有感于TED演講《怎樣預(yù)測(cè)一個(gè)人會(huì)成功》

第一篇：有感于TED演講《怎樣預(yù)測(cè)一個(gè)人會(huì)成功》

發(fā)布于 2014年10月11日星期六 12:11

作者：石振勇

TED演講《怎樣預(yù)測(cè)一個(gè)人會(huì)成功》中，我最關(guān)注的幾段內(nèi)容是：

我開(kāi)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？為什么會(huì)成功？

我和我的研究團(tuán)隊(duì)去了西點(diǎn)軍校。我們?cè)囍A(yù)測(cè)哪些學(xué)員能通過(guò)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。

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？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。意志力是面對(duì)長(zhǎng)遠(yuǎn)目標(biāo)時(shí)的熱情和毅力。意志力是有耐力的表現(xiàn)。意志力是日復(fù)一日依然對(duì)未來(lái)堅(jiān)信不已---不只是這周、不只是這個(gè)月，而是年復(fù)一年。用心、努力工作來(lái)實(shí)現(xiàn)所堅(jiān)信的那個(gè)未來(lái)。意志力是將生活看作是一場(chǎng)馬拉松，不是短跑。

點(diǎn)擊觀看視頻《TED演講：怎樣預(yù)測(cè)一個(gè)人會(huì)否成功？》

我很同意這個(gè)演講的內(nèi)容。從我過(guò)去十幾年對(duì)朋友、同事的觀察來(lái)看，事業(yè)的成功者，無(wú)一例外都是意志力堅(jiān)強(qiáng)的人。當(dāng)然我們不能只給出“成功=意志力”這么簡(jiǎn)單的回答。我們要去回答怎么培養(yǎng)人的意志力。

我個(gè)人認(rèn)為，意志力的來(lái)源有三：

第一，有人確實(shí)天生意志力強(qiáng)大，這是一種遺傳基因。

第二，有人在人生早期階段機(jī)緣巧合的進(jìn)入了一種“正反饋”的狀態(tài)。通俗講，就是他偶然發(fā)現(xiàn)做某件事收到了“甜頭”，他就繼續(xù)加大投入，會(huì)收到更大的“甜頭”。這樣他就進(jìn)入了正反饋，自然形成了對(duì)這件事情的意志力。這種意志力不需要去“堅(jiān)持”。第三，有的人需要后天自律的去培養(yǎng)意志力。

前兩者都屬于“幸運(yùn)”，我們重點(diǎn)需要解決的是上面的第三種，怎么后天培養(yǎng)意志力，我們的答案就是“游戲化”。

游戲化有一系列的機(jī)制，比如降低任務(wù)的初始難度、自主挑選任務(wù)、立即獲得反饋、不斷晉級(jí)獲得榮譽(yù)、不斷增加能力、始終保持趣味性。通過(guò)這些機(jī)制，循序漸進(jìn)地提升人的意志力，增強(qiáng)人們實(shí)現(xiàn)目標(biāo)的能力。

正是基于這些考慮，黑馬周報(bào)會(huì)不斷加入“游戲化元素”，會(huì)始終致力于幫助每個(gè)人獲得成功所需的“意志力”。讓我們拭目以待吧！

第二篇：TED演講成功的兩大秘訣

TED演講成功的兩大秘訣

一前期準(zhǔn)備工作

當(dāng)我想到要做一個(gè)扣人心弦的演講，在我腦海中浮現(xiàn)的是去帶著觀眾踏上一段旅途。1.做好提綱

除非你有值得一說(shuō)的東西，不然你就做不了一個(gè)好的演講。而對(duì)你想說(shuō)的內(nèi)容進(jìn)行提煉和建立結(jié)構(gòu)是準(zhǔn)備過(guò)程中最重要的部分。2.講一個(gè)故事

我們都知道人們很喜歡聽(tīng)故事，而那些最引人入勝的敘述結(jié)構(gòu)中都有著大量的隱喻。當(dāng)我想到要做一個(gè)扣人心弦的演講，在我腦海中浮現(xiàn)的是去帶著觀眾踏上一段旅途。一個(gè)成功的演講是一個(gè)小小的奇跡，人們由此看到不同的世界。

如果你把故事當(dāng)作一段旅途，最重要的便是找出從哪里開(kāi)始、到哪里結(jié)束。想想觀眾們對(duì)你的故事可能已經(jīng)有了哪些了解、他們有多關(guān)心它，以此找到合適的起點(diǎn)。

最棒的演講者會(huì)非?？焖俚亟榻B主題，解釋他們自己為什么會(huì)對(duì)這個(gè)話題感興趣，并說(shuō)服觀眾相信他們也應(yīng)該關(guān)注這個(gè)主題。3.突出重點(diǎn)

我在演講者的初稿中發(fā)現(xiàn)的最大問(wèn)題是會(huì)涵蓋太多內(nèi)容。你無(wú)法在一個(gè)演講中去概括整個(gè)行業(yè)。如果你試圖將你知道的所有東西都塞進(jìn)演講，那就沒(méi)時(shí)間去舉出關(guān)鍵的細(xì)節(jié)了，而且你的演講會(huì)因各種抽象的語(yǔ)言而晦澀難懂，從而會(huì)導(dǎo)致本身就懂的人能聽(tīng)得懂，而之前不懂的人就不知所云了。

你需要舉出具體的例子來(lái)使你的想法有血有肉，充實(shí)起來(lái)。

不要一心想把所有東西都納入到一個(gè)短短的演講。相反地，要深入。不要告訴我們你研究的整個(gè)領(lǐng)域，告訴我們你的獨(dú)特貢獻(xiàn)。

當(dāng)然，過(guò)度闡述或者糾結(jié)于內(nèi)容的意義也不可行。對(duì)這種情況有另一套補(bǔ)救的方法。記住，觀眾們很聰明。讓他們自己去找尋出一些意義，去各自歸納收獲的結(jié)論。4.營(yíng)造懸念

很多頂級(jí)的演講具有著偵探小說(shuō)般的敘事結(jié)構(gòu)，演講者引出問(wèn)題開(kāi)始演講，然后介紹尋求解決方法的過(guò)程，直到恍然大悟的一刻，這時(shí)觀眾自會(huì)看到這一切敘述的意義。

如果一個(gè)演講失敗了，幾乎都是因?yàn)橹v者沒(méi)有設(shè)計(jì)好整個(gè)故事，錯(cuò)誤估計(jì)了觀眾的興趣點(diǎn)，或者忽略了故事本身。即使話題再重要，沒(méi)有足夠的敘述作為鋪墊，反而偶然冒出一些武斷的意見(jiàn)總會(huì)讓人感到不爽。沒(méi)有一個(gè)遞進(jìn)的過(guò)程，就不會(huì)感到自己有所收獲。

二想好演講方式

我認(rèn)為最簡(jiǎn)單且實(shí)用的方法就是上臺(tái)前做一下深呼吸。1.最受歡迎的演講都是背好了講

一旦你想好怎么說(shuō)故事了，就可以開(kāi)始重點(diǎn)考慮具體的演講方式。發(fā)表一個(gè)演講有三個(gè)主要的途徑：

1、照著手稿或提詞器直接讀；

2、記下演講提綱來(lái)提示你要講的具體內(nèi)容；

3、記住全部?jī)?nèi)容。

我的建議是：別照著讀，也別使用提詞器。一旦被人們看出來(lái)你在照著讀，觀眾們的注意力就會(huì)轉(zhuǎn)移。突然你就與觀眾變得疏遠(yuǎn)。

我們很多最受歡迎的TED演講都是逐字逐句完全記下來(lái)的。如果你有充裕的時(shí)間做這樣的準(zhǔn)備，這其實(shí)就是最好的演講方式。2.使用親切的談話式語(yǔ)氣

有些講者傾向于較為權(quán)威、裝逼、強(qiáng)硬或熱切的語(yǔ)氣，可是談話式的語(yǔ)氣會(huì)聽(tīng)上去更令人舒服。

如果成功的演講是一次旅途，那就不要在過(guò)程中惹惱你的旅伴。有些講者表現(xiàn)得太過(guò)于自我。他們表現(xiàn)得非常優(yōu)越、人生成功而圓滿，但觀眾們就會(huì)感到無(wú)語(yǔ)。千萬(wàn)別這樣。

3.減少下半身的移動(dòng)

就那些毫無(wú)經(jīng)驗(yàn)的演講者而言，肢體表現(xiàn)是演講中最難的一部分，不過(guò)人們卻會(huì)太容易高估它的作用。用對(duì)措辭、說(shuō)好故事、以及演講的內(nèi)容要比你站姿如何、看起來(lái)是否緊張更大程度地決定演講能否成功。對(duì)臺(tái)風(fēng)而言，一定程度上的訓(xùn)練就有很大幫助。

我們?cè)谠缙谂啪殨r(shí)候發(fā)現(xiàn)的最常見(jiàn)的錯(cuò)誤，是人們會(huì)過(guò)于頻繁地移動(dòng)身體。他們會(huì)晃來(lái)晃去，或者把重心在兩腿間不停移動(dòng)。如此容易分散觀眾的注意力。其實(shí)，只要減少下半身的移動(dòng)就可大大提高臺(tái)風(fēng)。4.把握眼神交流

在臺(tái)上最關(guān)鍵的肢體語(yǔ)言或許應(yīng)該是眼神交流。在觀眾席里找五六位看起來(lái)順眼的，演講時(shí)用眼神和她們交流，把他們當(dāng)成你很久沒(méi)見(jiàn)的老朋友，想象你正把他們帶進(jìn)你的工作中來(lái)。這樣的眼神交流相當(dāng)有效，它比其他任何方法都要對(duì)你的演講有幫助。即使你沒(méi)有充足的時(shí)間做好準(zhǔn)備，必須得照著稿子讀，那么抬起頭做一些眼神上的交流會(huì)讓一切變得不同。5.如何面對(duì)緊張

對(duì)無(wú)經(jīng)驗(yàn)的演講者而言，另一個(gè)大挑戰(zhàn)就是緊張，不同人應(yīng)對(duì)緊張有不同的處理方法。很多講者在演講前會(huì)呆在觀眾席中，這方法很有效，因?yàn)槁?tīng)前面的演講者演講可以轉(zhuǎn)移注意力并減少緊張。

我認(rèn)為最簡(jiǎn)單且實(shí)用的方法就是上臺(tái)前做一下深呼吸。真心有效。

就算不能完全克服緊張，也沒(méi)關(guān)系，觀眾們其實(shí)也預(yù)料得到你會(huì)緊張。緊張能使你表現(xiàn)得更好：它給予你表現(xiàn)的力量，并保持你思維敏捷。穩(wěn)住呼吸，一切都沒(méi)問(wèn)題的！

甚至，承認(rèn)緊張也可以帶來(lái)魅力。大膽展示出你的脆弱，無(wú)論是緊張亦或是你的語(yǔ)音語(yǔ)調(diào)，只要是實(shí)在的，都是贏得觀眾傾心的有力武器。在2012年TED大會(huì)上演講的蘇珊·凱恩就特怕做演講。你可以感覺(jué)到她在臺(tái)上時(shí)的脆弱，這種感受讓觀眾都為她加油—所有人在結(jié)束后都想擁抱她。努力使她美麗，也使她的演講成為當(dāng)年最受歡迎的一個(gè)。

6.恰當(dāng)采用多媒體技術(shù)

現(xiàn)在為我們所用的多媒體技術(shù)數(shù)不勝數(shù)，所以覺(jué)得怎么也得用幻燈片吧，什么都不用都覺(jué)得對(duì)有點(diǎn)不起觀眾?，F(xiàn)在大多數(shù)人都知道PPT的訣竅：保持簡(jiǎn)潔；不要把幻燈片做成演講稿（就好比列出你所要講的每一點(diǎn)—這些最好寫(xiě)在你手中的小卡片里）；不要把幻燈片上的內(nèi)容原封不動(dòng)地大聲念出來(lái)。

許多頂尖的TED演講者不用幻燈片，而且很多演講內(nèi)容也不需要它。如果你要用到視頻，那么，把它剪輯得足夠短—如果長(zhǎng)于1分鐘，你就有可能失去觀眾了。還有，任何帶配樂(lè)的視頻都可能會(huì)讓人倒胃口。而且無(wú)論如何，別放你自己被電視臺(tái)采訪的視頻。我曾看過(guò)有演講者這么做，而且真不怎么樣—沒(méi)人會(huì)想要了解你的自大。觀眾已經(jīng)在你面前聽(tīng)你現(xiàn)場(chǎng)演講了，為什么還要同時(shí)讓他們到看你出現(xiàn)在新聞采訪的特寫(xiě)鏡頭中呢？

第三篇：TED演講：成功的秘訣

成功的鑰匙

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 grades 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.What 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 weren’t doing so well.And that got me thinking, the kinds of things you need to learn in seventh grade math, sure, they’re 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 material if they worked hard and long enough。

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)校教七年級(jí)學(xué)生數(shù)學(xué)，和別的老師一樣，我會(huì)給同學(xué)們做小測(cè)試和考試，我會(huì)給他們布置家庭作業(yè)。當(dāng)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)，讓我震驚的是，I.Q的高低并不是我最好的和最差的學(xué)生之間唯一的差別，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)谄吣昙?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 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? So I left 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 try 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 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 who’s going to earn the most money? 經(jīng)過(guò)幾年教學(xué)之后，我得出一個(gè)結(jié)論，我們?cè)诮逃矫嫘枰龅氖菑膶W(xué)習(xí)動(dòng)力的角度和心理學(xué)的角度對(duì)學(xué)生和學(xué)習(xí)行為，進(jìn)行一次更為深刻的理解。在教育系統(tǒng)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的學(xué)習(xí)能力呢？所以我離開(kāi)了講臺(tái)，回到學(xué)校繼續(xù)心理學(xué)碩士學(xué)位。我開(kāi)始研究，孩子和大人在各種具有挑戰(zhàn)性的情況下以及在各項(xiàng)研究中，我的問(wèn)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(kāi)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，在惡劣的環(huán)境下工作的，剛?cè)胄械睦蠋?，詢?wèn)他們哪些老師會(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?wèn)哪些銷售人員可以保住工作，哪些賺錢更多？

In all those very different contexts, one characteristic emerged, as a significant predictor of success, and it wasn’t social intelligence, it wasn’t good looks, physical health, and it wasn’t I.Q., it was grit.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 it’s a marathon, not a sprint.A few years ago, I started studying grit in the Chicago public schools.I asked thousands of high school junior 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 incomes, standardized achievement test scores, even how safe kids felt when they were at school.So it’s not just at West Point or the National Spelling Bee that grit matters, it’s 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.在所有那些不同的環(huán)境下，一種性格特征凸顯了出來(lái)，這種特征很大程度上預(yù)示了成功，而且他并不是社交智力，不是漂亮的外表，強(qiáng)健的體魄，也不是很高的I.Q.，它是毅力。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)。毅力把生活當(dāng)成一場(chǎng)馬拉松而不是一場(chǎng)短跑。幾年前，在芝加哥的公立學(xué)校里開(kāi)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(wèn)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)我來(lái)說(shuō)，關(guān)于毅力最讓我震驚的事情莫過(guò)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。

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 don’t know.What I do know is that talent doesn’t 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 measure of talent.So far, the best idea I’ve 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, they’re much more likely to persevere when they fail, because they don’t believe that failure is a permanent condition.So growth mindset is a great idea for building grit, but we need more, and that’s where I’m going to end my remarks, because that’s where we are, that’s 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 we’ve been successful, and we have to be willing to fail, to be wrong, to start over again with lessons learned.In other words, we need to be gritty about getting our kids grittier.Thank you!

每天都有家長(zhǎng)和老師來(lái)問(wèn)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，我又該怎樣調(diào)動(dòng)他們長(zhǎng)期的積極性呢？老實(shí)說(shuō)，我不知道。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)十分清楚的表明，有許多才華橫溢的人，他們都無(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。到目前為止，我所聽(tīng)說(shuō)過(guò)得在孩子身上培養(yǎng)堅(jiān)忍品質(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(guò)一個(gè)觀點(diǎn)，他相信人的學(xué)習(xí)能力是可變的，他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)樗麄儾幌嘈乓恢笔∠氯?，因此，成長(zhǎng)性思維模式對(duì)培養(yǎng)毅力大有裨益。但是我們需要更多，我決定在次結(jié)束我的評(píng)論，因?yàn)槲覀冋诮?jīng)歷這一切，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(jué)。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)還要渴望面對(duì)失敗和錯(cuò)誤，要從這些失敗中汲取教訓(xùn)經(jīng)驗(yàn)重新再來(lái)，換句話說(shuō)，我們只有自己變得更加有毅力才能讓我們的孩子變得更有毅力，謝謝大家。

第四篇：TED演講怎樣從錯(cuò)誤中學(xué)習(xí)

TED: 怎樣從錯(cuò)誤中學(xué)習(xí)

Diana Laugenberg:How to learn? From mistakes

講者分享了其多年從教中所認(rèn)識(shí)到的一從錯(cuò)誤中學(xué)習(xí)的觀念“允許孩子失敗，把失敗視為學(xué)習(xí)的一部分”，以及從教育實(shí)踐中學(xué)到的三件事：“1.體驗(yàn)學(xué)習(xí)的過(guò)程 2.傾聽(tīng)學(xué)生的聲音 3.接納錯(cuò)誤的失敗。” TED演講文本：

0:15 I have been teaching for a long time, and in doing so have acquired a body of knowledge aboutkids and learning that I really wish more people would understand about the potential ofstudents.In 1931, my grandmother--bottom left for you guys over here--graduated from theeighth grade.She went to school to get the information because that's where the informationlived.It was in the books;it was inside the teacher's head;and she needed to go there to getthe information, because that's how you learned.Fast-forward a generation: this is the one-roomschoolhouse, Oak Grove, where my father went to a one-room schoolhouse.And he again hadto travel to the school to get the information from the teacher, stored it in the only portablememory he has, which is inside his own head, and take it with him, because that is howinformation was being transported from teacher to student and then used in the world.When Iwas a kid, we had a set of encyclopedias at my house.It was purchased the year I was born,and it was extraordinary, because I did not have to wait to go to the library to get to theinformation.The information was inside my house and it was awesome.This was different thaneither generation had experienced before, and it changed the way I interacted with informationeven at just a small level.But the information was closer to me.I could get access to it.1:34 In the time that passes between when I was a kid in high school and when I started teaching,we really see the advent of the Internet.Right about the time that the Internet gets going as aneducational tool, I take off from Wisconsin and move to Kansas, small town Kansas, where Ihad an opportunity to teach in a lovely, small-town, rural Kansas school district, where I wasteaching my favorite subject, American government.My first year--super gung-ho--going toteach American government, loved the political system.Kids in the 12th grade: not exactly allthat enthusiastic about the American government system.Year two: learned a few things--hadto change my tactic.And I put in front of them an authentic experience that allowed them tolearn for themselves.I didn't tell them what to do or how to do it.I posed a problem in front ofthem, which was to put on an election forum for their own community.2:27 They produced flyers.They called offices.They checked schedules.They were meeting withsecretaries.They produced an election forum booklet for the entire town to learn more abouttheir candidates.They invited everyone into the school for an evening of conversation aboutgovernment and politics and whether or not the streets were done well, and really had thisrobust experiential learning.The older teachers--more experienced--looked at me and went, “Oh, there she is.That's so cute.She's trying to get that done.”(Laughter)“She doesn't knowwhat she's in for.” But I knew that the kids would show up, and I believed it, and I told themevery week what I expected out of them.And that night, all 90 kids--dressed appropriately,doing their job, owning it.I had to just sit and watch.It was theirs.It was experiential.It wasauthentic.It meant something to them.And they will step up.3:17 From Kansas, I moved on to lovely Arizona, where I taught in Flagstaff for a number of years,this time with middle school students.Luckily, I didn't have to teach them American government.Could teach them the more exciting topic of geography.Again, “thrilled” to learn.But what wasinteresting about this position I found myself in in Arizona, was I had this really extraordinarilyeclectic group of kids to work with in a truly public school, and we got to have these momentswhere we would get these opportunities.And one opportunity was we got to go and meet PaulRusesabagina, which is the gentleman that the movie “Hotel Rwanda” is based after.And hewas going to speak at the high school next door to us.We could walk there.We didn't evenhave to pay for the buses.There was no expense cost.Perfect field trip.4:04 The problem then becomes how do you take seventh-and eighth-graders to a talk aboutgenocide and deal with the subject in a way that is responsible and respectful, and they knowwhat to do with it.And so we chose to look at Paul Rusesabagina as an example of a gentlemanwho singularly used his life to do something positive.I then challenged the kids to identifysomeone in their own life, or in their own story, or in their own world, that they could identify thathad done a similar thing.I asked them to produce a little movie about it.It's the first time we'ddone this.Nobody really knew how to make these little movies on the computer, but they wereinto it.And I asked them to put their own voice over it.It was the most awesome moment ofrevelation that when you ask kids to use their own voice and ask them to speak for themselves,what they're willing to share.The last question of the assignment is: how do you plan to useyour life to positively impact other people? The things that kids will say when you ask them andtake the time to listen is extraordinary.5:05 Fast-forward to Pennsylvania, where I find myself today.I teach at the Science LeadershipAcademy, which is a partnership school between the Franklin Institute and the school district ofPhiladelphia.We are a nine through 12 public school, but we do school quite differently.I movedthere primarily to be part of a learning environment that validated the way that I knew that kidslearned, and that really wanted to investigate what was possible when you are willing to let go ofsome of the paradigms of the past, of information scarcity when my grandmother was in schooland when my father was in school and even when I was in school, and to a moment when wehave information surplus.So what do you do when the information is all around you? Why doyou have kids come to school if they no longer have to come there to get the information? 5:51 In Philadelphia we have a one-to-one laptop program, so the kids are bringing in laptops withthem everyday, taking them home, getting access to information.And here's the thing that youneed to get comfortable with when you've given the tool to acquire information to students, isthat you have to be comfortable with this idea of allowing kids to fail as part of the learningprocess.We deal right now in the educational landscape with an infatuation with the culture ofone right answer that can be properly bubbled on the average multiple choice test, and I amhere to share with you: it is not learning.That is the absolute wrong thing to ask, to tell kids tonever be wrong.To ask them to always have the right answer doesn't allow them to learn.Sowe did this project, and this is one of the artifacts of the project.I almost never show them offbecause of the issue of the idea of failure.6:45 My students produced these info-graphics as a result of a unit that we decided to do at the endof the year responding to the oil spill.I asked them to take the examples that we were seeing ofthe info-graphics that existed in a lot of mass media, and take a look at what were theinteresting components of it, and produce one for themselves of a different man-made disasterfrom American history.And they had certain criteria to do it.They were a little uncomfortablewith it, because we'd never done this before, and they didn't know exactly how to do it.Theycan talk--they're very smooth, and they can write very, very well, but asking them tocommunicate ideas in a different way was a little uncomfortable for them.But I gave them theroom to just do the thing.Go create.Go figure it out.Let's see what we can do.And thestudent that persistently turns out the best visual product did not disappoint.This was done inlike two or three days.And this is the work of the student that consistently did it.7:39 And when I sat the students down, I said, “Who's got the best one?” And they immediatelywent, “There it is.” Didn't read anything.“There it is.” And I said, “Well what makes it great?”And they're like, “Oh, the design's good, and he's using good color.And there's some...” Andthey went through all that we processed out loud.And I said, “Go read it.” And they're like, “Oh,that one wasn't so awesome.” And then we went to another one--it didn't have great visuals,but it had great information--and spent an hour talking about the learning process, because itwasn't about whether or not it was perfect, or whether or not it was what I could create.Itasked them to create for themselves, and it allowed them to fail, process, learn from.And whenwe do another round of this in my class this year, they will do better this time, because learninghas to include an amount of failure, because failure is instructional in the process.8:29 There are a million pictures that I could click through here, and had to choose carefully--this isone of my favorites--of students learning, of what learning can look like in a landscape wherewe let go of the idea that kids have to come to school to get the information, but instead, askthem what they can do with it.Ask them really interesting questions.They will not disappoint.Ask them to go to places, to see things for themselves, to actually experience the learning, toplay, to inquire.This is one of my favorite photos, because this was taken on Tuesday, when Iasked the students to go to the polls.This is Robbie, and this was his first day of voting, and hewanted to share that with everybody and do that.But this is learning too, because we askedthem to go out into real spaces.9:20 The main point is that, if we continue to look at education as if it's about coming to school to getthe information and not about experiential learning, empowering student voice and embracingfailure, we're missing the mark.And everything that everybody is talking about today isn'tpossible if we keep having an educational system that does not value these qualities, becausewe won't get there with a standardized test, and we won't get there with a culture of one rightanswer.We know how to do this better, and it's time to do better.0:15

我從事教師工作很長(zhǎng)一段時(shí)間了，而在我教書(shū)的過(guò)程當(dāng)中我學(xué)了很多關(guān)于孩子與學(xué)習(xí)的知識(shí) 我非常希望更多人可以了解學(xué)生的潛能。1931年,我的祖母從你們那邊看過(guò)來(lái)左下角那位--從八年級(jí)畢業(yè)。她上學(xué)是去獲取知識(shí) 因?yàn)樵谶^(guò)去,那是知識(shí)存在的地方知識(shí)在書(shū)本里,在老師的腦袋里，而她需要專程到學(xué)校去獲得這些知識(shí)，因?yàn)槟鞘钱?dāng)時(shí)學(xué)習(xí)的途徑快進(jìn)過(guò)一代：這是個(gè)只有一間教室的學(xué)校,Oak Grove，我父親就是在這間只有一個(gè)教室的學(xué)校就讀。而同樣的,他不得不去上學(xué) 以從老師那兒取得知識(shí)，然后將這些知識(shí)儲(chǔ)存在他唯一的移動(dòng)內(nèi)存,那就是他自己的腦袋里，然后將這些隨身攜帶，因?yàn)檫@是過(guò)去知識(shí)被傳遞的方式從老師傳給學(xué)生,接著在世界上使用。當(dāng)我還小的時(shí)候，我們家里有一套百科全書(shū)。從我一出生就買了這套書(shū)，而那是非常了不起的事情，因?yàn)槲也恍枰戎D書(shū)館取得這些知識(shí)，這些信息就在我的屋子里而那真是太棒了。這是和過(guò)去相比,是非常不同的這改變了我和信息互動(dòng)的方式即便改變的幅度很小。但這些知識(shí)卻離我更近了。我可以隨時(shí)獲取它們。