第一篇：TED 演講稿 怎樣從錯(cuò)誤中學(xué)習(xí)

I have been teaching for a long time, and in doing so have acquired a body of knowledge about kids and learning that I really wish more people would understand about the potential of students.In 1931, my grandmother--bottom left for you guys over here--graduated from the eighth grade.She went to school to get the information because that's where the information lived.It was in the books;it was inside the teacher's head;and she needed to go there to get the information, because that's how you learned.Fast-forward a generation: this is the one-room schoolhouse, Oak Grove, where my father went to a one-room schoolhouse.And he again had to travel to the school to get the information from the teacher, stored it in the only portable memory he has, which is inside his own head, and take it with him, because that is how information was being transported from teacher to student and then used in the world.When I was 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 the information.The information was inside my house and it was awesome.This was differentthan either generation had experienced before, and it changed the way I interacted with information even at just a small level.But the information was closer to me.I could get access to it.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 an educational tool, I take off from Wisconsin and move to Kansas, small town Kansas, where I had an opportunity to teach in a lovely, small-town, rural Kansas school district, where I was teaching my favorite subject, American government.My first year--super gung-ho--going to teach American government, loved the political system.Kids in the 12th grade: not exactly all that enthusiastic about the American government system.Year two: learned a few things--had to change my tactic.And I put in front of them an authentic experience that allowed them to learn for themselves.I didn't tell them what to do or how to do it.I posed a problem in front of them, which was to put on an election forum for their own community.They produced fliers.They called offices.They checked schedules.They were meeting with secretaries.They produced an election forum booklet for the entire town to learn more about their candidates.They invited everyone into the school for an evening of conversation about government and politics and whether or not the streets were done well, and really had this robust 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 know what she's in for.” But I knew that the kids would show up, and I believed it, and I told them every 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 was authentic.It meant something to them.And they will step up.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 was interesting about this position I found myself in in Arizona, was I had this reallyextraordinarily eclectic group of kids to work with in a truly public school, and we got to have these moments where we would get these opportunities.And one opportunity was we got to go and meet Paul Rusesabagina, which is the gentleman that the movie “Hotel Rwanda” is based after.And he was going to speak at the high school next door to us.We could walk there.We didn't even have to pay for the buses.There was no expense cost.Perfect field trip.The problem then becomes how do you take seventh-and eighth-graders to a talk about genocide and deal with the subject in a way that is responsible and respectful, and they know what to do with it.And so we chose to look at Paul Rusesabagina as an example of a gentleman who singularly used his life to do something positive.I then challenged the kids to identify someone in their own life, or in their own story, or in their own world, that they could identify that had done a similar thing.I asked them to produce a little movie about it.It's the first time we'd done this.Nobody really knew how to make these little movies on the computer, but they were into it.And I asked them to put their own voice over it.It was the most awesome moment of revelation 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 use your life to positively impact other people? The things that kids will say when you ask them and take the time to listen is extraordinary.Fast-forward to Pennsylvania, where I find myself today.I teach at the Science Leadership Academy, which is a partnership school between the Franklin Institute and the school district of Philadelphia.We are a nine through 12 public school, but we do school quite differently.I moved there primarily to be part of a learning environment that validated the way that I knew that kids learned, and that really wanted to investigate what was possible when you are willing to let go of some of the paradigms of the past, of information scarcity when my grandmother was in school and when my father was in school and even when I was in school,and to a moment when we have information surplus.So what do you do when the information is all around you? Why do you have kids come to school if they no longer have to come there to get the information? In Philadelphia we have a one-to-one laptop program, so the kids are bringing in laptops with them everyday, taking them home, getting access to information.And here's the thing that you need to get comfortable with when you've given the tool to acquire information to students, is that you have to be comfortable with this idea of allowing kids to fail as part of the learning process.We deal right now in the educational landscape with an infatuation with the culture of one right answer that can be properly bubbled on the average multiple choice test, and I am here to share with you: it is not learning.That is the absolute wrong thing to ask, to tell kids to never be wrong.To ask them to always have the right answer doesn't allow them to learn.So we did this project, and this is one of the artifacts of the project.I almost never show them off because of the issue of the idea of failure.My students produced these info-graphics as a result of a unit that we decided to do at the end of the year responding to the oil spill.I asked them to take the examples that we were seeing of the info-graphics that existed in a lot of mass media, and take a look at what were the interesting components of it, and produce one for themselves of a different man-made disaster from American history.And they had certain criteria to do it.They were a little uncomfortable with it, because we'd never done this before, and they didn't know exactly how to do it.They can talk--they're very smooth, and they can write very, very well, but asking them to communicate ideas in a different way was a little uncomfortable for them.But I gave them the room to just do the thing.Go create.Go figure it out.Let's see what we can do.And the student that persistently turns out the best visual product did not disappoint.This was done in like two or three days.And this is the work of the student that consistently did it.And when I sat the students down, I said, “Who's got the best one?” And they immediately went, “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...” And they 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 it wasn't about whether or not it was perfect, or whether or not it was what I could create.It asked them to create for themselves, and it allowed them to fail, process, learn from.And when we do another round of this in my class this year, they will do better this time,because learning has to include an amount of failure, because failure is instructional in the process.There are a million pictures that I could click through here, and had to choose carefully--this is one of my favorites--of students learning, of what learning can look like in a landscape where we let go of the idea that kids have to come to school to get the information, but instead, ask them 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, to play, to inquire.This is one of my favorite photos, because this was taken on Tuesday, when I asked the students to go to the polls.This is Robbie, and this was his first day of voting, and he wanted to share that with everybody and do that.But this is learning too, because we asked them to go out into real spaces.The main point is that, if we continue to look at education as if it's about coming to school to get the information and not about experiential learning, empowering student voice and embracing failure, we're missing the mark.And everything that everybody is talking about today isn't possible if we keep having an educational system that does not value these qualities, because we won't get there with a standardized test, and we won't get there with a culture of one right answer.We know how to do this better, and it's time to do better.

第二篇：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)的過程 2.傾聽學(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一段時(shí)間了，而在我教書的過程當(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 從你們那邊看過來左下角那位--從八年級(jí)畢業(yè)。她上學(xué)是去獲取知識(shí) 因?yàn)樵谶^去,那是知識(shí)存在的地方 知識(shí)在書本里,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。從我一出生就買了這套書，而那是非常了不起的事情，因?yàn)槲也恍枰戎D書館取得這些知識(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。

1:34

在過去的這幾年間 從我還在念高中 到我開始教書的時(shí)候，我們真的親眼目睹網(wǎng)絡(luò)的發(fā)展。就在網(wǎng)絡(luò)開始 作為教學(xué)用的工具發(fā)展的時(shí)候，我離開威斯康辛州 搬到勘薩斯州,一個(gè)叫勘薩斯的小鎮(zhèn) 在那里我有機(jī)會(huì) 在一個(gè)小而美麗的勘薩斯的鄉(xiāng)村學(xué)區(qū) 教書，教我最喜歡的學(xué)科 “美國政府” 那是我教書的第一年,充滿熱情,準(zhǔn)備教“美國政府” 我當(dāng)時(shí)熱愛教政治體系。這些十二年級(jí)的孩子 對于美國政府體系 并不完全充滿熱情。開始教書的第二年,我學(xué)到了一些事情,讓我改變了教學(xué)方針。我提供他們一個(gè)真實(shí)體驗(yàn)的機(jī)會(huì) 讓他們可以自主學(xué)習(xí)。我沒有告訴他們得做什么,或是要怎么做。我只是在他們面前提出一個(gè)問題，要他們在自己的社區(qū)設(shè)立一個(gè)選舉論壇。

2:27

他們散布傳單,聯(lián)絡(luò)各個(gè)選舉辦公室，他們和秘書排定行程，他們設(shè)計(jì)了一本選舉論壇手冊 提供給全鎮(zhèn)的鎮(zhèn)民讓他們更了解這些候選人。他們邀請所有的人到學(xué)校 參與晚上的座談 談?wù)撜驼?還有鎮(zhèn)里的每條街是不是都修建完善，學(xué)生們真的得到強(qiáng)大的體驗(yàn)式學(xué)習(xí)。學(xué)校里比較資深年長的老師 看著我說 “喔,看她,多天真呀,竟想試著這么做?！?大笑)“她不知道她把自己陷入怎么樣的局面” 但我知道孩子們會(huì)出席 而我真的這樣相信。每個(gè)禮拜我都對他們說我是如何期待他們的表現(xiàn)。而那天晚上,全部九十個(gè)孩子 每個(gè)人的穿戴整齊,各司其職,完全掌握論壇 我只需要坐在一旁看著。那是屬于他們的夜晚,那是經(jīng)驗(yàn),那是實(shí)在的經(jīng)驗(yàn)。那對他們來說具有意義。而他們將會(huì)更加努力。

3:17

離開堪薩斯后,我搬到美麗的亞利桑納州，我在Flagstaff小鎮(zhèn)教了幾年書，這次是教初中的學(xué)生。幸運(yùn)的,我這次不用教美國政治。這次我教的是更令人興奮的地理。再一次,非常期待的要學(xué)習(xí)。但有趣的是 我發(fā)現(xiàn)在這個(gè)亞歷桑納州的教職 我所面對的 是一群非常多樣化的,彼此之間差異懸殊的孩子們 在一所真正的公立學(xué)校。在那里,有些時(shí)候,我們會(huì)得到了一些機(jī)會(huì)。其中一個(gè)機(jī)會(huì)是 我們得以和Paul Russabagina見面，這位先生 正是電影“盧安達(dá)飯店”根據(jù)描述的那位主人翁 他當(dāng)時(shí)正要到隔壁的高中演講 我們可以步行到那所學(xué)校,我們甚至不用坐公共汽車 完全不需要額外的支出,非常完美的校外教學(xué)

4:04

然后接著的問題是 你要怎么和七八年級(jí)的學(xué)生談?wù)摲N族屠殺 用怎么樣的方式來處理這個(gè)問題 才是一種負(fù)責(zé)任和尊重的方式，讓學(xué)生們知道該怎么面對這個(gè)問題。所以我們決定去觀察PaulRusesabagina是怎么做的 把他當(dāng)作一個(gè)例子 一個(gè)平凡人如何利用自己的生命做些積極的事情的例子。接著,我挑戰(zhàn)這些孩子,要他們?nèi)フ页?在他們的生命里,在他們自己的故事中,或是在他們自己的世界里，找出那些他們認(rèn)為也做過類似事情的人。我要他們?yōu)檫@些人和事跡制作一部短片。這是我們第一次嘗試制作短片。沒有人真的知道如何利用電腦制作短片。但他們非常投入,我要他們在片子里用自己的聲音。那實(shí)在是最棒的啟發(fā)方式 當(dāng)你要孩子們用他們自己的聲音 當(dāng)你要他們?yōu)樽约赫f話，說那些他們愿意分享的故事。這項(xiàng)作業(yè)的最后一個(gè)問題是 你打算怎么利用你自己的生命 去正面的影響其他人 孩子們說出來的那些話 在你詢問他們后并花時(shí)間傾聽那些話后 是非常了不起的。

5:05

快進(jìn)到賓州,我現(xiàn)在住的地方。我在科學(xué)領(lǐng)導(dǎo)學(xué)院教書，它是富蘭克林學(xué)院 和費(fèi)城學(xué)區(qū)協(xié)同的合辦的。我們是一間9年級(jí)到12年級(jí)的公立高中，但我們的教學(xué)方式很不一樣。我起初搬到那里 是為了親身參與一個(gè)教學(xué)環(huán)境 一個(gè)可以證實(shí)我所理解孩子可以有效學(xué)習(xí)方式的方式，一個(gè)愿意探索 所有可能性的教學(xué)環(huán)境 當(dāng)你愿意放棄 一些過去的標(biāo)準(zhǔn)模式，放棄我祖母和我父親上學(xué)的那個(gè)年代 甚至是我自己念書的那個(gè)年代，因?yàn)樾畔⒌南∪保揭粋€(gè)我們正處于信息過剩的時(shí)代。所以你該怎么處理那些環(huán)繞在四周的知識(shí)? 你為什么要孩子們來學(xué)校? 如果他們再也不需要特意到學(xué)校獲得這些知識(shí)?

5:51

在賓州,我們有一個(gè)人人有筆記本的項(xiàng)目，所以這些孩子每天帶著他們筆記本電腦，帶著電腦回家,隨時(shí)學(xué)習(xí)知識(shí)。有一件事你需要學(xué)著適應(yīng)的是 當(dāng)你給了學(xué)生工具 讓他們可以自主取得知識(shí)，你得適應(yīng)一個(gè)想法 那就是允許孩子失敗 把失敗視為學(xué)習(xí)的一部分。我們現(xiàn)在面對教育大環(huán)境 帶著一種 迷戀單一解答的文化 一種靠選擇題折優(yōu)的文化，而我在這里要告訴你們，這不是學(xué)習(xí)。這絕對是個(gè)錯(cuò)誤 去要求孩子們永遠(yuǎn)不可以犯錯(cuò)。要求他們永遠(yuǎn)都要有正確的解答 而不允許他們?nèi)W(xué)習(xí)。所以我們實(shí)施了這個(gè)項(xiàng)目，這就是這個(gè)項(xiàng)目中一件作品。我?guī)缀鯊膩頉]有展示過這些 因?yàn)槲覀儗τ阱e(cuò)誤與失敗的觀念。

6:45

我的學(xué)生們制作了這些信息圖表 結(jié)果是我們決定以這個(gè)匯報(bào)作為我們學(xué)年的總結(jié)報(bào)告 內(nèi)容是回應(yīng)漏油事件。我要求他們拿 他們看過的資訊圖表當(dāng)做范例 就是在媒體里展示的那些信息圖表，仔細(xì)看看那里頭什么是有趣的，然后自己設(shè)計(jì)一個(gè) 以美國歷史中其他的人為災(zāi)難為主題。我為這項(xiàng)作業(yè)設(shè)了一些其他的條件 他們覺得這個(gè)作業(yè)有些困難，因?yàn)槲覀儚膩頉]有出過這樣的作業(yè),而他們不完全知道要怎么進(jìn)行。他們可以談?wù)撨@議題,相當(dāng)順暢，他們也能寫得非常非常得好，但當(dāng)被要求要用一種其他的方式來表達(dá)想法的時(shí)候 他們有點(diǎn)無所適從。但我給了他們空間去做這個(gè)作業(yè)。去創(chuàng)造,去自己發(fā)現(xiàn)該怎么做。讓我們拭目以待我們可以完成些什么。最后那些總是 呈現(xiàn)最佳視覺效果作品的學(xué)生,這次也沒有讓人失望 這個(gè)作品大概花了兩三天的時(shí)間 而這是來自一個(gè)經(jīng)常很棒得完成作業(yè)的學(xué)生。

7:39

然后當(dāng)我要所有學(xué)生坐下來,我問他們“誰交出了最好的作品?” 他們立刻指著這個(gè)作品回答“這件” 他們并沒有細(xì)讀其中的內(nèi)容,就回答了“這件” 然后我說,“那么,是什么因素讓這個(gè)作品這么好?” 他們回答說,“喔,設(shè)計(jì)得很好,他用了很好的顏色組合,還有一些...” 他們分別說了想法,我們一起討論了之后 我說,“現(xiàn)在去讀讀內(nèi)容” 接著他們說“喔,現(xiàn)在看起來好像其實(shí)沒有那么好” 后來我們談到另外一個(gè)作業(yè)--那個(gè)作品沒有很好的視覺設(shè)計(jì),但是有非常好的資訊內(nèi)容--我們接著花了大概一個(gè)小時(shí)來討論這個(gè)學(xué)習(xí)過程，因?yàn)槟遣⒉皇顷P(guān)于哪個(gè)作品比較完美，或是我能或不能創(chuàng)造出這樣的東西； 這作業(yè)是要他們?yōu)樽约簞?chuàng)作。這作業(yè)也讓他們有失敗的可能，消化思考之后,從失敗中學(xué)習(xí)。今年,當(dāng)我們又再一次嘗試類似的作業(yè)，他們都將會(huì)比去年做的更好。因?yàn)閷W(xué)習(xí)必須包含一定程度的失敗，因?yàn)槭【哂薪虒W(xué)意義 在學(xué)習(xí)的過程中。

8:29

我有上百萬個(gè)照片 可以展示，可我得小心的選擇--好,這是我最喜歡的一張--學(xué)生正在學(xué)習(xí)的照片，學(xué)習(xí)可以是什么樣子 在一個(gè)我們放棄傳統(tǒng)觀念的環(huán)境中 學(xué)生非得來學(xué)校以獲得知識(shí)這樣的想法，取而代之,問他們,他們可以利用這些知識(shí)來做些什么? 問他們真正有趣的問題。他們不會(huì)讓人失望。要求他們?nèi)ゲ煌牡胤?，去親眼見識(shí)不同的事情，去真正的體驗(yàn)學(xué)習(xí)，去玩,去查詢。這是我最喜歡的照片之一 因?yàn)檫@是一張星期二照的照片，當(dāng)我要求學(xué)生們?nèi)ネ镀薄＿@是Robbie,這是他第一次投票，而他想要和大家分享這個(gè)投票的經(jīng)歷。但這也是學(xué)習(xí)，因?yàn)槲覀円麄兊酵忸^真實(shí)的世界去。

9:20

重點(diǎn)是 如果我們繼續(xù)把教育 當(dāng)作是要來學(xué)校 取得知識(shí) 而不是體驗(yàn)學(xué)習(xí)的過程，傾聽學(xué)生的聲音,接納錯(cuò)誤和失敗，我們將會(huì)誤解上學(xué)的意義。而今天每個(gè)人在談?wù)摰拿考虑?都將不可能達(dá)成,如果我們繼續(xù)這樣的教育系統(tǒng) 而不重視這些價(jià)值，因?yàn)槲覀兪遣豢赡芤揽繕?biāo)準(zhǔn)化測試，一種只有一個(gè)標(biāo)準(zhǔn)答案的文化是沒有辦法引領(lǐng)我們達(dá)到目標(biāo)的。我們知道怎么樣可以做得更好，而現(xiàn)在,需要做得更好的時(shí)刻到了。

第三篇：從TED演講中學(xué)習(xí)技巧,商務(wù)人士用得著!

口語貓英語 · 在家上外教課

https://kouyumao.com 從TED演講中學(xué)習(xí)技巧，商務(wù)人士用得著！

觀看TED演講成了許多人學(xué)習(xí)、娛樂的一部分生活日常，當(dāng)然大量的TED演講視頻也是英語學(xué)習(xí)者可以好好利用的資源之一。其實(shí)，它的作用深挖掘遠(yuǎn)不止于此。TED作為一種受眾眾多、全球流行的想法分享展示平臺(tái)與講演形式，其經(jīng)過排練達(dá)到的高水準(zhǔn)演講水平、3-18分鐘內(nèi)用最動(dòng)人的方式傳達(dá)內(nèi)容的精華濃縮、全舞臺(tái)式的演講呈現(xiàn)與觀眾注意，都使之值得每一位演講者借鑒。以下TED演講技巧，送給那些需要公開場合陳述、向受眾展示內(nèi)容方案以及與人日常交流推銷的商務(wù)人士。

1.用故事或個(gè)人感受/經(jīng)歷開頭。這樣的開頭陳述方式貼合生活實(shí)際，能很好地吸引觀眾的注意力與興趣點(diǎn)，并且可以使演講者在一開始就達(dá)到自信控場的效果。相比于枯燥的一上來就開始陳述，這樣的開頭方式能讓在場所有人精神為之一振、專注聆聽你接下來的話。

2.通過個(gè)人感受或者故事，設(shè)定一個(gè)疑問。這個(gè)疑問必須針對你講話的主題主旨。比如說，介紹推銷一款產(chǎn)品，就問某個(gè)痛點(diǎn)怎么樣解決？呈現(xiàn)一個(gè)策劃方案，就問為什么消費(fèi)者（自己）

口語貓英語 · 在家上外教課

https://kouyumao.com 沒有被吸引？講到這里，觀眾已經(jīng)被帶入到他提前設(shè)定好的一個(gè)

疑問中，相信很多人都想知道，Why？接下環(huán)節(jié)的觀點(diǎn)陳述或者介紹，講我們的產(chǎn)品特性是如何滿足用戶需要的；這個(gè)策劃方案的優(yōu)勢在哪里。觀眾一定認(rèn)真接受并思考，從而使你的話給受眾留下深刻印象。

3.話語簡潔精煉，并在事前模擬排練。啰嗦的長篇大論會(huì)造成表達(dá)不清晰、觀眾也排斥。為了達(dá)到簡潔表達(dá)的效果，最好事先打好腹稿，去掉不必要的重復(fù)的話。如果可以的話，進(jìn)行事前的模擬排練，不僅可以更好地掌控邏輯和時(shí)間節(jié)奏，還能增加呈現(xiàn)時(shí)的自信優(yōu)秀感，給人留下良好印象。

職場少不了溝通表達(dá)，以上TED演講技巧，你學(xué)到了嗎？不妨下次嘗試一下！

第四篇：ted演講稿

Brian Cox: CERN's supercollider This is the Large Hadron Collider.It's 27 kilometers in circumference.It's the biggest scientific experiment ever attempted.Over 10,000 physicists and engineers from 85 countries around the world have come together over several decades to build this machine.What we do is we accelerate protons--so, hydrogen nuclei--around 99.999999 percent the speed of light.Right? At that speed, they go around that 27 kilometers 11,000 times a second.And we collide them with another beam of protons going in the opposite direction.We collide them inside giant detectors.They're essentially digital cameras.And this is the one that I work on, ATLAS.You get some sense of the size--you can just see these EU standard-size people underneath.(Laughter)You get some sense of the size: 44 meters wide, 22 meters in diameter, 7,000 tons.And we re-create the conditions that were present less than a billionth of a second after the universe began up to 600 million times a second inside that detector--immense numbers.And if you see those metal bits there--those are huge magnets that bend electrically charged particles, so it can measure how fast they're traveling.This is a picture about a year ago.Those magnets are in there.And, again, a EU standard-size, real person, so you get some sense of the scale.And it's in there that those mini-Big Bangs will be created, sometime in the summer this year.And actually, this morning, I got an email saying that we've just finished, today, building the last piece of ATLAS.So as of today, it's finished.I'd like to say that I planned that for TED, but I didn't.So it's been completed as of today.(Applause)Yeah, it's a wonderful achievement.So, you might be asking, “Why? Why create the conditions that were present less than a billionth of a second after the universe began?” Well, particle physicists are nothing if not ambitious.And the aim of particle physics is to understand what everything's made of, and how everything sticks together.And by everything I mean, of course, me and you, the Earth, the Sun, the 100 billion suns in our galaxy and the 100 billion galaxies in the observable universe.Absolutely everything.Now you might say, “Well, OK, but why not just look at it? You know? If you want to know what I'm made of, let's look at me.” Well, we found that as you look back in time, the universe gets hotter and hotter, denser and denser, and simpler and simpler.Now, there's no real reason I'm aware of for that, but that seems to be the case.So, way back in the early times of the universe, we believe it was very simple and understandable.All this complexity, all the way to these wonderful things--human brains--are a property of an old and cold and complicated universe.Back at the start, in the first billionth of a second, we believe, or we've observed, it was very simple.It's almost like...imagine a snowflake in your hand, and you look at it, and it's an incredibly complicated, beautiful object.But as you heat it up, it'll melt into a pool of water, and you would be able to see that, actually, it was just made of H20, water.So it's in that same sense that we look back in time to understand what the universe is made of.And, as of today, it's made of these things.Just 12 particles of matter, stuck together by four forces of nature.The quarks, these pink things, are the things that make up protons and neutrons that make up the atomic nuclei in your body.The electron--the thing that goes around the atomic nucleus--held around in orbit, by the way, by the electromagnetic force that's carried by this thing, the photon.The quarks are stuck together by other things called gluons.And these guys, here, they're the weak nuclear force, probably the least familiar.But, without it, the sun wouldn't shine.And when the sun shines, you get copious quantities of these things, called neutrinos, pouring out.Actually, if you just look at your thumbnail--about a square centimeter--there are something like 60 billion neutrinos per second from the sun, passing through every square centimeter of your body.But you don't feel them, because the weak force is correctly named--very short range and very weak, so they just fly through you.And these particles have been discovered over the last century, pretty much.The first one, the electron, was discovered in 1897, and the last one, this thing called the tau neutrino, in the year 2000.Actually just--I was going to say, just up the road in Chicago.I know it's a big country, America, isn't it? Just up the road.Relative to the universe, it's just up the road.(Laughter)So, this thing was discovered in the year 2000, so it's a relatively recent picture.One of the wonderful things, actually, I find, is that we've discovered any of them, when you realize how tiny they are.You know, they're a step in size from the entire observable universe.So, 100 billion galaxies, 13.7 billion light years away--a step in size from that to Monterey, actually, is about the same as from Monterey to these things.Absolutely, exquisitely minute, and yet we've discovered pretty much the full set.So, one of my most illustrious forebears at Manchester University, Ernest Rutherford, discoverer of the atomic nucleus, once said, “All science is either physics or stamp collecting.” Now, I don't think he meant to insult the rest of science, although he was from New Zealand, so it's possible.(Laughter)But what he meant was that what we've done, really, is stamp collect there.OK, we've discovered the particles, but unless you understand the underlying reason for that pattern--you know, why it's built the way it is--really you've done stamp collecting.You haven't done science.Fortunately, we have probably one of the greatest scientific achievements of the twentieth century that underpins that pattern.It's the Newton's laws, if you want, of particle physics.It's called the standard model--beautifully simple mathematical equation.You could stick it on the front of a T-shirt, which is always the sign of elegance.This is it.(Laughter)I've been a little disingenuous, because I've expanded it out in all its gory detail.This equation, though, allows you to calculate everything--other than gravity--that happens in the universe.So, you want to know why the sky is blue, why atomic nuclei stick together--in principle, you've got a big enough computer--why DNA is the shape it is.In principle, you should be able to calculate it from that equation.But there's a problem.Can anyone see what it is? A bottle of champagne for anyone that tells me.I'll make it easier, actually, by blowing one of the lines up.Basically, each of these terms refers to some of the particles.So those Ws there refer to the Ws, and how they stick together.These carriers of the weak force, the Zs, the same.But there's an extra symbol in this equation: H.Right, H.H stands for Higgs particle.Higgs particles have not been discovered.But they're necessary: they're necessary to make that mathematics work.So all the exquisitely detailed calculations we can do with that wonderful equation wouldn't be possible without an extra bit.So it's a prediction: a prediction of a new particle.What does it do? Well, we had a long time to come up with good analogies.And back in the 1980s, when we wanted the money for the LHC from the U.K.government, Margaret Thatcher, at the time, said, “If you guys can explain, in language a politician can understand, what the hell it is that you're doing, you can have the money.I want to know what this Higgs particle does.” And we came up with this analogy, and it seemed to work.Well, what the Higgs does is, it gives mass to the fundamental particles.And the picture is that the whole universe--and that doesn't mean just space, it means me as well, and inside you--the whole universe is full of something called a Higgs field.Higgs particles, if you will.The analogy is that these people in a room are the Higgs particles.Now when a particle moves through the universe, it can interact with these Higgs particles.But imagine someone who's not very popular moves through the room.Then everyone ignores them.They can just pass through the room very quickly, essentially at the speed of light.They're massless.And imagine someone incredibly important and popular and intelligent walks into the room.They're surrounded by people, and their passage through the room is impeded.It's almost like they get heavy.They get massive.And that's exactly the way the Higgs mechanism works.The picture is that the electrons and the quarks in your body and in the universe that we see around us are heavy, in a sense, and massive, because they're surrounded by Higgs particles.They're interacting with the Higgs field.If that picture's true, then we have to discover those Higgs particles at the LHC.If it's not true--because it's quite a convoluted mechanism, although it's the simplest we've been able to think of--then whatever does the job of the Higgs particles we know have to turn up at the LHC.So, that's one of the prime reasons we built this giant machine.I'm glad you recognize Margaret Thatcher.Actually, I thought about making it more culturally relevant, but--(Laughter)anyway.So that's one thing.That's essentially a guarantee of what the LHC will find.There are many other things.You've heard many of the big problems in particle physics.One of them you heard about: dark matter, dark energy.There's another issue, which is that the forces in nature--it's quite beautiful, actually--seem, as you go back in time, they seem to change in strength.Well, they do change in strength.So, the electromagnetic force, the force that holds us together, gets stronger as you go to higher temperatures.The strong force, the strong nuclear force, which sticks nuclei together, gets weaker.And what you see is the standard model--you can calculate how these change--is the forces, the three forces, other than gravity, almost seem to come together at one point.It's almost as if there was one beautiful kind of super-force, back at the beginning of time.But they just miss.Now there's a theory called super-symmetry, which doubles the number of particles in the standard model, which, at first sight, doesn't sound like a simplification.But actually, with this theory, we find that the forces of nature do seem to unify together, back at the Big Bang--absolutely beautiful prophecy.The model wasn't built to do that, but it seems to do it.Also, those super-symmetric particles are very strong candidates for the dark matter.So a very compelling theory that's really mainstream physics.And if I was to put money on it, I would put money on--in a very unscientific way--that that these things would also crop up at the LHC.Many other things that the LHC could discover.But in the last few minutes, I just want to give you a different perspective of what I think--what particle physics really means to me--particle physics and cosmology.And that's that I think it's given us a wonderful narrative--almost a creation story, if you'd like--about the universe, from modern science over the last few decades.And I'd say that it deserves, in the spirit of Wade Davis' talk, to be at least put up there with these wonderful creation stories of the peoples of the high Andes and the frozen north.This is a creation story, I think, equally as wonderful.The story goes like this: we know that the universe began 13.7 billion years ago, in an immensely hot, dense state, much smaller than a single atom.It began to expand about a million, billion, billion, billion billionth of a second--I think I got that right--after the Big Bang.Gravity separated away from the other forces.The universe then underwent an exponential expansion called inflation.In about the first billionth of a second or so, the Higgs field kicked in, and the quarks and the gluons and the electrons that make us up got mass.The universe continued to expand and cool.After about a few minutes, there was hydrogen and helium in the universe.That's all.The universe was about 75 percent hydrogen, 25 percent helium.It still is today.It continued to expand about 300 million years.Then light began to travel through the universe.It was big enough to be transparent to light, and that's what we see in the cosmic microwave background that George Smoot described as looking at the face of God.After about 400 million years, the first stars formed, and that hydrogen, that helium, then began to cook into the heavier elements.So the elements of life--carbon, and oxygen and iron, all the elements that we need to make us up--were cooked in those first generations of stars, which then ran out of fuel, exploded, threw those elements back into the universe.They then re-collapsed into another generation of stars and planets.And on some of those planets, the oxygen, which had been created in that first generation of stars, could fuse with hydrogen to form water, liquid water on the surface.On at least one, and maybe only one of those planets, primitive life evolved, which evolved over millions of years into things that walked upright and left footprints about three and a half million years ago in the mud flats of Tanzania, and eventually left a footprint on another world.And built this civilization, this wonderful picture, that turned the darkness into light, and you can see the civilization from space.As one of my great heroes, Carl Sagan, said, these are the things--and actually, not only these, but I was looking around--these are the things, like Saturn V rockets, and Sputnik, and DNA, and literature and science--these are the things that hydrogen atoms do when given 13.7 billion years.Absolutely remarkable.And, the laws of physics.Right? So, the right laws of physics--they're beautifully balanced.If the weak force had been a little bit different, then carbon and oxygen wouldn't be stable inside the hearts of stars, and there would be none of that in the universe.And I think that's a wonderful and significant story.50 years ago, I couldn't have told that story, because we didn't know it.It makes me really feel that that civilization--which, as I say, if you believe the scientific creation story, has emerged purely as a result of the laws of physics, and a few hydrogen atoms--then I think, to me anyway, it makes me feel incredibly valuable.So that's the LHC.The LHC is certainly, when it turns on in summer, going to write the next chapter of that book.And I'm certainly looking forward with immense excitement to it being turned on.Thanks.(Applause)

第五篇：TED演講稿

ted精彩演講：墜機(jī)讓我學(xué)到的三件事 imagine a big explosion as you climb through 3,000 ft.imagine a plane full of smoke.imagine an engine going clack, clack, clack, clack, clack, clack, clack.it sounds scary.想像一個(gè)大爆炸，當(dāng)你在三千多英尺的高空；想像機(jī)艙內(nèi)布滿黑煙，想像引擎發(fā)出喀啦、喀啦、喀啦、喀啦、喀啦的聲響，聽起來很可怕。well i had a unique seat that day.i was sitting in 1d.i was the only one who can talk to the flight attendants.so i looked at them right away, and they said, no problem.we probably hit some birds.the pilot had already turned the plane around, and we werent that far.you could see manhattan.那天我的位置很特別，我坐在1d，我是唯一可以和空服員說話的人，于是我立刻看著他們，他們說，“沒問題，我們可能撞上鳥了?！?機(jī)長已經(jīng)把機(jī)頭轉(zhuǎn)向，我們離目的地很近，已經(jīng)可以看到曼哈頓了。two minutes later, 3 things happened at the same time.the pilot lines up the plane with the hudson river.thats usually not the route.he turns off the engines.now imagine being in a plane with no sound.and then he says 3 words-the most unemotional 3 words ive ever heard.he says, brace for impact.兩分鐘以后，三件事情同時(shí)發(fā)生：機(jī)長把飛機(jī)對齊哈德遜河，一般的航道可不是這樣。他關(guān)上引擎。想像坐在一架沒有聲音的飛機(jī)上。然后他說了幾個(gè)字，我聽過最不帶情緒的幾個(gè)字，他說，“即將迫降，小心沖擊。” i didnt have to talk to the flight attendant anymore.i could see in her eyes, it was terror.life was over.我不用再問空服員什么了。我可以在她眼神里看到恐懼，人生結(jié)束了。now i want to share with you 3 things i learned about myself that day.現(xiàn)在我想和你們分享那天我所學(xué)到的三件事。i leant that it all changes in an instant.we have this bucket list, we have these things we want to do in life, and i thought about all the people i wanted to reach out to that i didnt, all the fences i wanted to mend, all the experiences i wanted to have and i never did.as i thought about that later on, i came up with a saying, which is, collect bad wines.because if the wine is ready and the person is there, im opening it.i no longer want to postpone anything in life.and that urgency, that purpose, has really changed my life.在那一瞬間內(nèi)，一切都改變了。我們的人生目標(biāo)清單，那些我們想做的事，所有那些我想聯(lián)絡(luò)卻沒有聯(lián)絡(luò)的人，那些我想修補(bǔ)的圍墻，人際關(guān)系，所有我想經(jīng)歷卻沒有經(jīng)歷的事。之后我回想那些事，我想到一句話，那就是，“我收藏的酒都很差?！?因?yàn)槿绻埔殉墒欤窒韺ο笠灿?，我早就把把酒打開了。我不想再把生命中的任何事延后，這種緊迫感、目標(biāo)性改變了我的生命。the second thing i learnt that dayi thought about, wow, i really feel one real regret, ive lived a good life.in my own humanity and mistaked, ive tired to get better at everything i tried.but in my humanity, i also allow my ego to get in.and i regretted the time i wasted on things that did not matter with people that matter.and i thought about my relationship with my wife, my friends, with people.and after, as i reflected on that, i decided to eliminate negative energy from my life.its not perfect, but its a lot better.ive not had a fight with my wife in 2 years.it feels great.i no longer try to be right;i choose to be happy.那天我學(xué)到的第二件事是，正當(dāng)我們通過喬治華盛頓大橋，那也沒過多久，我想，哇，我有一件真正后悔的事。雖然我有人性缺點(diǎn)，也犯了些錯(cuò)，但我生活得其實(shí)不錯(cuò)。我試著把每件事做得更好。但因?yàn)槿诵?，我難免有些自我中心，我后悔竟然花了許多時(shí)間，和生命中重要的人討論那些不重要的事。我想到我和妻子、朋友及人們的關(guān)系，之后，回想這件事時(shí)，我決定除掉我人生中的負(fù)面情緒。還沒完全做到，但確實(shí)好多了。過去兩年我從未和妻子吵架，感覺很好，我不再嘗試爭論對錯(cuò)，我選擇快樂。that sadness really framed in one thought, which is, i only wish for one thing.i only wish i could see my kids grow up.我所學(xué)到的第三件事是，當(dāng)你腦中的始終開始倒數(shù)“15，14，13”，看到水開始涌入，心想，“拜托爆炸吧！” 我不希望這東西碎成20片，就像紀(jì)錄片中看到的那樣。當(dāng)我們逐漸下沉，我突然感覺到，哇，死亡并不可怕，就像是我們一生一直在為此做準(zhǔn)備，但很令人悲傷。我不想就這樣離開，我熱愛我的生命。這個(gè)悲傷的主要來源是，我只期待一件事，我只希望能看到孩子長大。

about a month later, i was at a performance by my daugterand please dont-but imagine, and how would you change? what would you get done that youre waiting to get done because you think youll be here forever? how would you change your relationtships and the negative energy in them? and more than anything, are you being the best parent you can? 我鼓勵(lì)今天要坐飛機(jī)的各位，想像如果你坐的飛機(jī)出了同樣的事，最好不要－但想像一下，你會(huì)如何改變？有什么是你想做卻沒做的，因?yàn)槟阌X得你有其它機(jī)會(huì)做它？你會(huì)如何改變你的人際關(guān)系，不再如此負(fù)面？最重要的是，你是否盡力成為一個(gè)好父母？ thank you.篇二：你不必沉迷英語 ted演講稿

我知道你們在想什么，你們覺得我迷路了，馬上就會(huì)有人走上臺(tái)溫和地把我?guī)Щ匚业淖簧?。（掌聲）。我在迪拜總?huì)遇上這種事。“來這里度假的嗎，親愛的？”（笑聲）“來探望孩子的嗎？這次要待多久呢？

恩，事實(shí)上，我希望能再待久一點(diǎn)。我在波斯灣這邊生活和教書已經(jīng)超過30年了。（掌聲）這段時(shí)間里，我看到了很多變化?，F(xiàn)在這份數(shù)據(jù)是挺嚇人的，而我今天要和你們說的是有關(guān)語言的消失和英語的全球化。我想和你們談?wù)勎业呐笥?，她在阿布達(dá)比教成人英語。在一個(gè)晴朗的日子里，她決定帶她的學(xué)生到花園去教他們一些大自然的詞匯。但最后卻變成是她在學(xué)習(xí)所有當(dāng)?shù)刂参镌诎⒗Z中是怎么說的。還有這些植物是如何被用作藥材，化妝品，烹飪，香草。這些學(xué)生是怎么得到這些知識(shí)的呢？當(dāng)然是從他們的祖父母，甚至曾祖父母那里得來的。不需要我來告訴你們能夠跨代溝通是多么重要。but sadly, today, languages are dying at an unprecedented rate.a language dies every 14 days.now, at the same time, english is the undisputed global language.could there be a connection? well i dont know.but i do know that ive seen a lot of changes.when i first came out to the gulf, i came to kuwait in the days when it was still a hardship post.actually, not that long ago.that is a little bit too early.but nevertheless, i was recruited by the british council along with about 25 other teachers.and we were the first non-muslims to teach in the state schools there in kuwait.we were brought to teach english because the government wanted to modernize the country and empower the citizens through education.and of course, the u.k.benefited from some of that lovely oil wealth.但遺憾的是，今天很多語言正在以前所未有的速度消失。每14天就有一種語言消失，而與此同時(shí)，英語卻無庸置疑地成為全球性的語言。這其中有關(guān)聯(lián)嗎？我不知道。但我知道的是，我見證過許多改變。初次來到海灣地區(qū)時(shí)，我去了科威特。當(dāng)時(shí)教英文仍然是個(gè)困難的工作。其實(shí)，沒有那么久啦，這有點(diǎn)太久以前了。總之，我和其他25位老師一起被英國文化協(xié)會(huì)聘用。我們是第一批非穆斯林的老師，在科威特的國立學(xué)校任教。我們被派到那里教英語，是因?yàn)楫?dāng)?shù)卣Ｍ麌铱梢袁F(xiàn)代化并透過教育提升公民的水平。當(dāng)然，英國也能得到些好處，產(chǎn)油國可是很有錢的。okay.now this is the major change that ive seen--how teaching english has morphed from being a mutually english-speaking nation on earth.and why not? after all, the best education--according to the latest world university rankings--is to be found in the universities of the u.k.and the u.s.so everybody wants to have an english education, naturally.but if youre not a native speaker, you have to pass a test.言歸正傳，我見過最大的改變，就是英語教學(xué)的蛻變?nèi)绾螐囊粋€(gè)互惠互利的行為變成今天這種大規(guī)模的國際產(chǎn)業(yè)。英語不再是學(xué)校課程里的外語學(xué)科，也不再只是英國的專利。英語（教學(xué)）已經(jīng)成為所有英語系國家追逐的潮流。何樂而不為呢？畢竟，最好的教育來自于最好的大學(xué)，而根據(jù)最新的世界大學(xué)排名，那些名列前茅的都是英國和美國的大學(xué)。所以自然每個(gè)人都想接受英語教育，但如果你不是以英文為母語，你就要通過考試。now can it be right to reject a student on linguistic ability well, i dont think so.we english teachers reject them all the time.we put a stop sign, and we stop them in their tracks.they cant pursue their dream any longer, till they get english.now let me put it this way, if i met a dutch speaker who had the cure for cancer, would i stop him from entering my british university? i dont think so.but indeed, that is exactly what we do.we english teachers are the gatekeepers.and you have to satisfy us first that your english is good enough.now it can be dangerous to give too much power to a narrow segment of society.maybe the barrier would be too universal.但僅憑語言能力就拒絕學(xué)生這樣對嗎？譬如如果你碰到一位天才計(jì)算機(jī)科學(xué)家，但他會(huì)需要有和律師一樣的語言能力嗎？我不這么認(rèn)為。但身為英語老師的我們，卻總是拒絕他們。我們處處設(shè)限，將學(xué)生擋在路上，使他們無法再追求自己的夢想，直到他們通過考試?，F(xiàn)在容我換一個(gè)方式說，如果我遇到了一位只會(huì)說荷蘭話的人，而這個(gè)人能治愈癌癥，我會(huì)阻止他進(jìn)入我的英國大學(xué)嗎？我想不會(huì)。但事實(shí)上，我們的確在做這種事。我們這些英語老師就是把關(guān)的。你必須先讓我們滿意，使我們認(rèn)定你的英文夠好。但這可能是危險(xiǎn)的。把太多的權(quán)力交由這么小的一群人把持，也許會(huì)令這種障礙太過普及。okay.but, i hear you say, what about the research? its all in english.so the books are in english, the journals are done in english, but that is a self-fulfilling.it feeds the english requirement.and so it goes on.i ask you, what happened to translation? if you think about the islamic golden age, there was lots of translation then.they translated from latin and greek into arabic, into persian, and then it was translated on into the germanic languages of europe and the romance languages.and so light shone upon the dark ages of europe.now dont get me wrong;i am not against teaching english, all you english teachers out there.i love it that we have a global language.we need one today more than ever.but i am against using it as a barrier.do we really want to end up with 600 languages and the main one being english, or chinese? we need more than that.where do we draw the line? this system equates intelligence with a knowledge of english which is quite.于是，我聽到你們問但是研究呢?研究報(bào)告都要用英文。”的確，研究論著和期刊都要用英文發(fā)表，但這只是一種理所當(dāng)然的現(xiàn)象。有英語要求，自然就有英語供給，然后就這么循環(huán)下去。我倒想問問大家，為什么不用翻譯呢？想想伊斯蘭的黃金時(shí)代，當(dāng)時(shí)翻譯盛行，人們把拉丁文和希臘文翻譯成阿拉伯文或波斯文，然后再由拉伯文或波斯文翻譯為歐洲的日耳曼語言以及羅曼語言。于是文明照亮了歐洲的黑暗時(shí)代。但不要誤會(huì)我的意思，我不是反對英語教學(xué)或是在座所有的英語老師。我很高興我們有一個(gè)全球性的語言，這在今日尤為重要。但我反對用英語設(shè)立障礙。難道我們真希望世界上只剩下600種語言，其中又以英文或中文為主流嗎？我們需要的不只如此。那么我們該如何拿捏呢？這個(gè)體制把智能和英語能力畫上等號(hào)這是相當(dāng)武斷的。

and i want to remind you that the giants upon whose shoulders todays stand did not have to have english, they didnt have to pass an english test.case in point, einstein.he, by the way, was considered remedial at school because he was, in fact, dyslexic.but fortunately for the world, he did not have to pass an english test.because they didnt start until 1964 with toefl, the american test of english.now its exploded.there are lots and lots of tests of english.and millions and millions of students take these tests every year.now you might think, you and me, those fees arent bad, theyre okay, but they are prohibitive to so many millions of poor people.so immediately, were rejecting them.我想要提醒你們，扶持當(dāng)代知識(shí)分子的這些“巨人肩膀不必非得具有英文能力，他們不需要通過英語考試。愛因斯坦就是典型的例子。順便說一下，他在學(xué)校還曾被認(rèn)為需要課外補(bǔ)習(xí)，因?yàn)樗鋵?shí)有閱讀障礙。但對整個(gè)世界來說,很幸運(yùn)的當(dāng)時(shí)他不需要通過英語考試，因?yàn)樗麄冎钡?964年才開始使用托福?，F(xiàn)在英語測驗(yàn)太泛濫了，有太多太多的英語測驗(yàn)，以及成千上萬的學(xué)生每年都在參加這些考試?，F(xiàn)在你會(huì)認(rèn)為，你和我都這么想，這些費(fèi)用不貴，價(jià)錢滿合理的。但是對數(shù)百萬的窮人來說，這些費(fèi)用高不可攀。所以，當(dāng)下我們又拒絕了他們。it brings to mind a headline i saw recently: education: the great divide.now i get it, i understand why people would focus on english.they want to give their children the best chance in life.and to do that, they need a western education.because, of course, the best jobs go to people out of the western universities, that i put on earlier.its a circular thing.這使我想起最近看到的一個(gè)新聞標(biāo)題：“教育：大鴻溝”現(xiàn)在我懂了。我了解為什么大家都重視英語，因?yàn)樗麄兿Ｍo孩子最好的人生機(jī)會(huì)。為了達(dá)成這目的，他們需要西方教育。畢竟，不可否認(rèn)，最好的工作都留給那些西方大學(xué)畢業(yè)出來的人。就像我之前說的，這是一種循環(huán)。

okay.let me tell you a story about two scientists, two english scientists.they were doing an experiment to do with genetics and the forelimbs and the hind limbs of animals.but they couldnt get the results they wanted.they really didnt know what to do, until along came a german scientist who realized that they were using two words for forelimb and hind limb, whereas genetics does not differentiate and neither does german.so bingo, problem solved.if you cant think a thought, you are stuck.but if another language can think that thought, then, by cooperating, we can achieve and learn so much more.好，我跟你們說一個(gè)關(guān)于兩位科學(xué)家的故事：有兩位英國科學(xué)家在做一項(xiàng)實(shí)驗(yàn)，是關(guān)于遺傳學(xué)的，以及動(dòng)物的前、后肢。但他們無法得到他們想要的結(jié)果。他們真的不知道該怎么辦，直到來了一位德國的科學(xué)家。他發(fā)現(xiàn)在英文里前肢和后肢是不同的二個(gè)字，但在遺傳學(xué)上沒有區(qū)別。在德語也是同一個(gè)字。所以，叮！問題解決了。如果你不能想到一個(gè)念頭，你會(huì)卡在那里。但如果另一個(gè)語言能想到那念頭，然后通過合作我們可以達(dá)成目的，也學(xué)到更多。

我的女兒從科威特來到英格蘭，她在阿拉伯的學(xué)校學(xué)習(xí)科學(xué)和數(shù)學(xué)。那是所阿拉伯中學(xué)。在學(xué)校里，她得把這些知識(shí)翻譯成英文，而她在班上卻能在這些學(xué)科上拿到最好的成績。這告訴我們，當(dāng)外籍學(xué)生來找我們，我們可能無法針對他們所知道的給予贊賞，因?yàn)槟鞘莵碜杂谒麄兡刚Z的知識(shí)。當(dāng)一個(gè)語言消失時(shí)，我們不知道還有什么也會(huì)一并失去。this is--i dont know if you saw it on cnn recently--they gave the heroes award to a young kenyan shepherd boy who couldnt study at night in his village like all the village children,篇三：世上最好的演講：ted演講吸引人的秘密 why ted talks are better than the last speech you sat through 世上最好的演講：ted演講吸引人的秘密 think about the last time you heard someone give a speech, or any formal presentation.maybe it was so long that you were either overwhelmed with data, or you just tuned the speaker out.if powerpoint was involved, each slide was probably loaded with at least 40 words or figures, and odds are that you dont remember more than a tiny bit of what they were supposed to show.回想一下你上次聆聽某人發(fā)表演講或任何正式陳述的情形。它也許太長了，以至于你被各種數(shù)據(jù)搞得頭昏腦脹，甚或干脆不理會(huì)演講者。如果演講者使用了ppt文檔，那么每張幻燈片很可能塞入了至少40個(gè)單詞或數(shù)字，但你現(xiàn)在或許只記得一丁點(diǎn)內(nèi)容。pretty uninspiring, huh? talk like ted: 9 public-speaking secrets of the worlds best mindsexamines why in prose thats as lively and appealing as, well, a ted talk.timed to coincide with the 30th anniversary in march of those now-legendary ted conferences, the book draws on current brain science to explain what wins over, and fires up, an audience--and what doesnt.author carmine gallo also studied more than 500 of the most popular ted speeches(there have been about 1,500 so far)and interviewed scores of the people who gave them.相當(dāng)平淡，是吧？《像ted那樣演講：全球頂級(jí)人才九大演講秘訣》(talk like ted: 9 public-speaking secrets of the worlds best minds)一書以流暢的文筆審視了為什么ted演講如此生動(dòng)，如此引人入勝。出版方有意安排在今年3月份發(fā)行此書，以慶賀如今已成為經(jīng)典的ted大會(huì)成立30周年。這部著作借鑒

當(dāng)代腦科學(xué)解釋了什么樣的演講能夠說服聽眾、鼓舞聽眾，什么樣的演講無法產(chǎn)生這種效果。

much of what he found out is surprising.consider, for instance, the fact that each ted talk is limited to 18 minutes.that might sound too short to convey much.yet ted curator chris anderson imposed the time limit, he told gallo, because its long enough to be serious and short enough to hold peoples attention...by forcing speakers who are used to going on for 45 minutes to bring it down to 18, you get them to think about what they really want to say.its also the perfect length if you want your message to go viral, anderson says.他挖出了不少令人吃驚的演講策略。例如，每場ted演講都被限制在18分鐘以內(nèi)。聽起來太過短暫，似乎無法傳達(dá)足夠多訊息。然而，ted大會(huì)策辦人克里斯?安德森決議推行這項(xiàng)時(shí)間限制規(guī)則，因?yàn)椤斑@個(gè)時(shí)間長度足夠莊重，同時(shí)又足夠短，能夠吸引人們的注意力。通過迫使那些習(xí)慣于滔滔不絕講上45分鐘的嘉賓把演講時(shí)間壓縮至18分鐘，你就可以讓他們認(rèn)真思考他們真正想說的話，”他對加洛說。此外，安德森說，如果你希望你的訊息像病毒般擴(kuò)散，這也是一個(gè)完美的時(shí)間長度。recent neuroscience shows why the time limit works so well: people listening to a presentation are storing data for retrieval in the future, and too much information leads to cognitive overload, which gives rise to elevated levels of anxiety--meaning that, if you go on and on, your audience will start to resist you.even worse, they wont recall a single point you were trying to make.最近的神經(jīng)科學(xué)研究說明了為什么這項(xiàng)時(shí)間限制產(chǎn)生如此好的效果：聆聽陳述的人們往往會(huì)存儲(chǔ)相關(guān)數(shù)據(jù)，以備未來檢索之用，而太多的信息會(huì)導(dǎo)致“認(rèn)知超負(fù)荷”，進(jìn)而推升聽眾的焦慮度。它意味著，如果你說個(gè)沒完沒了，聽眾就會(huì)開始抗拒你。更糟糕的是，他們不會(huì)記得你努力希望傳遞的信息點(diǎn)，甚至可能一個(gè)都記不住。

如何把一個(gè)復(fù)雜的陳述壓縮至18分鐘左右？加洛就這個(gè)問題提供了一些小建議，其中包括他所稱的“三的法則”。具體說就是，把大量觀點(diǎn)高度濃縮為三大要點(diǎn)。ted大會(huì)上的許多演講高手就是這樣做的。他還指出，即使一篇演講無法提煉到這樣的程度，單是這番努力也一定能改善演講的效果：“僅僅通過這番提煉，你就可以大大增強(qiáng)陳述的創(chuàng)造性和影響力?！? then theres powerpoint.ted represents the end of powerpoint as we know it, writes gallo.he hastens to add that theres nothing wrong with powerpoint as a tool, but that most speakers unwittingly make it work against them by cluttering up their slides with way too many words(40, on average)and numbers.另一個(gè)建議與ppt文檔有關(guān)?！皌ed大會(huì)象征著我們所知的ppt文檔正走向終結(jié)，”加洛寫道。他隨后又馬上補(bǔ)充說，作為工具的powerpoint本身并沒有什么錯(cuò)，但大多數(shù)演講者為他們的幻燈片塞進(jìn)了太多的單詞（平均40個(gè)）和數(shù)字，讓這種工具不經(jīng)意間帶來了消極影響。the remedy for that, based on the most riveting ted talks: if you must use slides, fill them with a lot more images.once again, research backs this up, with something academics call the picture superiority effect: three days after hearing or reading a set of facts, most people will remember about 10% of the information.add a photo or a drawing, and recall jumps to 65%.最吸引人的ted演講為我們提供了一個(gè)補(bǔ)救策略：如果你必須使用幻燈片，務(wù)必記得要大量運(yùn)用圖像資源。這種做法同樣有科學(xué)依據(jù)，它就是研究人員所稱的“圖優(yōu)效應(yīng)”(picture superiority effect)：聽到或讀到一組事實(shí)三天后，大多數(shù)人會(huì)記得大約10%的信息。而添加一張照片或圖片后，記憶率將躍升至65%。one study, by molecular biologist john medina at the university of washington school of medicine, found that not only could people recall more than 2,500 pictures with at least 90% accuracy several days later, but accuracy a whole year afterward was still at about 63%.華盛頓大學(xué)醫(yī)學(xué)院(university of washington school of medicine)分子生物學(xué)家約翰?梅迪納主持的研究發(fā)現(xiàn)，幾天后，人們能夠回想起超過2,500張圖片，準(zhǔn)確率至少達(dá)到90%；一年后的準(zhǔn)確率依然保持在63%左右。that result demolishes print and speech, both of which were tested on the same group of subjects, medinas study indicated, which is something worth bearing in mind for anybody hoping that his or her ideas will be remembered.梅迪納的研究表明，這個(gè)結(jié)果“完勝”印刷品和演講的記憶效果（由同一組受試者測試）。任何一位希望自己的思想被聽眾銘記在心的演講者或許都應(yīng)該記住這一點(diǎn)。篇四：ted演講稿

我是個(gè)說書之人。在這里，我想和大家分享一些我本人的故事。一些關(guān)于所謂的“單一故事的危險(xiǎn)性”的經(jīng)歷。我成長在尼日利亞東部的一所大學(xué)校園里。我母親常說我從兩歲起就開始讀書。不過我認(rèn)為“四歲起”比較接近事實(shí)。所以我從小就開始讀書，讀的是英國和美國的兒童書籍。

我也是從小就開始寫作，當(dāng)我在七歲那年，開始強(qiáng)迫我可憐的母親閱讀我用鉛筆寫好的故事，外加上蠟筆描繪的插圖時(shí)，我所寫的故事正如我所讀的故事那般，我故事里的人物們都是白皮膚、藍(lán)眼睛的。常在雪中嬉戲，吃著蘋果。而且他們經(jīng)常討論天氣，討論太陽出來時(shí)，一切都多么美好。我一直寫著這樣故事，雖然說我當(dāng)時(shí)住在尼日利亞，并且從來沒有出過國。雖然說我們從來沒見過雪，雖然說我們實(shí)際上只能吃到芒果；雖然說我們從不討論天氣，因?yàn)楦緵]這個(gè)必要。

我故事里的人物們也常喝姜汁啤酒，因?yàn)槲宜x的那些英國書中的人物們常喝姜汁啤酒。雖然說我當(dāng)時(shí)完全不知道姜汁啤酒是什么東西。時(shí)隔多年，我一直都懷揣著一個(gè)深切的渴望，想嘗嘗姜汁啤酒的味道。不過這要另當(dāng)別論了。這一切所表明的，正是在一個(gè)個(gè)的故事面前，我們是何等的脆弱，何等的易受影響，尤其當(dāng)我們還是孩子的時(shí)候，因?yàn)槲耶?dāng)時(shí)讀的所有書中只有外國人物，我因而堅(jiān)信：書要想被稱為書，就必須有外國人在里面，就必須是關(guān)于我無法親身體驗(yàn)的事情，而這一切都在我接觸了非洲書籍之后發(fā)生了改變。當(dāng)時(shí)非洲書并不多，而且他們也不像國外書籍那樣好找。不過因?yàn)椋『?！之類的作家，我思維中對于文學(xué)的概念，產(chǎn)生了質(zhì)的改變。我意識(shí)到像我這樣的人---有著巧克力般的膚色和永遠(yuǎn)無法梳成馬尾辮的卷曲頭發(fā)的女孩們，也可以出現(xiàn)在文學(xué)作品中。

我開始撰寫我所熟知的事物，但這并不是說我不喜愛那些美國和英國書籍，恰恰相反，那些書籍激發(fā)了我的想象力，為我開啟了新的世界。但隨之而來的后果就是，我不知道原來像我這樣的人，也是可以存在于文學(xué)作品中的，而與非洲作家的結(jié)緣，則是將我從對于書籍的單一故事中拯救了出來。

我來自一個(gè)傳統(tǒng)的尼日利亞中產(chǎn)家庭，我的父親是一名教授，我的母親是一名大學(xué)管理員。因此我們和很多其他家庭一樣，都會(huì)從附近的村莊中雇傭一些幫手來打理家事。在我八歲那一年，我們家招來了一位新的男仆。他的名字叫做fide.我父親只告訴我們說，他是來自一個(gè)非常窮苦的家庭，我母親會(huì)時(shí)不時(shí)的將山芋、大米，還有我們穿舊的衣服送到他的家里。每當(dāng)我剩下晚飯的時(shí)候，我的母親就會(huì)說：吃凈你的食物！難道你不知道嗎？像fide家這樣的人可是一無所有。因此我對他們家人充滿了憐憫。

后來的一個(gè)星期六，我們?nèi)ide的村莊拜訪，他的母親向我們展示了一個(gè)精美別致的草籃----用fide的哥哥用染過色的酒椰葉編制的。我當(dāng)時(shí)完全被震驚了。我從來沒有想過fide的家人居然有親手制造東西的才能。在那之前，我對fide家唯一的了解就是他們是何等的窮困，正因?yàn)槿绱?，他們在我腦中的印象只是一個(gè)字------“窮”。他們的貧窮是我賜予他們的單一故事。

多年以后，在我離開尼日利亞前往美國讀大學(xué)的時(shí)候，我又想到了這件事。我那時(shí)19歲，我的美國室友當(dāng)時(shí)完全對我感到十分驚訝了。他問我是從哪里學(xué)的講一口如此流利的英語，而當(dāng)我告知她尼日利亞剛巧是以英語作為官方語言的時(shí)候，她的臉上則是寫滿了茫然。她問我是否可以給她聽聽她所謂的“部落音樂”，可想而知，當(dāng)我拿出瑪麗亞凱莉的磁帶時(shí)，她是何等的失望，她斷定我不知道如何使用電爐。

我猛然意識(shí)到“在他見到我之前，她就已經(jīng)對我充滿了憐憫之心。她對我這個(gè)非洲人的預(yù)設(shè)心態(tài)是一種充滿施恩與好意的憐憫之情。我那位室友的腦中有一個(gè)關(guān)于非洲的單一故事。一個(gè)充滿了災(zāi)難的單一故事。在這個(gè)單一的故事中，非洲人是完全沒有可能在任何方面和她有所相似的；沒有可能接收到比憐憫更復(fù)雜的感情；沒有可能以一個(gè)平等的人類的身份與她

溝通。

我不得不強(qiáng)調(diào)，在我前往美國之前，我從來沒有有意識(shí)的把自己當(dāng)做個(gè)非洲人。但在美國的時(shí)候，每當(dāng)人們提到”非洲“時(shí)，大家都會(huì)轉(zhuǎn)向我，雖然我對納米比亞之類的地方一無所知。但我漸漸的開始接受這個(gè)新的身份，現(xiàn)在很多時(shí)候我都是把自己當(dāng)做一個(gè)非洲人來看待。不過當(dāng)人們把非洲當(dāng)做一個(gè)國家來討論的時(shí)候，我還是覺得挺反感的。最近的一次例子就發(fā)生在兩天前，我從拉各斯搭乘航班，旅程原本相當(dāng)愉快，直到廣播里開始介紹在”印度、非洲以及其他國家”所進(jìn)行的慈善事業(yè)。

當(dāng)我以一名非洲人的身份在美國讀過幾年之后，我開始理解我那位室友當(dāng)時(shí)對我的反應(yīng)。如果我不是在尼日利亞長大，如果我對非洲的一切認(rèn)識(shí)都是來自于大眾流行的影像，我相信我眼中的非洲也同樣是充滿了美麗的地貌、美麗的動(dòng)物，以及一群難以理解的人們進(jìn)行著毫無意義的戰(zhàn)爭、死于艾滋和貧窮、無法為自己辯護(hù)，并且等待著一位慈悲的、白種的外國人的救贖，我看待非洲的方式將會(huì)和我兒時(shí)看待fide一家的方式是一樣的。

我認(rèn)為關(guān)于非洲的這個(gè)單一故事從根本上來自于西方的文學(xué)。這是來自倫敦商人john locke的一段話。他在1561年的時(shí)候，曾游歷非洲西部，并且為他的航行做了翻很有趣的記錄。他先是把黑色的非洲人稱為“沒有房子的野獸”，隨后又寫道：“他們也是一群無頭腦的人，他們的嘴和眼睛都長在了他們的胸口上。”

我每次讀到這一段的時(shí)候，都不禁大笑起來。他的想象力真的是讓人敬佩。但關(guān)于他的作品極其重要的一點(diǎn)是它昭示著西方社會(huì)講述非洲故事的一個(gè)傳統(tǒng)，在這個(gè)傳統(tǒng)中，撒哈拉以南的非洲充滿了消極、差異以及黑暗，是偉大的詩人rudyard kipling筆下所形容的“半惡魔、半孩童”的奇異人種。

正因?yàn)槿绱耍议_始意識(shí)到我的那位美國室友一定在她的成長過程中，看到并且聽過關(guān)于這個(gè)單一故事的不同版本，就如同之前一位曾經(jīng)批判我的小說缺乏“真實(shí)的非洲感”的教授一樣。話說我倒是甘愿承認(rèn)我的小說有幾處寫的不好的地方，有幾處敗筆，但我很難想象我的小說既然會(huì)缺乏“真實(shí)的非洲感”。事實(shí)上，我甚至不知道真實(shí)的非洲感到底是個(gè)什么東西。那位教授跟我說我書中的人物都和他太相近了，都是受過教育的中產(chǎn)人物。我的人物會(huì)開車，他們沒有受到饑餓的困擾。正因此，他們?nèi)狈α苏鎸?shí)的非洲感。

我在這里不得不指出，我本人也常常被單一的故事蒙蔽雙眼。幾年前，我從美國探訪墨西哥，當(dāng)時(shí)美國的政治氣候比較緊張。關(guān)于移民的辯論一直在進(jìn)行著。而在美國，“移民”和“墨西哥人”常常被當(dāng)做同義詞來使用。關(guān)于墨西哥人的故事是源源不絕，講的都是欺詐醫(yī)療系統(tǒng)、偷渡邊境、在邊境被捕之類的事情。

我還記得當(dāng)我到達(dá)瓜達(dá)拉哈拉的第一天，看著人們前往工作，在市集上吃著墨西哥卷、抽著煙、大笑著，我記得我剛看到這一切時(shí)是何等的驚訝，但隨后我的心中便充滿了羞恥感。我意識(shí)到我當(dāng)時(shí)完全被沉浸在媒體上關(guān)于墨西哥人的報(bào)道，以致于他們在我的腦中幻化成一個(gè)單一的個(gè)體---卑賤的移民。我完全相信了關(guān)于墨西哥人的單一故事，對此我感到無比的羞愧。這就是創(chuàng)造單一故事的過程，將一群人一遍又一遍地呈現(xiàn)為一個(gè)事物，并且只是一個(gè)事物，時(shí)間久了，他們就變成了那個(gè)事物。

而說到單一的故事，就自然而然地要講到權(quán)力這個(gè)問題。每當(dāng)我想到這個(gè)世界的權(quán)力結(jié)構(gòu)的時(shí)候，我都會(huì)想起一個(gè)伊傅語中的單詞，叫做“nkali”,它是一個(gè)名詞，可以在大意上被翻譯成”比另一個(gè)人強(qiáng)大。”就如同我們的經(jīng)濟(jì)和政治界一樣，我們所講的故事也是建立在它的原則上的。這些故事是怎樣被講述的、由誰來講述、何時(shí)被講述、有多少故事被講述，這一切都取決于權(quán)力。篇五：ted演講的十條黃金法則

如何登上ted演講舞臺(tái)——ted演講的十條黃金法則、導(dǎo)讀：如果你喜歡ted，甚至夢想，有一天自己也站在ted的舞臺(tái)上做一個(gè)演講，本文將介紹著名的ted演講十個(gè)黃金法則，請往下看吧~~ 如果你喜歡ted，觀看了ted的演講視頻，感到激動(dòng)不已，甚至夢想，有一天自己也站在ted的舞臺(tái)上做一個(gè)演講，分享你的精彩創(chuàng)意想法和精彩故事！這太好了，這種熱情的向往，是通往ted講臺(tái)之路的最大動(dòng)力。除此之外還需要了解一些演講技巧。these 10 tips are the heart of a great ted talk.1.dream big.strive to create the best talk you have ever given.reveal something never seen before.do something the audience will remember forever.share an idea that could change the world.給自己一個(gè)高目標(biāo)，要把這個(gè)演講做成你最成功的一個(gè)演講。你可以向觀眾展示某些未曾公開展示的東西或做出能夠讓觀眾留下深刻印象的事情。分享一個(gè)有可能改變世界的想法。2.show us the real you.share your passions, your dreams...and also your fears.be vulnerable.speak of failure as well as success.展示一個(gè)最真實(shí)的你。分享你的激情、夢想，乃至恐懼。不要把自己當(dāng)成是完美無缺的，你可以講成功的故事，也可以講失敗的故事。4.connect with peoples emotions.make us laugh!make us cry!要說得動(dòng)人一點(diǎn)，使得觀眾聽了會(huì)發(fā)出由衷的微笑或感動(dòng)到禁不住要哭泣。5.dont flaunt your ego.dont boast.it’s the surest way to switch everyone off.不要自吹自擂。那樣做的話，最容易嚇跑觀眾。

臺(tái)上不能推銷！除非事先有通知，否則不可談?wù)撃愕墓净蚪M織。更別指望在臺(tái)上展示你的產(chǎn)品。

要給其他演講嘉賓一定的回應(yīng)，可以贊可以彈。意見之對立才會(huì)擦出思維之火火嘛。激情的參與本身的力量就是這么強(qiáng)大的。8.if possible, dont read your talk.notes are fine.but if the choice is between reading or rambling, then read!除非萬不得已，否則不要照著講稿閱讀。當(dāng)然可以看自己寫的小紙片。但假如不看講稿你會(huì)表述得含糊不清的話，那還是看著稿子講吧。9.you must end your talk on time.doing otherwise is to steal time from the people that follow you.we won’t allow it.必須在規(guī)定的時(shí)間內(nèi)說完。因?yàn)槌瑫r(shí)就意味著剝奪了其他人的時(shí)間。這是不允許的。10.rehearse your talk in front of a trusted friend...for timing, for clarity, for impact.為了保證演講準(zhǔn)時(shí)、清晰、高質(zhì)量，我們希望你提前跟朋友一起做試講。關(guān)于ted ted于1984年由理查德·溫曼和哈里·馬克思共同創(chuàng)辦，從1990年開始每年在美國加州的蒙特利舉辦一次，而如今，在世界的其他城市也會(huì)每半年舉辦一次。

它邀請世界上的思想領(lǐng)袖與實(shí)干家來分享他們最熱衷從事的事業(yè)?！皌ed”由“科技”、“娛樂”以及“設(shè)計(jì)”三個(gè)英文單詞首字母組成，這三個(gè)廣泛的領(lǐng)域共同塑造著我們的未來。事實(shí)上，這場盛會(huì)涉及的領(lǐng)域還在不斷擴(kuò)展，展現(xiàn)著涉及幾乎各個(gè)領(lǐng)域的各種見解。參加者們稱它為 “超級(jí)大腦spa”和“四日游未來”。

大會(huì)觀眾往往是企業(yè)的ceo、科學(xué)家、創(chuàng)造者、慈善家等等，他們幾乎和演講嘉賓一樣優(yōu)秀。比爾·克林頓、比爾·蓋茨、維基百科創(chuàng)始人吉米·威爾斯、dna結(jié)構(gòu)的發(fā)現(xiàn)者詹姆斯·華森、google創(chuàng)辦人、英國動(dòng)物學(xué)家珍妮·古道爾、美國建筑大師弗蘭克·蓋里、歌手保羅·西蒙、維珍品牌創(chuàng)始人理查德·布蘭森爵士、國際設(shè)計(jì)大師菲利普·斯達(dá)克以及u2樂隊(duì)主唱bono都曾經(jīng)擔(dān)任過演講嘉賓。

大凡有機(jī)會(huì)來到ted大會(huì)現(xiàn)場作演講的均有非同尋常的經(jīng)歷，他們要么是某一領(lǐng)域的佼佼者，要么是某一新興領(lǐng)域的開創(chuàng)人，要么是做出了某些足以給社會(huì)帶來改觀的創(chuàng)舉。比如人類基因組研究領(lǐng)域的領(lǐng)軍人物craig venter，“給每位孩子一百美元筆記本電腦”項(xiàng)目的創(chuàng)建人 nicholas negroponte，只身滑到北極的第一人 ben saunders，當(dāng)代杰出的語言學(xué)家

steven pinker??至于像 al gore 那樣的明星就更是ted大會(huì)之常客了。每一個(gè)ted 演講的時(shí)間通常都是18分鐘以內(nèi)，但是，由于演講者對于自己所從事的事業(yè)有一種深深的熱愛，他們的演講也往往最能打動(dòng)聽者的心，并引起人們的思考與進(jìn)一步探索。