們都是嚴師?！辈ㄆ仗m教授說：“這個結(jié)論出人意料?！盩heresearchershadassumedthatthemosteffectiveteacherswouldleadstudentstoknowledgethroughcollaborativelearninganddiscussion.研究人員曾認為，大多數(shù)教學最高效的老師是通過協(xié)作學習與討論來使學生掌握知識的。Instead,theyfounddisciplinarianswhoreliedontraditionalmethodsofexplicitinstruction,likelectures.'Thecorebeliefoftheseteacherswas,'Everystudentinmyroomisunderperformingbasedontheirpotential,andit'smyjobtodosomethingaboutit--andIcandosomethingaboutit,''saysProf.Poplin.但結(jié)果相反，他們發(fā)現(xiàn)那些依賴傳統(tǒng)顯性教學方式（如講課）的紀律嚴明者教學效果最佳。波普蘭教授說：“這些老師的核心理念是，‘從孩子們的潛力上來看，我班上的每個學生都表現(xiàn)欠佳，所以我的工作是就此做點什么──而且我也可以為此做點什么?！盨hereportedherfindingsinalengthyacademicpaper.Butshesaysthatafourth-gradersummarizedherconclusionsmuchmoresuccinctlythisway:'WhenIwasinfirstgradeandsecondgradeandthirdgrade,whenIcriedmyteacherscoddledme.WhenIgottoMrs.T'sroom,shetoldmetosuckitupandgettowork.Ithinkshe'sright.Ineedtoworkharder.'波普蘭教授在一份長篇幅的學術(shù)論文中發(fā)表了她的結(jié)論。但她稱，一名四年級學生用一種更簡潔明了的方式總結(jié)了她的發(fā)現(xiàn)：“在我上一年級、二年級和三年級的時候，當我哭泣的時候，我的老師總會縱容我。當我進了T太太的班級，她告訴我，別抱怨了，去學習。我覺得她說得對，我得更努力地學習?！?.Creativitycanbelearned.5.創(chuàng)造性也可后天習得。Therapontraditionaleducationisthatitkillschildren's'creativity.ButTempleUniversitypsychologyprofessorRobertW.Weisberg'sresearchsuggestsjusttheopposite.Prof.WeisberghasstudiedcreativegeniusesincludingThomasEdison,FrankLloydWrightandPicasso--andhasconcludedthatthereisnosuchthingasaborngenius.Mostcreativegiantsworkferociouslyhardand,throughaseriesofincrementalsteps,achievethingsthatappear(totheoutsideworld)likeepiphaniesandbreakthroughs.傳統(tǒng)教育遭受指摘的一點就是它會扼殺孩子們的創(chuàng)造性。但天普大學(TempleUniversity)心理學教授羅伯特·W·韋斯伯格(RobertW.Weisberg)的研究表明，事實正好相反。韋斯伯格教授已對包括托馬斯·愛迪生(ThomasEdison)、弗蘭克·勞埃德·賴特(FrankLloydWright)與畢加索(Picasso)在內(nèi)的創(chuàng)新天才進行了研究，結(jié)果發(fā)現(xiàn)不存在天生就是天才這回事。大多數(shù)創(chuàng)新巨匠工作都極其努力，他們一步一個腳印，循序漸進地努力收獲成功。這些成就（在外人看來）似乎是突發(fā)的靈感與重大的突破。Prof.WeisberganalyzedPicasso's1937masterpieceGuernica,forinstance,whichwaspaintedaftertheSpanishcitywasbombedbytheGermans.Thepaintingisconsideredafreshandoriginalconcept,butProf.WeisbergfoundinsteadthatitwascloselyrelatedtoseveralofPicasso'searlierworksanddrewuponhisstudyofpaintingsbyGoyaandthen-prevalentCommunistPartyimagery.Thebottomline,Prof.Weisbergtoldme,isthatcreativitygoesbackinmanywaystothebasics.'Youhavetoimmerseyourselfinadisciplinebeforeyoucreateinthatdiscipline.Itisbuiltonafoundationoflearningthediscipline,whichiswhatyourmusicteacherwasrequiringofyou.'舉個例子，韋斯伯格教授分析了畢加索1937年的名作《格爾尼卡》(Guernica)。在德國人轟炸了西班牙城鎮(zhèn)格爾尼卡后，畢加索作了這幅畫?！陡駹柨帷繁蝗藗円暈橐粋€全新原創(chuàng)的概念，但韋斯伯格教授卻發(fā)現(xiàn)它與畢加索早期的一些作品息息相關(guān)，《格爾尼卡》是畢加索在研習了戈雅(Goya)畫作以及在那個時代流行的共產(chǎn)黨影像后，從二者當中汲取靈感完成的。韋斯伯格教授告訴我，究根探底，創(chuàng)造性將以各種方式追溯至基本的理念。他說：“當你在一個學科領(lǐng)域內(nèi)進行創(chuàng)造時，你得先將自己浸入到這個學科框架中去。你的音樂老師要求你們所做的這些，正是在為學習該科目打基礎(chǔ)。”6.Grittrumpstalent.盡管在指揮臺上極為嚴厲，但當庫普欽斯基坐在觀眾席中時總是對學生頗為贊賞。圖中為上世紀70年代中期，庫普欽斯基在為自己的學生鼓掌。Inrecentyears,UniversityofPennsylvaniapsychologyprofessorAngelaDuckworthhasstudiedspellingbeechamps,IvyLeagueundergradsandcadetsattheU.S.MilitaryAcademyinWestPoint,N.Y.--alltogether,over2,800subjects.Inallofthem,shefoundthatgrit--definedaspassionandperseveranceforlong-termgoals--isthebestpredictorofsuccess.Infact,gritisusuallyunrelatedorevennegativelycorrelatedwithtalent.近幾年，賓夕法尼亞大學(UniversityofPennsylvania)心理學教授安吉拉·達克沃思(AngelaDuckworth)一直在對拼字比賽的冠軍得主、常青藤盟校的本科生及美國西點軍事學院(U.S.MilitaryAcademyinWestPoint)的學員進行研究──總共超過2,800名研究對象。在他們的身上，她發(fā)現(xiàn)堅忍不拔──這里指對長期目標的激情和堅持──是成功的最佳先兆。事實上，堅韌通常都與天分無關(guān)，甚至與其呈負相關(guān)。Prof.Duckworth,whostartedhercareerasapublicschoolmathteacherandjustwona2013MacArthur'geniusgrant,'developeda'GritScale'thataskspeopletoratethemselvesonadozenstatements,like'IfinishwhateverIbegin'and'Ibecomeinterestedinnewpursuitseveryfewmonths.'WhensheappliedthescaletoincomingWestPointcadets,shefoundthatthosewhoscoredhigherwerelesslikelytodropoutoftheschool'snotoriouslybrutalsummerbootcampknownas'BeastBarracks.'WestPoint'sownmeasure--anindexthatincludesSATscores,classrank,leadershipandphysicalaptitude--wasn'tabletopredictretention.達克沃思教授在其職業(yè)初期是一所公立學校的數(shù)學老師，她剛剛贏得了2013年麥克阿瑟“天才獎”(MacArthur"geniusgrant")。她研發(fā)了一套“堅韌指數(shù)”，該指數(shù)要求人們在12個諸如“我總是有始有終”和“我每幾個月都會對新生事物產(chǎn)生興趣”之類的問題上自測打分。當她將這套測試題用到即將入校的西點學員身上時，她發(fā)現(xiàn)那些得分高的人相對不太可能從被人稱為“野獸兵營”的、“慘無人道”的夏季訓練營中半路退出。西點自己的那一套測試方式──將高中畢業(yè)生的學術(shù)能力評估測試分數(shù)、課堂排名、領(lǐng)導能力和身體適應(yīng)性包含在內(nèi)的一個指標──無法預測最終堅持留下來的會是哪些人。Prof.Duckworthbelievesthatgritcanbetaught.Onesurprisinglysimplefactor,shesays,isoptimism--thebeliefamongbothteachersandstudentsthattheyhavetheabilitytochangeandthustoimprove.Ina2009studyofnewlymintedteachers,sheratedeachforoptimism(asmeasuredbyaquestionnaire)beforetheschoolyearbegan.Attheendoftheyear,thestudentswhoseteacherswereoptimistshadmadegreateracademicgains.達克沃思教授認為堅忍不拔的品質(zhì)能夠教授給學生。她稱，有一個出奇簡單的因素就是樂觀──植根于老師和學生之間的一種信念：他們有能力改變并因而取得進步。在2009年針對新教師的一項研究中，她在學年開始前給每一位老師在樂觀度上打了分（通過一份問卷測試得出）。到了年底，那些擁有樂天派老師的學生在學業(yè)方面收獲更多。7.Praisemakesyouweak...7.夸獎會讓你脆弱。MyoldteacherMr.Kseldompraisedus.Hishighestcomplimentwas'notbad.'Itturnsouthewasontosomething.StanfordpsychologyprofessorCarolDweckhasfoundthat10-year-oldspraisedforbeing'smart'becamelessconfident.Butkidstoldthattheywere'hardworkers'becamemoreconfidentandbetterperformers.我的故師K先生很少夸獎我們。他最高程度的夸獎不過是“不算差”。那表明他注意到了一些事。斯坦福大學(Stanford)心理學教授卡羅爾·德韋克(CarolDweck)已發(fā)現(xiàn)，那些被人夸為“聰明”的10歲孩子變得更不自信。而那些被人稱為“干活賣力”的孩子則變得更自信、表現(xiàn)也更佳。'Thewholepointofintelligencepraiseistoboostconfidenceandmotivation,butbothweregoneinaflash,'wroteProf.Dweckina2007articleinthejournalEducationalLeadership.'Ifsuccessmeanttheyweresmart,thenstrugglingmeanttheywerenot.'德韋克教授在2007年刊發(fā)于《教育領(lǐng)導學》期刊(EducationalLeadership)上的一篇文章中寫道：“夸獎智商的全部意義在于提高信心與積極性，但二者都是轉(zhuǎn)瞬即逝的。如果說成功意味著他們是聰明的，那么奮斗打拼就該意味著他們不聰明了?！?....whilestressmakesyoustrong.8.壓力讓你更強大。A2011UniversityatBuffalostudyfoundthatamoderateamountofstressinchildhoodpromotesresilience.PsychologyprofessorMarkD.Seerygavehealthyundergraduatesastressassessmentbasedontheirexposureto37differentkindsofsignificantnegativeevents,suchasdeathorillnessofafamilymember.Thenheplungedtheirhandsintoicewater.Thestudentswhohadexperiencedamoderatenumberofstressfuleventsactuallyfeltlesspainthanthosewhohadexperiencednostressatall.紐約州立大學水牛城分校(UniversityatBuffalo)2011年的一份研究發(fā)現(xiàn)，童年時期適度的壓力有助于增強人們樂觀的性格。心理學教授馬克·D·西里(MarkD.Seery)對健康的本科生進行了壓力評估。該評估是基于這些學生在面對37種不同類型的重大負面事件，如家人離世或身患疾病時的表現(xiàn)得出的。然后西里教授將他們的雙手插入冰水當中。與從未感受過壓力的人相比，那些已經(jīng)歷過適當數(shù)量有壓力的事件的學生實際上感受到的痛楚更少。'Havingthishistoryofdealingwiththesenegativethingsleadspeopletobemorelikelytohaveapropensityforgeneralresilience,'Prof.Seerytoldme.'Theyarebetterequippedtodealwithevenmundane,everydaystressors.'西里教授告訴我說：“擁有這些與負面事件打交道的往昔會讓人們更傾向于整體樂觀主義。他們更有本事去處理那些哪怕是日常的生活壓力?！盤rof.Seery'sfindingsbuildonresearchbyUniversityofNebraskapsychologistRichardDienstbier,whopioneeredtheconceptof'toughness'--theideathatdealingwithevenroutinestressesmakesyoustronger.Howwouldyoudefineroutinestresses?'Mundanethings,likehavingahardasskindofteacher,'Prof.Seerysays.西里教授的結(jié)論是以內(nèi)布拉斯加大學(UniversityofNebraska)心理學家理查德·丁斯特比爾(RichardDienstbier)的研究為基礎(chǔ)的，后者是“韌性”概念的倡導者──這里的“韌性”是指就算是處理日常壓力也會讓你變得更強大。你會如何定義日常壓力呢？西里教授稱：“就是普通平凡的事情，像有位狠角色老師之類的?！盡ytougholdteacherMr.Kcouldhavewrittenthebookonanyoneoftheseprinciples.Admittedly,individually,theseareforbiddingprecepts:cold,unyielding,andkindofscary.我故去的嚴師K先生可以就這些原則中的任何一條寫上一本書。不論是被人公認的，還是我的個人見解，這些原則都令人生畏：冷酷，生硬，而且還有點兒嚇人。Butcollectively,theyconveysomethingverydifferent:confidence.Attheircoreisthebelief,thefaithreally,instudents'abilitytodobetter.Thereissomethingtobesaidaboutateacherwhoisdemandingandtoughnotbecausehethinksstudentswillneverlearnbutbecauseheissoabsolutelycertainthattheywill.但總而言之，它們傳達出了完全不同的東西：自信。它們的核心理念是信仰，是學生們有能力做得更好的信仰。有這么一說：教師之所以苛刻嚴厲，并不是因為他覺得學生永遠都不會去學，而是因為他百分之百地確信學生會去學。Decadeslater,Mr.K'sformerstudentsfinallyfigureditout,too.'Hetaughtusdiscipline,'explainedaviolinistwhowentontobecomeanIvyLeague-traineddoctor.'Self-motivation,'addedatechexecutivewhoonceplayedthecello.'Resilience,'saidaprofessionalcellist.'Hetaughtushowtofail--andhowtopickourselvesupagain.'數(shù)十年之后，K先生曾經(jīng)的學生終于也領(lǐng)悟了這個道理。一位后來在常青藤名校攻讀了博士學位的小提琴手解釋道：“他教會了我們什么是自律?！币晃滑F(xiàn)今擔任科技企業(yè)高管的大提琴手補充道：“自我激勵?！绷硪晃蝗缃竦穆殬I(yè)大提琴家說：“堅韌。他教會了我們?nèi)绾问々ぉひ约叭绾巫屪约涸俅握褡髌饋?。”Clearly,Mr.K'smethodsaren'tforeveryone.Butyoucan'targuewithhisresults.Andthat'salessonwecanalllearnfrom.顯然，K先生的方法并不適用于每一個人。但你不能因此就否認他的成就。這是我們所有人都能受教受益的一堂課。TheMozartEffect:HowMusicMakesYouSmarterIntheworkplace,music"raisesperformancelevelsandproductivitybyreducingstressandtension,maskingirritatingsoundsandcontributingtoasenseofprivacy"在工作場所，音樂“通過減少壓力和緊張，掩蓋刺激性聲音和促進隱私感來提高績效水平和生產(chǎn)力,Dr.LozanovprovedconclusivelythatbyusingcertainBaroquepieces,foreignlanguagescanbemasteredwith85-100%effectivenessin30days,whentheusualtimeis2years洛扎諾夫博士斷言，聽特定的巴洛克音樂，可以讓你在30天內(nèi)掌握外語的效率達到85-100％，而通常需要的時間是2年9、ThesespecialmusicMozartEffectpieces,recordedatjusttherighttempo,activatetheleftandrightbrainforthemaximumlearning/retentioneffect.這些特殊的莫扎特音樂，按照合理的節(jié)拍播放，可以激活左右腦使其達到最大的學習或記憶效果Forthefirsttime,researchersalsohavelocatedspecificareasofmentalactivitylinkedtoemotionalresponsestomusic.研究人員還首次發(fā)現(xiàn)了與音樂情感反應(yīng)相關(guān)的特定心理活動區(qū)域。Musicisbiologicallypartofhumanlife,justasmusicisaestheticallypartofhumanlife."音樂在生物學上是人類生活的一部分，就像音樂在美學上是人類生活的一部分一樣。“MozartEffect”Dispelled:MusicStudyDoesNotMakeChildrenSmarterAnewstudyshowsthemuch-vaunted"MozartEffect"tobeamyth,withmusicstudyprovidingnoboosttoIQamongstudents.

AnewstudydispelsthenotioncherishedamongcertainclassesofAmericansthatmusicimprovesachild’sintelligence.一項新的研究消除了某些美國人所珍視的觀點，即音樂能提高孩子的智力Contrarytooverwhelmingopinion,thosecalledtosophomorechorus—ortosharetheirdivinetalent“unplugged”beforeacampfire—maysurelybenefitfromimprovedfocusanddiscipline,aspectsofintelligence,somebelieve.ButnoeffectoncognitiveabilitywasfoundamongchildrenstudiedthisyearbyagroupofHarvardresearchers.“Morethan80percentofAmericanadultsthinkthatmusicimproveschildren'sgradesorintelligence”,investigatorSamuelMehrsaidonWednesday."Eveninthescientificcommunity,there'sageneralbeliefthatmusicisimportantfortheseextrinsicreasons—butthereisverylittleevidencesupportingtheideathatmusicclassesenhancechildren'scognitivedevelopment."Tothispoint,onlyafewdozenstudieshaveexaminedthepurportedmentalbenefitsofstudyingmusic,andonlyfiveusedrandomizedcontrolledstudies,studiesdesignedtoisolatecausaleffects.對于這一點，僅有幾十項研究檢驗過傳聞中的學習音樂對智力的益處，其中只有5項采用了隨機對照研究，即所設(shè)計的研究將因果效應(yīng)分離出來。Ofthosefive,onlyoneshowedaclearlypositiveeffect—butconferredanintelligencequotientbumpofonly2.7points,barelydiscernibleinastatisticalsense.TheMozarteffectrosetoculturalprominencein1993whenresearchersattheUniversityofCalifornia,Irvinefoundatemporaryboosttospatial-reasoningcapacityamongchildrenwho’dlistenedtoselectionsofclassicalmusic.Althoughlastingnomorethan15minutesorso,theeffectwastoutedasasustainableboosttogeneralintelligence,withGeorgiaGovernorZellMillerin1998promisingmorethan$100,000infundingperyeartoprovideeverychildinthestatewitharecordingofclassicalmusic.盡管這一效應(yīng)只持續(xù)了大約15分鐘，但卻被吹噓成智力有可持續(xù)的提高，喬治亞州州長澤爾·米勒就在1998年承諾每年拿出超過1000,000美元的資金用于給該州每位兒童提供一張古典音樂的唱片。However,theinfamous

study

publishedin

Nature

nevermeasuredintelligence,insteadaskingchildrentocompletesub-sectionsoftheStanford-Binetintelligencetest.TheneurologicalstudyofanyMozarteffectonthemindcomestothesideoftheoreticalworkfromrenownedpsychologistHowardGardner,whofirstproposed

multipleintelligencetheory

inhis1983book,

FramesOfMind:TheTheoryofMultipleIntelligences.Inthattheory,humanintelligencecanbemostlycompartmentalizedintosevenprimarydomainsofmentalcapacity,includingspatialand“musicalrhythmic”intelligences.However,nothinghasyetbeenproved."Theexperimentalworkonthisquestionisverymuchinitsinfancy,butthefewpublishedstudiesonthetopicshowlittleevidencefor'musicmakesyousmarter',"Mehrsaid.Inapairofexperiments,Mehrandhiscolleaguesfollowed29setsofparentsandfour-year-oldchildrenrecruitedlocally,testingparentsformusicaptitudeandchildrenforvocabularybeforeplacingchildrenrandomlyineitheramusicclassoronefocusedonvisualarts."Wewantedtotesttheeffectsofthetypeofmusiceducationthatactuallyhappensintherealworld,andwewantedtostudytheeffectinyoungchildren,soweimplementedaparent-childmusicenrichmentprogramwithpreschoolers,"Mehrsaid."Thegoalistoencouragemusicalplaybetweenparentsandchildreninaclassroomenvironment,whichgivesparentsastrongrepertoireofmusicalactivitiestheycancontinuetouseathomewiththeirkids."Unlikepreviousstudydesigns,Mehrtaughtbothclassesintheexperimenttocontrolthepossibilitythatindividualteachersmightinfluencetheeffect,afterwardassessingsubjectswithtestsdesignedtomeasurefouraspectsofintelligence:cognition,vocabulary,mathematics,andspatialintelligence."Insteadofusingsomethinggeneral,likeanIQtest,wetestedfourspecificdomainsofcognition,"Mehrsaid."Iftherereallyisaneffectofmusictrainingonchildren'scognition,weshouldbeabletobetterdetectitherethaninpreviousstudies,becausethesetestsaremoresensitivethantestsofgeneralintelligence."Althoughnoeffectwasfoundongeneralintelligence,studentsinthemusicclassperformedbetterononeofthetwospatialreasoningproblemsinthetest,withthevisualartstudentsoutperformingthemontheother.Butgiventhesmallstudysize,Mehrandhiscolleaguesthenattemptedtoreplicatetheoriginal

Nature

study,recruiting45moreparentsandchildren—halfofwhomhadreceivedprevioustraininginmusic.Again,noeffectwasfound,promptingMehrtogosofarastodefendmusicinstructionintheschools."There'sacompellingcasetobemadeforteachingmusicthathasnothingtodowithextrinsicbenefits,"hesaid."Wedon'tteachkidsShakespearebecausewethinkitwillhelpthemdobetterontheSATs,wedoitbecausewebelieveShakespeareisimportant.”我們教孩子們莎士比亞不是因為我們認為真能幫助他們在大學入學考試中做得更好，我們這樣做是因為我們認為莎士比亞很重要Throughouthumanhistoryandantiquity,musichasrepresentedanintegralqualityofthehumananimal,acommonalityineverycultureoftheworld—includingmusicforchildren.在整個人類歷史和古代，音樂代表了人類這一動物不可或缺的品質(zhì)以及世界上每一種文化的共性——包括兒童音樂。AlthoughlisteningtoMozartmightnotmakechildrenanysmarter,surelythereisnoharm?Source:SamuelMehr.ContraryToPopularOpinion,ResearchFindsNoCognitiveBenefitsOfMusicLessons.

PLoSONE.2013.TravelLanguageKarstenSchmidt1.TheAcademieFrancaisehasfor