TED中英文對(duì)照

1、GritWhat struck me was that I.Q. was not the only differe nee betwee n my best and my worst stude nts. Some of my stron gest p erformers did not have stratos pheric I.Q. scores. Some of my smartest kids were n't doing so well.我發(fā)現(xiàn)，我最好和最差的學(xué)生之間的差異并不僅僅是智商。有些非常優(yōu)秀的學(xué)生 智商并非特別得高 有些非常聰明的學(xué)生， 學(xué)業(yè)也并非很好。And th

2、at got me thi nking. The kinds of things you n eed to learn in seventh grade math, sure, they're hard: ratios, decimals, the area of a p arallelogram. But these concepts are not impossible, and I was firmly convincedthat everyone of my stude nts could lear n the material if they worked hard and

3、long eno ugh.這引發(fā)了我的思考。七年級(jí)數(shù)學(xué)要學(xué)的東西 確實(shí)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(jiān)信我的每一位學(xué)生 都能學(xué)會(huì)這些知識(shí)，只要他們足夠認(rèn)真、 堅(jiān)持用功。After several more years of teaching,I came to the con clusi on that what we n eed in educatio n is a much betterun dersta ndingofstude ntsand lear ning from amotivati onal p ers pective, from a p

4、sychological persp ective.In educati on, the one thi ng we know how to measure bestis I.Q., but what if doing well in school and in life dependson much more tha n your ability to lear n quickly and easily?教了幾年以后， 我得出一個(gè)結(jié)論：我們的教育所需要的 是一種對(duì)學(xué)生、對(duì)學(xué)習(xí)更好的理解一一從動(dòng)機(jī)的角度、從心理的角度去理解。 在教育領(lǐng)域，我們最擅長(zhǎng)測(cè)試的指標(biāo)是智商，但如果說在學(xué)校和生活中的表現(xiàn)

5、好壞不僅僅取決于你是否能又好又快地學(xué)習(xí)呢？So I left the classroom, and I went to graduate schoolto become a psychologist.I started studying kids andadults in all kinds of super challe ngingsett in gs, and inevery study my question was, who is successful here and why? My research team and I went to West Point Military Ac

6、ademy.于是，我離開了課堂， 來(lái)到了研究所，成為了一名心理學(xué)家。 我開始研究?jī)和c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(shuí)會(huì)成功？爲(wèi)什麼會(huì)成功？我和我的研究團(tuán)隊(duì)去了西點(diǎn)軍校。We tried to p redict which cadets would stay in military training and which would drop out. We went to the NationalSpellingBee and tried to predict which childrenwould adva nee farthest in comp etiti on

7、.我們?cè)囍A(yù)測(cè)哪些學(xué)員能通過軍事訓(xùn)練，哪些會(huì)放棄。我們?nèi)タ慈珖?guó)拼字比賽， 試著預(yù)測(cè)哪些孩子能在比賽中笑到最后。We studied rookie teachers working in really tough n eighborhoods, ask ing which teachers are still going to be here in teachi ng by the end of the school year, and of those, who will be the most effective at improvinglearning outcomes for their

8、 stude nts?我們研究在非常艱苦的環(huán)境下工作的新教師，預(yù)測(cè)哪些教師在學(xué)年末時(shí) 還能堅(jiān)持在崗位上。當(dāng)然還有，哪些教師教出的學(xué)生成績(jī)的提高最為顯著？We partn ered with p rivate compani es, ask ing, which ofthese sales people is going to kee p their jobs? And who's going to earn the most mon ey? In all those very differe nt con texts, one characteristic emerged as a s

9、ig ni fica nt p redictor of success. And it was n't social in tellige nee. It was n't good looks, p hysical health, and it was n't I.Q. It was grit.我們和私人公司合作，預(yù)測(cè)哪些銷售人員能保住工作 ？誰(shuí)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(gè)特質(zhì) 能夠很好地預(yù)測(cè)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 passionand perseveraneefor very

10、Iong-termit's a marathon,goals. Grit is having stamina. Grit is sticking with your future, day in, day out, not just for the week, not just for the mon th, but for years, and work ing really hard to make that future a reality. Grit is living life like not a sprint.意志力是有耐力的不只是這周、不來(lái)實(shí)現(xiàn)所堅(jiān)信的不是短跑。意志力是

11、面對(duì)長(zhǎng)遠(yuǎn)目標(biāo)時(shí)的熱情和毅力。 表現(xiàn)。意志力是日復(fù)一日依然對(duì)未來(lái)堅(jiān)信不已 只是這個(gè)月， 而是年復(fù)一年。用心、努力工作 那個(gè)未來(lái)。 意志力是將生活看作是一場(chǎng)馬拉松,A few years ago, I started study ing grit in the Chicago p ublic schools. I asked thousa nds of high school juniors totake grit questi onn aires, and the n waited around more than a year to see who would graduate. Turns

12、out that grittier kids were sig ni fica ntly more likely to graduate, eve nwhen I matched them on every characteristic I could measure, thi ngs like family in come, sta ndardized achieveme nt test scores, eve n how safe kids felt whe n they were at school.幾年前，我在芝加哥公立學(xué)校開始研究意志力。我請(qǐng)數(shù)以千計(jì)的高中生 填寫關(guān)于意志力的問卷。然

13、后等了大約一年多看看誰(shuí)會(huì)畢業(yè)。結(jié)果發(fā)現(xiàn)，意志力越堅(jiān)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(biāo)準(zhǔn)化測(cè)驗(yàn)的分?jǐn)?shù)，甚至孩子們?cè)趯W(xué)校時(shí)的安全感。thingfor theSo it's no t just at West Point or the Natio nal Sp elli ng Bee that grit matters. It's also in school, esp ecially for kids at risk for dropping out. To me, the most shocking about grit is

14、how little we know, how little scie nee kno ws, about buildi ng it. Every day, p are nts 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 long run?" The hon est an swer is, I don't know.非常重意志力同樣重對(duì)于如"如何鍛?

15、怎樣才能所以意志力并不只是在 西點(diǎn)軍校或全國(guó)拼字比賽中 要。在學(xué)校，尤其是對(duì)有輟學(xué)危險(xiǎn)的孩子來(lái)說，要。關(guān)于意志力，最令我吃驚的事情是我們以及科學(xué)界 何鍛煉意志力知之甚少。每天，家長(zhǎng)和老師都會(huì)問我，煉孩子們的意志力？我怎么教會(huì)孩子堅(jiān)實(shí)的職業(yè)道德 讓他們有長(zhǎng)遠(yuǎn)的動(dòng)力？”最誠(chéng)實(shí)的回答是，我不知道。(Laughter)（笑聲）What I do know is that tale nt does n't make you gritty.Our data show very clearly that there are many talented individuals who simply d

16、o not follow throughon theircommitme nts. I n fact, i n our data, grit is usually un related or eve n inv ersely related to measures of tale nt.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(jiān)持到底，實(shí)現(xiàn)承諾。 事實(shí)上，我們的研究發(fā)現(xiàn)， 意志力通常與才華無(wú)關(guān)， 有時(shí)甚至 成反比。So far, the best idea rve heard about building kids is someth in

17、g called "growth min dset." This is an idea devel oped at Sta nford Un iversity by Carol Dweck, and it is the belief that the ability to learn is not fixed, that change with your effort. Dr. Dweck has shown thatgrit init canwhe nmuch morelikelythey don't believekids read and lear n abo

18、ut the brain and how it cha nges and grows in response to challenge, they're to persevere when they fail, because that failure is a p erma nent con diti on.我聽過的最好的方法關(guān)于鍛煉孩子們的意志，到目前為止，Carol Dweck叫做“成長(zhǎng)型思維模式”理論。這是史丹福大學(xué)的的研究的成果。這個(gè)理論相信 學(xué)習(xí)的能力不是一成不變的，它會(huì)由于你的努力發(fā)生變化。Dweck博士已證明，當(dāng)孩子們閱讀和學(xué)習(xí)大腦的相關(guān)知識(shí)以及大腦在面對(duì)挑戰(zhàn)時(shí)會(huì)怎樣變

19、化和成長(zhǎng)時(shí)，他們更有可能在失敗時(shí)繼續(xù)堅(jiān)持，因?yàn)樗麄儾幌嘈?他們永遠(yuǎn)會(huì)失敗。So growth min dset is a great idea for buildi ng grit. Butwe need more. And that's where rm going to end myremarks, because that's where we are. That's the work that stands before us. We need to take our best ideas, our stron gest in tuiti ons, and we

20、 n eed to test them. We n eed to measure whether we've bee n successful, and we have to be willi ng to fail, to be wrong, to start over aga in with less ons learn ed.這就是擺在我們面前的任務(wù)。 最強(qiáng)的直覺 對(duì)他們進(jìn)行檢驗(yàn)。 我們必須愿意失敗、愿意犯錯(cuò)、我們需要拿出 我們需要衡量我 愿意吸取教所以，成長(zhǎng)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?yàn)檫@就 是我們當(dāng)下的認(rèn)知。我們

21、最好的想法、 們是否取得了成功， 訓(xùn)并從頭開始。In other words, we n eed to be gritty about gett ing our kids grittier.我們自己也要換句話說，在加強(qiáng)我們孩子意志力這件事上， 有不懈的意志。Thank you.w白丄 謝謝。TED演講：成功的關(guān)鍵不是智商，而是毅力Whe n I was 27 years old, I left a very dema nding job inmanagementconsulting for a job that was even moredema nding:teachi ng.I went

22、to teach seve nthgradersmath in the New York City public schools. And like any teacher, I made quizzes and tests. I gave out homework assignments.Whenthe work came back, I calculatedgrades.在我27歲的時(shí)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(lái)到紐約的一些公立學(xué)校教7年級(jí)的學(xué)生的數(shù)學(xué)。和別的老師一樣，我會(huì)給學(xué)生們做小測(cè)驗(yàn)和考試，我會(huì)給他們布置家庭作 業(yè)。當(dāng)

23、這些試卷和作業(yè)收上來(lái)之后，我計(jì)算了他們的成績(jī)。What struck me was that IQ was not the only differe nee betwee n my best and my worst stude nts. Some ofmy str on gest p erformers did not have stratos pheric IQ scores. Some of my smartest kids weren' t doing so well.And that got me thi nking. The kinds of things you n ee

24、d to learn in seventh grade math, sure, they ' re hard: ratios, decimals, the area of a p arallelogram. But these concepts are not impossible,and I was firmly convinced that everyone of my stude nts could lear n the material if they worked hard and long eno ugh.讓我震驚的是，IQ的咼低并不是我最好的和最差的學(xué)生 之間唯一的差別。

25、一些在課業(yè)上表現(xiàn)很好的學(xué)生并不具有非常高的IQ分?jǐn)?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(dāng)然，學(xué)生們?cè)?年級(jí)需要學(xué)習(xí)的東西是有難度的，像比率，小數(shù)，平行四邊形的面積計(jì)算。但是 這些概念是完全可以被掌握的，我堅(jiān)信我的每一位學(xué)生 都可以學(xué)會(huì)教材內(nèi)容，只要他們肯花時(shí)間和精力的話。After several moreyears of teach in g, I came to thecon clusi on that what we n eed in educati on is amuch betterun dersta ndingof stude nts andle

26、ar ningfrom amotivati onalpersp ective, from a p sychological persp ective.In educati on, the one thi ng wek now how to measure best isIQ. But what if doing well in schooland in life dependsonmuch more tha n your ability to lear n quickly and easily?經(jīng)過幾年教學(xué)之后，我得出一個(gè)結(jié)論，我們?cè)诮逃矫?所需要的是從學(xué)習(xí)動(dòng)力的角度和心理學(xué)的角度，對(duì)學(xué)生和

27、學(xué)習(xí)行 為進(jìn)行一次更為深刻的理解。在教育體系中，我們都知道評(píng)價(jià)優(yōu) 秀學(xué)生的標(biāo)準(zhǔn)就是IQ，但如果在學(xué)校和生活中的優(yōu)秀表現(xiàn)遠(yuǎn)不 僅僅依賴于 你輕松高效學(xué)習(xí)的能力呢？So I left the classroom, and I went to graduate school to become a psychologist.I startedstudyingkidsand adults in all kinds of super challe nging sett in gs, and in every study my questionwas, who is successful here and

28、stay inchildre nwhy? My research team and I went to West Point Military Academy. We tried to predict which cadets would military trai ning and which would drop out. We went to the NationalSpelling Bee and tried to predict whichask ingwould adva nee farthest in comp etiti on. We studied rookie teache

29、rs working in really tough neighborhoods,which teachers are still going to be here in teach ing by the end of the school year, and of those, who will be the most effective at improving lear ning outcomes for their stude nts?We partneredwith private companies,asking,which ofemerged as a significantwa

30、sn ' t social intelligenee.Ithealth, and it wasn ' t IQ. Itthese sales people is going to keep their jobs? And who going to earn the most mon ey? In all those very differe nt con texts, one characteristic predictor of success. And it wasn ' t good looks, physical was grit.所有我離開了講臺(tái)，回到學(xué)校繼續(xù)

31、攻讀心理學(xué)碩士學(xué)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(xiàng)研究中，我的問題是誰(shuí)才是成功者，為什么他們會(huì)成功 我和我的研究團(tuán)隊(duì)前往西點(diǎn)軍校展開調(diào)研，我們?cè)噲D預(yù)測(cè)哪些學(xué) 員能夠耐得住軍隊(duì)的訓(xùn)練，哪些會(huì)被淘汰出局。我們前去觀摩全 國(guó)拼字比賽，同時(shí)也試著預(yù)測(cè)哪些孩子會(huì)晉級(jí)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)胄械睦蠋煟儐査麄兡?些老師決定會(huì)在學(xué)年結(jié)束后繼續(xù)留下來(lái)任教，以及他們之中誰(shuí)能 最快地 提高學(xué)生的學(xué)習(xí)成績(jī)。 我們與私企合作，向他們?cè)儐柲男?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(lái)，這種特征在很大程度上

32、預(yù)示了 成功。而且它并不是社交智力。不是漂亮的外表，強(qiáng)健的體魄， 也不是很高的IQ，它是毅力。Grit is p assi onandp ersevera neefor veryIon g-term goals. Grit is hav ing stam ina. Grit is sticki ng with your future, day in, day out, no t just for the week, not just for the mon th,but for years, and worki ng really hard tomake that future a reali

33、ty. Grit is living life like it ' sa marath on, not a sprint.毅力是對(duì)長(zhǎng)遠(yuǎn)目標(biāo)的激情和堅(jiān)持，毅力是擁有持久的恒 勁，毅力是你對(duì)未來(lái)的堅(jiān)持，日復(fù)一日不是僅僅持續(xù)一個(gè)星期或 者一個(gè)月，而是幾年甚至幾十年努力奮斗著讓自己的夢(mèng)想變?yōu)楝F(xiàn) 實(shí)。毅力是把生活當(dāng)成一場(chǎng)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 que

34、sti onn aires, and the n waited around more than a year to see who would graduate. Turns out that grittier kids were sig nifica ntly more likely to graduate,eve n whe n I matched them on every characteristic I could measure,thi ngslike family in come,sta ndardizedachieveme nt test scores, eve n how

35、safe kids felt whe n they were at school. So it ' snot just at West Pointor the's also in school,Nationa l Spelling Bee that grit matters. Itandesp ecially for kids at risk for dropping out. To me, the most shock ing thi ng about grit is how little we know, how little scienee knows, aboutbui

36、lding it. Every day, parentsthemkee pteachers ask me, "How do I build grit in kids? What do I do to teach kids a solid work ethic? How do It make youare manyis usuallymotivated for the long run?" The hon est an swer is, I don know. What I do know is that tale nt does n 'gritty. Our dat

37、a show very clearly that there tale nted in dividuals who sim ply do not follow through on theircommitments.In fact, in our data, gritun related or eve n inv ersely related to measures of tale nt.幾年前，在芝加哥的公立學(xué)校里，我開始研究毅力。我 對(duì)上千名初中生進(jìn)行了關(guān)于毅力的問卷調(diào)查，然后等候了一年多，來(lái)看最終哪些學(xué)生能畢業(yè)。 結(jié)果證明那些更具毅力的學(xué)生在畢業(yè)的概率上占絕對(duì)優(yōu)勢(shì)，即使是在同樣可以量化的

38、外在因素下像家庭收入，標(biāo)準(zhǔn)化成績(jī)測(cè)驗(yàn)的分?jǐn)?shù)，甚至是孩子們?cè)趯W(xué)校能獲得多 少安全感之類，仍是有毅力的學(xué)生更容易畢業(yè)所有不僅僅是在西 點(diǎn)軍校里或者全國(guó)拼字比賽上才需要毅力。在學(xué)校亦是如此，尤 其是對(duì)于那些徘徊在輟學(xué)邊緣的孩子們。對(duì)于我自己來(lái)說，關(guān)于 毅力最讓我震驚的事情莫過于對(duì)于毅力，我們知之甚少，在培養(yǎng) 毅力上，科學(xué)對(duì)理解的認(rèn)識(shí)又是何等貧乏。每天都有家長(zhǎng)和老師 來(lái)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(dòng)他們長(zhǎng)期的積極性呢 ？” 老實(shí)說，我不知道。（笑聲）我所知道的是，才華并不能使你堅(jiān)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

39、 都無(wú)法堅(jiān)持兌現(xiàn)自己的承諾。事實(shí)上，根據(jù)我們的數(shù)據(jù)來(lái)看，毅 力通常與其他因素?zé)o關(guān)，甚至與才華的衡量標(biāo)準(zhǔn)背道而馳。So far, the best idea I ' ve heard about building gritin kids is something called "growth mindset." This is an idea devel oped at Stanford Uni versity by Carol Dweck, andit is the belief that the ability to learn is not fixed, tha

40、t it can change with your effort. Dr. Dweck has shown that whe n kids read and lear n about the brain and how itchanges and grows in responseto challenge,they ' remuch more likely to p ersevere whe n they fail, because theydon ' t believe that failure is a permanent condition.到目前為止，我所聽說過的在孩子

41、身上培養(yǎng)堅(jiān)韌品質(zhì)最 有效的方法叫“成長(zhǎng)型思維模式。”斯坦福大學(xué)卡洛杜威克提出 過一個(gè)觀點(diǎn)，他相信人的學(xué)習(xí)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(dāng)孩子們閱讀和學(xué)習(xí)有關(guān)大腦的知 識(shí)以及它在面對(duì)挑戰(zhàn)時(shí)所發(fā)生的變化和成長(zhǎng)情況，他們失敗之后 更容易堅(jiān)持下去，因?yàn)樗麄儾幌嘈艜?huì)一直失敗下去。So growth min dset is a great idea for buildi ng grit.But we need more. And that' s where I ' m going to end my remarks, because that s where w

42、e are. That s the work that stands before us. We need to take our best ideas, our stron gest in tuiti ons, and we n eed to test them. We n eed to measure whether we ' ve been successful, and we have to be Willi ng to fail, to be wrong, to start over aga in with less ons lear ned.因此，成長(zhǎng)性思維模式對(duì)培養(yǎng)毅力大

43、有裨益。但是我們需要更多。我決定在此結(jié)束我的評(píng)論，因?yàn)槲覀冋诮?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(qiáng)的直 覺，我們要對(duì)他們進(jìn)行實(shí)踐。 我們需要估量這一切是否成功同時(shí)還要渴望對(duì)失敗和錯(cuò)誤，要從這些失敗中汲取經(jīng)驗(yàn)重新再來(lái)。In other words, we n eed to be gritty about gett ing 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(yǔ)演講：請(qǐng)相信你可以進(jìn)步The po wer of yet.專注過程，而不是結(jié)果。I heard about a high school i

44、n Chicago where stude nts had to p ass a certa in nu mber of courses to graduate, and if they did n't p ass a course, they got the grade "Not Y et." And I thought that was fan tastic, because if you get a faili ng grade, you thi nk, I'm no thi ng, I'm no where. But if you get t

45、he grade "Not Yet" you un dersta nd that you're on a lear ning curve. It gives you a p ath into the future.我聽說，在芝加哥有一所高中， 系列課程，如果某一門課沒有通過， 想，這真是個(gè)絕妙的做法，因?yàn)椋銜?huì)想，我什么都不是，我什么都沒有學(xué)到。暫未通過， 步向前，爭(zhēng)取未來(lái)。那兒的學(xué)生畢業(yè)前要通過一成績(jī)就是暫未通過。我如果你某門課的成績(jī)不及格，但如果你的成績(jī)是你會(huì)明白，學(xué)習(xí)的步伐并沒有停下，你還需逐"Not Y et" also gave me

46、in sight into a critical eve nt early in my career, a real turni ng poin t. I wan ted to see how childre n coped with challe nge and difficulty, so I gave 10-year-olds p roblems that were slightly too hard for them. Some of them reacted in a shock in gly p ositive way. They said thi ngs like, "

47、I love a challe nge," or, "You kno w, I was hoping this would be in formative." They un derstood that their abilities could be devel op ed. They had what I call a growth min dset. But other stude nts felt it was tragic, catastr op hic. From their more fixed min dset persp ective, thei

48、r in tellige nee had bee n up for judgme nt and they failed.In stead of luxuriati ng in the po wer of yet, they were gripped in the tyranny of now.發(fā)生在我職業(yè)生 當(dāng)時(shí)，我想探 因此，我讓一些10歲大的 稍稍偏難的問題。一些孩子他們會(huì)這樣說，我喜歡挑戰(zhàn)， 這些孩子明白，他們的暫未通過 也讓我聯(lián)想起一件尤為重要的 涯初期的事情，這件事對(duì)我而言是一個(gè)轉(zhuǎn)折點(diǎn)。究 孩子是如何應(yīng)對(duì)挑戰(zhàn)和困難的， 孩子嘗試解決一些對(duì)于他們而言 積極應(yīng)對(duì)的方式讓我感到震驚。了。他

49、們不懂得享受學(xué)習(xí)的過程，他們有我所說的成長(zhǎng)型思維模式。但另一是不幸，宛如面對(duì)一場(chǎng)災(zāi)難。從他們他們的才智受到了評(píng)判， 而他們失敗而只盯住眼前的成與敗，或說，你知道的，我希望能有所獲。 能力是可以提升的。 些孩子覺得面對(duì)這些難題 的固定型思維角度來(lái)看，So what do they do n ext? r II tell you what they do n ext. In one study, they told us they would pr obably cheat the n ext time in stead of study ing more if they failed a tes

50、t. I n ano ther study, after a failure, they looked for some one who did worse tha n they did so they could feel really good about themselves. And in study after study, they have run from difficulty. Scie ntists measured the electrical activity from the brain as stude nts confron ted an error. On th

51、e left, you see the fixed min dset stude nts. There's hardly any activity. They run from the error. They don't en gage with it. But on the right, you have the stude nts with the growth min dset, the idea that abilities can be devel op ed. They en gage dee ply. Their brain is on fire with yet

52、. They en gage dee ply. They p rocess the error. They lear n 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(xiàng)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(huì)在下次考試中作弊， 而不是更加努力地學(xué)習(xí)。在另一項(xiàng)研究中，他們掛了一門后， 他們會(huì)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(huì)逃避困難?？茖W(xué)家們監(jiān)測(cè)了學(xué)生們面對(duì)錯(cuò)誤時(shí)的腦電活動(dòng)圖像。在左側(cè)，是固定型思維模式的學(xué)生，幾乎沒有什么活動(dòng)。他們?cè)阱e(cuò)誤面前選擇了逃避。他們沒有積極地投入。

53、但請(qǐng)看右側(cè)，這是成長(zhǎng)型思維模式的學(xué)生，這些學(xué)生相信能力會(huì)通過鍛煉得以提升。他們積極地應(yīng)對(duì)錯(cuò)誤。他們的大腦在高速運(yùn)轉(zhuǎn)，他們積極地投入，他們剖析錯(cuò)誤，從中學(xué)習(xí)，最終訂正。How are we raisi ng our childre n? Are we rais ing them for now in stead of yet？ Are we raisi ng kids who are obsessed with gett ing A's? Are we rais ing kids who don't know how to dream big dreams? Their bigg

54、est goal is gett ing the n ext A or the next test score? And are they carry ing this n eed for con sta nt validati on with them into their future lives? Maybe, because empio yers are coming to me and say ing, we have already raised a gen erati on of young workers who can't get through the day wi

55、thout 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(yuǎn)大理想的孩子們嗎 ？他們最遠(yuǎn)大的目標(biāo)就是再拿一個(gè) A，心里所想的就是下一次考試嗎？他們?cè)诮窈蟮纳钪校家苑謹(jǐn)?shù)的高低 來(lái)評(píng)判自己?jiǎn)幔炕蛟S是的，因?yàn)槠髽I(yè)雇主們跑來(lái)找如果不給他們我，說我們養(yǎng)育的這新一代走上工作崗位的人, 獎(jiǎng)勵(lì)，他們一天都過不下去。So what can we do? How can we build that bridge to yet?我們?cè)撛趺醋瞿兀咳绾巫尯⒆幼⒅剡^程而不是結(jié)果呢Here are some thi ngs we

56、can do. First of all, we can p raise wisely, n ot p raisi ng in tellige nee or tale nt. That has failed. Don't do that anymore. But p raisi ng the pr ocess that kids en gage in: their effort, their strategies, their focus, their p ersevera nee, their impro veme nt. This p rocess p raise creates

57、kids who are hardy and resilie nt.首先，我們可以有技巧地去表?yè)P(yáng)：而是要他們的我們可以做這樣幾件事。不去表?yè)P(yáng)天分或才智，這行不通。 不要再這樣做了。對(duì)孩子積極投入的過程進(jìn)行表?yè)P(yáng)：他們的努力與策略,專注、堅(jiān)持與進(jìn)步。對(duì)過程的表?yè)P(yáng) 會(huì)塑造孩子的韌性There are other ways to reward yet. We rece ntly teamed up with game scie ntists from the Un iversity of Washi ngton to create a new on li ne math game that rewar

58、ded yet. In this game, stude nts were rewarded for effort, strategy and p rogress. The usual math game rewards you for gett ing an swers right right now, but this game rewarded p rocess. And we got more effort, more strategies, more en gageme nt over Ion ger p eriods of time,and more p ersevera nee whe n they hit really, really hard p roblems.還有其他的辦法來(lái)獎(jiǎng)勵(lì)過程。最近，我們與來(lái)自華盛頓大學(xué)的游戲研究者合作，制作了一款獎(jiǎng)勵(lì)過程的數(shù)學(xué)游戲。在這個(gè)游戲中，學(xué)生們因他們的努力、策略與進(jìn)步而受到獎(jiǎng)勵(lì)。通常的數(shù)學(xué)游戲中，玩家只有在解得正確答案后才能得到獎(jiǎng)勵(lì)，但這個(gè)游戲獎(jiǎng)勵(lì)過程。隨著游戲的深入，孩子們更加努力，出更多的策略， 身心更加投入， 當(dāng)遇到尤為困難的問題時(shí)， 們也展現(xiàn)了更為持久的韌勁。Just the words "yet" or "not yet,&