多視角設(shè)計研究生英語翻譯

./1Marvawasastrikingwomanwithhighcheekbonesandstrongangularfeatures,馬文是一個引人注目的女人,她有著高高的顴骨,瘦而強(qiáng)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?yàn)樗兄貏e的鎮(zhèn)靜及教養(yǎng),這些都使她有了一種嚴(yán)謹(jǐn)?shù)娘L(fēng)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(dú)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(rèn)為寬大的衣服是對自己、對學(xué)生、對教師這一職業(yè)的不敬。從開學(xué)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(xué)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(rèn)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(xué)生們則像是貧困的佃農(nóng)——這桌子使老師和同學(xué)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。"如果我犯了錯,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(dāng)?shù)?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。"Oh,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(xué)生總是兩眼呆滯,但你的雙眼看上去卻充滿了生機(jī)。"7"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(rèn)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(xué)會這些。你們都不是失敗的孩子,是學(xué)校辜負(fù)了你們。現(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(xí)慣。你們每周要背誦一首詩,這樣你們便能很好地訓(xùn)練你們的記憶力。如果你們不設(shè)法將在學(xué)校所學(xué)的東西記住的話,一切都只是枉然。""但要達(dá)到這些目標(biāo),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。"孩子們都聽得一臉茫然。開學(xué)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(shí)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(jìn)別人的建議,你這樣是不會有好結(jié)果的。"8ItwasMarvaCollins’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?科林斯的態(tài)度使學(xué)生們開始了真正的學(xué)習(xí),她總是在給學(xué)生們灌輸對于成功的渴望。她一直在說"你能做到",使學(xué)生們相信世界上沒有他們做不到的事情。一個孩子不愿學(xué)習(xí)沒有任何的理由,責(zé)怪電視、父母或是成長環(huán)境都沒有絲毫意義。真正的決定性因素在于講臺前的那個老師。如果一個孩子察覺到老師并不在意他,那么,所有的課本、預(yù)先準(zhǔn)備好的教案、視聽設(shè)備以及昂貴的鋪上地毯并裝有空調(diào)的新建筑設(shè)施也不會讓這個孩子產(chǎn)生想要學(xué)習(xí)的欲望。9"Children,"shebegan,"todaywilldecidewhetheryousucceedorfailtomorrow.Ipromiseyou,Iwon’tletyoufail.Icareaboutyou.Iloveyou.Youcanpaypeopletoteach,butnottocare.10Shelikedtobegintheschoolyearwith"SelfReliance自力更生."Marvabelievedthatitwasoneofthemostimportantthingsastudent,especiallyablackstudent,couldeverlearn."Now,shesaid,"self-reliancemeanstobelieveinyourself.Whatdoesself-reliancemean?Tobe——.""Tobelieveinyourself,"echoedafewfaint虛弱的voices."Everybody,inbigoutdoorvoices,whatdoesitmean?""Tobelieveinyourself,"thechildrensaid,moreboldly.11"Theauthorof‘SelfReliance’wasamannamedRalphWaldoEmerson,"shecontinued."RalphWaldoEmersonwasborninBoston,Massachusetts,andhisfatherwasaminister.whenRalphwasnotquiteeightyearsold,asoldassomeofyou,hisfatherdied.ThefamilywassopoorthatRalphandhisbrotherhadtosharethesamewintercoat.YetRalphandallofhisthreebrothersstudiedhardandtheyallwenttoHarvardCollegewhentheygrewup."Shemovearoundtheroomasshespoke,pattingaheadofcaressing愛撫的anarm."Whenhegraduated,RalphWaldoEmersonbecameateacherforawhiletohelppayforhisbrotherWilliam’scollegeeducation,andthenhebecameaminister.Mr.Emersonwasalwaysquestioninglife,andhedidn’talwaysagreewiththechurchortheotherministers.Howmanyofyouquestionlife?Howmanyofyouwonderwhythingshappenthewaytheydo?"12Twostudentsimmediatelyraisedtheirhands.Therestwatchedcuriously,surprisedbytheirclassmates’willingnesstorespond."Doyoumeantotellmethatonlyafewofyouquestionthewaythingsare?"Marvaasked,exaggerating夸張的heramazement"Well,Iguessmostofyouthinklifeiswonderful.Everyonealwayshasenoughtoeat,agoodplacetolive.Thereisnosuffering,nopoverty…"Herwordsweremuffled聽不清的bythechildren’sgroansandgiggles輕笑."Everytimeyousay‘That’snotfair’oryouwonderwhysomethingisthewayitis,youarequestioninglife,justasMr.Emersondid.Hebelievethateverypersonhasafreewillandcanchoosetomakehislifewhathewantsittobe.Ibelievethat.Ibelievethatyoucanmakeyourlifeanythingyouwantittobe."Mr.Emersonistellingustotrustourownthoughts,tothinkforourselvesandnotworryaboutwhatotherpeopletellustothink.兩名學(xué)生立即舉起了手,其他人于是好奇地看著他們,為兩名同學(xué)回應(yīng)老師的意愿而感到吃驚。"你們是想告訴我你們中僅有極少數(shù)人質(zhì)疑過事物的本質(zhì)嗎？"馬文老師發(fā)問道,并且還夸大了自己的驚訝。"好吧,我想,在座的大多數(shù)人都認(rèn)為生活是美好的。所有人都總有足夠的食物果腹并有好居所。這個世界上沒有苦難,沒有貧困??"她的話被孩子們的抱怨聲及咯咯的笑給掩住了。"當(dāng)然,你們不會這樣想,"她緩緩地繼續(xù)著。"每當(dāng)你們說‘這不公平’或思考事情為何會如此時,你們就是在叩問生活——就像愛默生先生那樣。他相信每個人都有自由的意志,并且可以選擇去過自己想要的生活。我相信這一點(diǎn)。我相信你們都能過上自己想要的生活。"13Tanya,whatdoesEmersontellustodo?""Trustourselves,"repliedTanya.Freddie,tellmewhatyoulearnedfromMr.Emerson’sessay."Freeddielookedattentively專心的atMarvabutdidn’tanswer."Youhavearighttoyouropinion.Yousaywhatyouthink."Marvatoldhim."Don’tcarewhatanyoneelsethinks.What’sinsideofyouisimportant.""Ilearnedaboutself-reliance."Freddiewhispered."Speakinabigvoice,peach.Whatdoesself-reliancemean?Believingin——.""Believinginyourself?""Ofcourseitdoes,butsayitwithconfidencesoweallknowyoubelieveinwhatyou’resaying.Letusallknowhowbrightyouare."Marvasaid,nodding."Chris,whatdidyoulearnfromMr.Emerson?"14"Ifyoudon’tthinkforyourself,otherpeoplewilltellyouwhattothink."Marva’seyesglistened閃爍.Shelaughed,sweepingherarmdramatically引人注目的toherbrowassheheldherselfupagainstthewindowsill,feigningaswoon昏迷."Oh,Ijustcan’tstandit.You’reallsobright.You’reallsosagacious睿智的.Sagaciousmeanssmartandwise.Whatdoessagaciousmean,children?""Smartandwise,"theychanted."Andwhoissagacious?""Weare,"theyshouted.馬文老師突然間兩眼放光：她笑了；靠著窗臺,她戲劇般地抬起手掃了一下額頭,佯作暈厥。"啊,我再也忍受不了了！你們都是如此聰明,如此睿智。睿智的意思是聰明而有智慧。孩子們,現(xiàn)在由你們來告訴我,睿智是什么意思？"15"Youcertainlyare."Marvaputathroatyemphasisoncertainlyasshewalkedtherowsofdesksrufflinghair,pinchingacheek,squeezing擠壓ashoulder.Itwasabeginning.TheskillswouldcomelaterwiththedailydrillsofsoundsandwordsoverandoveruntilMarvawastiredofthelitany冗長的故事.Firstshehadtoconvincethechildrenshecaredaboutthem,convincethemtotrusther,andmakethembelievetheycoulddoanythingtheywantedtodo."你們當(dāng)然都是睿智的。"馬文老師用低沉洪亮的聲音強(qiáng)調(diào)了"當(dāng)然"二字。她一邊說著,一邊在學(xué)生們的桌椅間穿梭,弄弄這個孩子的頭發(fā),捏捏那個孩子的臉蛋兒,或是壓壓另一個孩子的肩膀。這還僅僅是個開始。日后,這間教室里還會有反復(fù)念誦單詞的日常訓(xùn)練——直到馬文老師都覺得重復(fù)得厭煩了為止。首先,她必須讓學(xué)生們確信她真的關(guān)心他們,說服他們相信她,并讓孩子們堅信他們可以做到任何他們想做的事情。WhyToughTeachersGetGoodResults為什么嚴(yán)厲的教師得到好的結(jié)果Ihadateacheroncewhocalledhisstudents'idiots'whentheyscrewedup弄砸了.Hewasourorchestraconductor指揮,afierce兇的UkrainianimmigrantnamedJerryKupchynsky,andwhensomeoneplayedoutoftune走調(diào),hewouldstoptheentiregrouptoyell,曾經(jīng)有一位老師,他把那些將事情搞砸了的學(xué)生稱為"白癡"。這位老師名叫杰里,是一位令人望而生畏的烏克蘭移民,他當(dāng)時擔(dān)任我們的樂隊指揮。當(dāng)有人在演奏中音調(diào)不準(zhǔn)時,他會讓整個樂團(tuán)停下來,然后大吼'Whoeezdeafinfirstviolins!?'Hemadeusrehearse排演untilourfingersalmostbled流血的.Hecorrectedourwaywardhandsandarmsbypoking刺atuswithapencil.道："第一小提琴聲部哪個人聾了？！"他讓我們一直排練、直到每個人的手指幾近流血。他還會用鉛筆戳我們以此來糾正我們不標(biāo)準(zhǔn)的雙手和臂膀姿勢。Today,he'dbefired.Butwhenhediedafewyearsago,hewascelebrated:Fortyyears'worthofformerstudentsandcolleaguesflewbacktomyNewJerseyhometownfromeverycornerofthecountry,oldinstruments樂器intow,toplayaconcertinhismemory.Iwasamongthem,toting〔tote手提mylong-neglectedviola.Whenthecurtainroseonourconcertthatday,wehadformedasymphonyorchestrathesizeoftheNewYorkPhilharmonic.如果換做是在今天,他準(zhǔn)會被解雇。但在幾年前他去世之際,他得到的卻是眾人的敬仰：40年來他教過的學(xué)生和曾經(jīng)的同事都從全國各地飛回新澤西我的家鄉(xiāng),大家拖著老樂器一起舉辦了場音樂會悼念他。我也提著好久都沒摸的中提琴參與到其中。那一天,當(dāng)我們音樂會的幕布升起時,我們所組成的是一支與紐約愛樂樂團(tuán)<NewYorkPhilharmonic>規(guī)模相當(dāng)?shù)慕豁憳穲F(tuán)。Iwasstunned〔stun震驚bytheoutpouringforthegruff粗暴的oldteacherweknewasMr.K.ButIwasequallystruckbythesuccessofhisformerstudents.Someweremusicians,butmosthaddistinguishedthemselvesinotherfields,likelaw,academiaandmedicine.Researchtellsusthatthereisapositivecorrelation正相關(guān)betweenmusiceducationandacademicachievement.Butthatalonedidn'texplainthebelated遲來的surgeofgratitudeforateacherwhobasicallytortured〔tortured折磨usthroughadolescence青春期.大家對K先生這位壞脾氣故師的真情流露讓我震驚。但讓我同樣震驚的是他這些學(xué)生的成就。有一些人成為了音樂家,但大多數(shù)人都在其他領(lǐng)域脫潁而出,像法律界、學(xué)術(shù)界還有醫(yī)學(xué)界。研究表明,在音樂教育與學(xué)術(shù)成就之間存在著一種正相關(guān)性。但僅僅只有這些,無法解釋我們對一位曾在整個青少年期折磨過我們的老師姍姍來遲的、澎湃的感恩之情。We'reinthemidstofanationalwaveofself-recrimination自我譴責(zé)overtheU.S.educationsystem.Everydaythereishand-wringing絕望overourstudentsfallingbehindtherestoftheworld.Fifteen-year-oldsintheU.S.trail落后studentsin12othernationsinscienceand17inmath,bested打敗bytheircounterpartsnotjustinAsiabutinFinland,EstoniaandtheNetherlands,too.Anentireindustryofbooksandconsultantshasgrownupthatcapitalizes資本化onourcollective集體的fearthatAmericaneducationisinadequate不充分的andaskswhatAmericaneducatorsaredoingwrong.我們正處于對美國教育體系的全國性自責(zé)浪潮當(dāng)中。我們的學(xué)生落后于世界其他地方的學(xué)生,這一點(diǎn)讓我們每天都感到痛心疾首。美國15歲的學(xué)生在自然學(xué)科上被其他12個國家的同齡人甩在身后,而在數(shù)學(xué)科目上則落后于17個國家的學(xué)生,超越美國學(xué)生的同齡人不僅僅在亞洲,而且還有一些來自芬蘭、愛沙尼亞和荷蘭。我們的這種集體性恐慌──即對美國教育不足的恐慌──被資本化,與之相關(guān)的書籍與咨詢業(yè)務(wù)已成長起來,整個業(yè)界都在追問：當(dāng)今的美國教育者做錯了什么？Iwouldaskadifferentquestion.WhatdidMr.Kdoright?Whatcanwelearnfromateacherwhosemethodsflyinthefaceofeverythingwethinkweknowabouteducationtoday,butwhowasundeniably不可否認(rèn)的effective?我將提出一個不同的問題。K先生的為師之道對在哪里？他的教育方法與我們今天篤信的教育法公然相抗、背道而馳,但人們不能否認(rèn)其成效性,我們能從這樣一位老師身上學(xué)到什么？Asitturnsout,quitealot.ComparingMr.K'smethodswiththelatestfindingsinfieldsfrommusictomathtomedicineleadstoasingle,startling令人吃驚的conclusion:It'stimetorevive是復(fù)興old-fashionededucation.Notjusttraditionalbutold-fashionedinthesensethatsomanyofusknewaskids,withstrictdisciplineandunyielding不屈的demands需求.Becausehere'sthething:Itworks.事實(shí)證明,我們能從他的身上學(xué)到許多東西。將K先生的教育法與各領(lǐng)域──從音樂到數(shù)學(xué)再到醫(yī)學(xué)界──最新的發(fā)現(xiàn)相比較,會得出一個統(tǒng)一的、驚人的結(jié)論：現(xiàn)在是時候該重振老式教育法了。不僅僅是傳統(tǒng)教育,而是老式教育。從這個意義上講,也就是我們多數(shù)人在孩童時期所熟知的、帶有嚴(yán)明紀(jì)律與嚴(yán)苛要求的教育方法。這么說是因?yàn)椋核娴墓苡?。NowI'mnotcallingforabuse虐待;I'dbethefirsttocomplainifateachercalledmykidsnames.Butthelatestevidencebacksup支持mymodestproposal提議.Studieshavenowshown,amongotherthings,thebenefitsofmoderate適量的childhoodstress;howpraisekillskids'self-esteem;andwhygrit勇氣決心isabetterpredictorofsuccessthanSATscores.我不是在這里呼吁虐待；如果有一位教師辱罵我的孩子,我會第一個站出來投訴。但最新的證據(jù)對我這一小小的建議給予了支持。諸多研究現(xiàn)已表明,除了別的以外,適度的童年壓力還能使人受益；贊美會如何挫殺孩子們的自尊；以及為何與美國高中畢業(yè)生的學(xué)術(shù)能力評估測試<SAT>分?jǐn)?shù)相比,決心勇氣是更佳的成功先兆。Allofwhichfliesinthefaceofthekinder,gentlerphilosophy哲學(xué)thathasdominatedAmericaneducationoverthepastfewdecades.所有這些都與更友善、更溫和的理念背道而馳,在過去的幾十年中,后者一直主宰著美國教育界。Theconventional傳統(tǒng)的wisdomholdsthatteachersaresupposedtotease取笑,梳理knowledgeoutofstudents,ratherthanpounditintotheirheads.Projectsandcollaborative合作的learningareapplauded;traditionalmethodslikelecturingandmemorization--deridedas被嘲笑為'drillandkill'--arefrownedupon不贊成,dismissed辭退asasurefire一定會發(fā)生的waytosuckyoungmindsdryofcreativityandmotivation.人們普遍認(rèn)為,教師應(yīng)該幫學(xué)生們梳理知識,而不是將要點(diǎn)硬敲進(jìn)他們的腦袋。進(jìn)行項(xiàng)目與協(xié)作性學(xué)習(xí)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(xùn)練與扼殺"──會令人不悅,會被當(dāng)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(xiàng)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(diǎn)點(diǎn)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(shí)事求是的coaches老師whowouldchallengethemanddrivethemtohigherlevelsofperformance.'心理學(xué)家K·安德斯·埃里克森<K.AndersEricsson>進(jìn)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(shí)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(diǎn)。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(jìn)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(dǎo)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(yán)苛訓(xùn)練。Rotelearning,longdiscredited,isnowrecognizedasonereasonthatchildrenwhosefamiliescomefromIndia<wherememorizationisstillprized>arecreamingtheirpeersintheNationalSpellingBeeChampionship.死記硬背機(jī)械性學(xué)習(xí)法長期以來都遭到質(zhì)疑,但如今卻被認(rèn)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(yuǎn)遠(yuǎn)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(xué)生數(shù)學(xué)更好。與此同時,有研究明確地顯示,美國學(xué)生卻在復(fù)雜的數(shù)學(xué)問題中掙扎,他們對基本的加減法運(yùn)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.'XX農(nóng)工大學(xué)<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(zé)美國學(xué)校,為學(xué)生缺少數(shù)學(xué)運(yùn)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(xué)校需要接受令人生畏的"灌輸知識與實(shí)踐練習(xí)"的教育之道。3.Failureisanoption.失敗是學(xué)習(xí)過程中的一個必然因素Kidswhounderstandthatfailureisanecessaryaspectoflearningactuallyperformbetter.Ina2012study,111Frenchsixth-gradersweregivenanagramproblemsthatweretoodifficultforthemtosolve.Onegroupwasthentoldthatfailureandtryingagainarepartofthelearningprocess.Onsubsequenttests,thosechildrenconsistentlyoutperformedtheirpeers.意識到這一點(diǎn)的孩子實(shí)際上表現(xiàn)更佳。在2012年的一項(xiàng)研究中,111名法國六年級學(xué)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(xué)生被告知,失敗與再嘗試是學(xué)習(xí)過程的一部分。在接下來的測試中,這些學(xué)生一直都比其他參與者表現(xiàn)更佳。Thefear,ofcourseisthatfailurewilltraumatizeourkids,sappingthemofself-esteem.當(dāng)然了,我們擔(dān)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(xiàng)研究中,鮑林格林州立大學(xué)<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(xué)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(dān)憂那些消極影響"。4.Strictisbetterthannice.4.嚴(yán)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(xué)<ClaremontGraduateUniversity>教育學(xué)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(xué)最高效的老師〔根據(jù)學(xué)生考試分?jǐn)?shù)衡量挑選出來的。這些老師都在洛杉磯最差的學(xué)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(yán)師。"波普蘭教授說："這個結(jié)論出人意料。"Theresearchershadassumedthatthemosteffectiveteacherswouldleadstudentstoknowledgethroughcollaborativelearninganddiscussion.研究人員曾認(rèn)為,大多數(shù)教學(xué)最高效的老師是通過協(xié)作學(xué)習(xí)與討論來使學(xué)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(xué)方式〔如講課的紀(jì)律嚴(yán)明者教學(xué)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(xué)生都表現(xiàn)欠佳,所以我的工作是就此做點(diǎn)什么──而且我也可以為此做點(diǎn)什么?！?Shereportedherfindingsinalengthyacademicpaper.Butshesaysthatafourth-gradersummarizedherconclusionsmuchmoresuccinctlythisway:'WhenIwasinfirstgradeandsecondgradeandthirdgrade,whenIcriedmyteacherscoddledme.WhenIgottoMrs.T'sroom,shetoldmetosuckitupandgettowork.Ithinkshe'sright.Ineedtoworkharder.'波普蘭教授在一份長篇幅的學(xué)術(shù)論文中發(fā)表了她的結(jié)論。但她稱,一名四年級學(xué)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(dāng)我哭泣的時候,我的老師總會縱容我。當(dāng)我進(jìn)了T太太的班級,她告訴我,別抱怨了,去學(xué)習(xí)。我覺得她說得對,我得更努力地學(xué)習(xí)。"5.Creativitycanbelearned.5.創(chuàng)造性也可后天習(xí)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(diǎn)就是它會扼殺孩子們的創(chuàng)造性。但天普大學(xué)<TempleUniversity>心理學(xué)教授羅伯特·W·韋斯伯格<RobertW.Weisberg>的研究表明,事實(shí)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(jìn)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(jìn)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(xí)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(dāng)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(dāng)你在一個學(xué)科領(lǐng)域內(nèi)進(jìn)行創(chuàng)造時,你得先將自己浸入到這個學(xué)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(xué)習(xí)該科目打基礎(chǔ)。"6.Grittrumpstalent.盡管在指揮臺上極為嚴(yán)厲,但當(dāng)庫普欽斯基坐在觀眾席中時總是對學(xué)生頗為贊賞。圖中為上世紀(jì)70年代中期,庫普欽斯基在為自己的學(xué)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(xué)<UniversityofPennsylvania>心理學(xué)教授安吉拉·達(dá)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(diǎn)軍事學(xué)院<U.S.MilitaryAcademyinWestPoint>的學(xué)員進(jìn)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(biāo)的激情和堅持──是成功的最佳先兆。事實(shí)上,堅韌通常都與天分無關(guān),甚至與其呈負(fù)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(dá)克沃思教授在其職業(yè)初期是一所公立學(xué)校的數(shù)學(xué)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(dāng)她將這套測試題用到即將入校的西點(diǎn)學(xué)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(xùn)練營中半路退出。西點(diǎn)自己的那一套測試方式──將高中畢業(yè)生的學(xué)術(shù)能力評估測試分?jǐn)?shù)、課堂排名、領(lǐng)導(dǎo)能力和身體適應(yīng)性包含在內(nèi)的一個指標(biāo)──無法預(yù)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(dá)克沃思教授認(rèn)為堅忍不拔的品質(zhì)能夠教授給學(xué)生。她稱,有一個出奇簡單的因素就是樂觀──植根于老師和學(xué)生之間的一種信念：他們有能力改變并因而取得進(jìn)步。在2009年針對新教師的一項(xiàng)研究中,她在學(xué)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(xué)生在學(xué)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(xué)<Stanford>心理學(xué)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(dǎo)學(xué)》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。"8....whilestressmakesyoustrong.8.壓力讓你更強(qiáng)大。A2011UniversityatBuffalostudyfoundthatamoderateamountofstressinchi