TED演講：請(qǐng)相信，你可以進(jìn)步
面對(duì)問題的兩種不同心態(tài)：我還不夠聰明，或是，我正在解決的路上。
卡羅爾所倡導(dǎo)的成長(zhǎng)型思維模式，讓孩子注重過程而不是結(jié)果，不去表揚(yáng)天分或才智，而是對(duì)孩子積極投入的過程進(jìn)行表揚(yáng)，會(huì)賦予孩子們更多自信，而且還能促進(jìn)民族間的教育平等。
雙語演講稿：
0:12
The power of yet.
專注過程，而不是結(jié)果。
0:14
I heard about a high school in Chicago where students had to pass a certain number of courses to graduate, and if they didn't pass a course, they got the grade "Not Yet." And I thought that was fantastic, because if you get a failing grade, you think, I'm nothing, I'm nowhere. But if you get the grade "Not Yet" you understand that you're on a learning curve. It gives you a path into the future.
我聽說，在芝加哥有一所高中， 那兒的學(xué)生畢業(yè)前要通過一系列課程， 如果某一門課沒有通過， 成績(jī)就是「暫未通過」。 我想，這真是個(gè)絕妙的做法， 因?yàn)椋绻隳抽T課的成績(jī)不及格， 你會(huì)想，我什么都不是，我什么都沒有學(xué)到。 但如果你的成績(jī)是「暫未通過」， 你會(huì)明白，學(xué)習(xí)的步伐并沒有停下， 你還需逐步向前，爭(zhēng)取未來。
0:43
"Not Yet" also gave me insight into a critical event early in my career, a real turning point. I wanted to see how children coped with challenge and difficulty, so I gave 10-year-olds problems that were slightly too hard for them. Some of them reacted in a shockingly positive way. They said things like, "I love a challenge," or, "You know, I was hoping this would be informative." They understood that their abilities could be developed. They had what I call a growth mindset. But other students felt it was tragic, catastrophic. From their more fixed mindset perspective, their intelligence had been up for judgment and they failed. Instead of luxuriating in the power of yet, they were gripped in the tyranny of now.
「暫未通過」也讓我聯(lián)想起一件尤為重要的 發(fā)生在我職業(yè)生涯初期的事情， 這件事對(duì)我而言是一個(gè)轉(zhuǎn)折點(diǎn)。 當(dāng)時(shí)，我想探究 孩子是如何應(yīng)對(duì)挑戰(zhàn)和困難的， 因此，我讓一些10歲大的孩子 嘗試解決一些對(duì)于他們而言 稍稍偏難的問題。 一些孩子積極應(yīng)對(duì)的方式讓我感到震驚。 他們會(huì)這樣說， 「我喜歡挑戰(zhàn)，」 或說，「你知道的，我希望能有所獲。」 這些孩子明白，他們的能力是可以提升的。 他們有我所說的成長(zhǎng)型思維模式。 但另一些孩子覺得面對(duì)這些難題 是不幸，宛如面對(duì)一場(chǎng)災(zāi)難。 從他們的固定型思維角度來看， 他們的才智受到了評(píng)判， 而他們失敗了。 他們不懂得享受學(xué)習(xí)的過程， 而只盯住眼前的成與敗，
1:58
So what do they do next? I'll tell you what they do next. In one study, they told us they would probably cheat the next time instead of studying more if they failed a test. In another study, after a failure, they looked for someone who did worse than they did so they could feel really good about themselves. And in study after study, they have run from difficulty. Scientists measured the electrical activity from the brain as students confronted an error. On the left, you see the fixed mindset students. There's hardly any activity. They run from the error. They don't engage with it. But on the right, you have the students with the growth mindset, the idea that abilities can be developed. They engage deeply. Their brain is on fire with yet. They engage deeply. They process the error. They learn from it and they correct it.
這些孩子們后面表現(xiàn)如何? 讓我告訴你他們的表現(xiàn)。 在一項(xiàng)研究中，他們告訴我們， 如果他們某次考試未通過， 他們很可能會(huì)在下次考試中作弊，而不是更加努力地學(xué)習(xí)。 在另一項(xiàng)研究中，他們掛了一門后， 他們會(huì)找到那些考得還不如他們高的孩子， 以尋求自我安慰。 后續(xù)的研究陸續(xù)表明，他們會(huì)逃避困難。 科學(xué)家們監(jiān)測(cè)了學(xué)生們面對(duì)錯(cuò)誤時(shí)的 腦電活動(dòng)圖像。 在左側(cè)，是固定型思維模式的學(xué)生， 幾乎沒有什么活動(dòng)。 他們?cè)阱e(cuò)誤面前選擇了逃避。 他們沒有積極地投入。 但請(qǐng)看右側(cè)，這是成長(zhǎng)型思維模式的學(xué)生， 這些學(xué)生相信能力會(huì)通過鍛煉得以提升。 他們積極地應(yīng)對(duì)錯(cuò)誤。 他們的大腦在高速運(yùn)轉(zhuǎn)， 他們積極地投入， 他們剖析錯(cuò)誤， 從中學(xué)習(xí)，最終訂正。
3:12
How are we raising our children? Are we raising them for now instead of yet? Are we raising kids who are obsessed with getting A's? Are we raising kids who don't know how to dream big dreams? Their biggest goal is getting the next A or the next test score? And are they carrying this need for constant validation with them into their future lives? Maybe, because employers are coming to me and saying, we have already raised a generation of young workers who can't get through the day without an award.
如今我們是如何教育孩子的呢? 是教育他們專注眼前，而不是注重過程嗎? 我們培育了一些迷戀刷A的孩子們嗎? 我們培育了沒有遠(yuǎn)大理想的孩子們嗎? 他們最遠(yuǎn)大的目標(biāo)就是再拿一個(gè)A， 心里所想的就是下一次考試嗎? 他們?cè)诮窈蟮纳钪?，都以分?jǐn)?shù)的高低 來評(píng)判自己?jiǎn)? 或許是的，因?yàn)槠髽I(yè)雇主們跑來找我， 說我們養(yǎng)育的這新一代走上工作崗位的人， 如果不給他們獎(jiǎng)勵(lì)， 他們一天都過不下去。
4:01
So what can we do? How can we build that bridge to yet?
我們?cè)撛趺醋瞿? 如何讓孩子注重過程而不是結(jié)果呢?
4:08
Here are some things we can do. First of all, we can praise wisely, not praising intelligence or talent. That has failed. Don't do that anymore. But praising the process that kids engage in: their effort, their strategies, their focus, their perseverance, their improvement. This process praise creates kids who are hardy and resilient.
我們可以做這樣幾件事。 首先，我們可以有技巧地去表揚(yáng)： 不去表揚(yáng)天分或才智， 這行不通。 不要再這樣做了。 而是要對(duì)孩子積極投入的過程進(jìn)行表揚(yáng)： 他們的努力與策略， 他們的專注、堅(jiān)持與進(jìn)步。 對(duì)過程的表揚(yáng) 會(huì)塑造孩子的韌性。
4:38
There are other ways to reward yet. We recently teamed up with game scientists from the University of Washington to create a new online math game that rewarded yet. In this game, students were rewarded for effort, strategy and progress. The usual math game rewards you for getting answers right right now, but this game rewarded process. And we got more effort, more strategies, more engagement over longer periods of time, and more perseverance when they hit really, really hard problems.
還有其他的辦法來獎(jiǎng)勵(lì)過程。 最近，我們與來自華盛頓大學(xué)的 游戲研究者合作， 制作了一款獎(jiǎng)勵(lì)過程的數(shù)學(xué)游戲。 在這個(gè)游戲中，學(xué)生們因他們的 努力、策略與進(jìn)步而受到獎(jiǎng)勵(lì)。 通常的數(shù)學(xué)游戲中， 玩家只有在解得正確答案后 才能得到獎(jiǎng)勵(lì)， 但這個(gè)游戲獎(jiǎng)勵(lì)過程。 隨著游戲的深入， 孩子們更加努力， 想出更多的策略， 身心更加投入， 當(dāng)遇到尤為困難的問題時(shí)， 他們也展現(xiàn)了更為持久的韌勁。
5:24
Just the words "yet" or "not yet," we're finding, give kids greater confidence, give them a path into the future that creates greater persistence. And we can actually change students' mindsets. In one study, we taught them that every time they push out of their comfort zone to learn something new and difficult, the neurons in their brain can form new, stronger connections, and over time they can get smarter.
我們發(fā)現(xiàn)，注重過程的思維模式， 會(huì)賦予孩子們更多自信， 指引他們不斷向前，越發(fā)堅(jiān)持不懈。 事實(shí)上，我們能夠改變學(xué)生的思維模式。 在一項(xiàng)研究中，我們告訴學(xué)生們， 每當(dāng)他們迫使自己走出舒適區(qū)， 學(xué)習(xí)新知識(shí)，迎接新挑戰(zhàn)， 大腦中的神經(jīng)元會(huì)形成新的 更強(qiáng)的連接， 他們會(huì)逐漸變得越來越聰明。
6:03
Look what happened: in this study, students who were not taught this growth mindset continued to show declining grades over this difficult school transition, but those who were taught this lesson showed a sharp rebound in their grades. We have shown this now, this kind of improvement, with thousands and thousands of kids, especially struggling students.
看看后面發(fā)生了什么吧：在這項(xiàng)研究中， 沒有接受成長(zhǎng)型思維模式訓(xùn)練的學(xué)生， 在這一困難的過渡階段，成績(jī)持續(xù)下滑， 但那些受過該訓(xùn)練的學(xué)生， 成績(jī)強(qiáng)勢(shì)反彈，卓有起色。 如今，我們已證實(shí)這一結(jié)論， 通過成千上萬個(gè)孩子的實(shí)例， 尤其是那些在學(xué)業(yè)上掙扎的孩子。
6:34
So let's talk about equality. In our country, there are groups of students who chronically underperform, for example, children in inner cities, or children on Native American reservations. And they've done so poorly for so long that many people think it's inevitable. But when educators create growth mindset classrooms steeped in yet, equality happens. And here are just a few examples. In one year, a kindergarten class in Harlem, New York scored in the 95th percentile on the National Achievement Test. Many of those kids could not hold a pencil when they arrived at school. In one year, fourth grade students in the South Bronx, way behind, became the number one fourth grade class in the state of New York on the state math test. In a year to a year and a half, Native American students in a school on a reservation went from the bottom of their district to the top, and that district included affluent sections of Seattle. So the native kids outdid the Microsoft kids.
那我們就來談?wù)劷逃降劝伞?在我們國(guó)家，有些特定區(qū)域的孩子 總是在學(xué)業(yè)上處于下游， 比如，內(nèi)城區(qū)的孩子， 或印第安人居留地里的孩子。 長(zhǎng)期以來這里的孩子都沒什么起色， 以致于很多人認(rèn)為沒的救了。 但是當(dāng)教育家們將孩子的思維 轉(zhuǎn)變?yōu)槌砷L(zhǎng)型思維模式時(shí)， 教育平等實(shí)現(xiàn)了。 舉幾個(gè)例子吧。 紐約哈萊姆區(qū)的一所幼兒園的學(xué)生 在一年的時(shí)間內(nèi)， 國(guó)家水平測(cè)試(National Achievement Test) 成績(jī)飛躍到前百分之五。 這些孩子中有很多在入學(xué)時(shí)甚至還不會(huì)握筆。 一年之內(nèi)， 遠(yuǎn)遠(yuǎn)落后的南布朗克斯區(qū)的四年級(jí)學(xué)生， 其標(biāo)準(zhǔn)數(shù)學(xué)測(cè)試成績(jī)攀升到 紐約州所有四年級(jí)學(xué)生的第一名。 在一年到一年半的時(shí)間內(nèi)， 某印第安人居留地的一所學(xué)校里的學(xué)生 成績(jī)從全區(qū)墊底到名列前茅， 而這個(gè)區(qū)包括了西雅圖市的富饒地段。 印第安孩子戰(zhàn)勝了「微軟」孩子。
8:23
This happened because the meaning of effort and difficulty were transformed. Before, effort and difficulty made them feel dumb, made them feel like giving up, but now, effort and difficulty, that's when their neurons are making new connections, stronger connections. That's when they're getting smarter.
這得以實(shí)現(xiàn)的原因，是努力與困難的意義 在孩子心目中發(fā)生了改變。 在此之前，努力與困難 讓他們感覺自己很笨， 讓他們想放棄， 但如今，正是努力與困難讓 他們大腦中的神經(jīng)元得以形成新的連接， 更強(qiáng)的連接。 正是在這個(gè)過程中，他們變得越來越聰明。
8:53
I received a letter recently from a 13-year-old boy. He said, "Dear Professor Dweck, I appreciate that your writing is based on solid scientific research, and that's why I decided to put it into practice. I put more effort into my schoolwork, into my relationship with my family, and into my relationship with kids at school, and I experienced great improvement in all of those areas. I now realize I've wasted most of my life."
最近，我收到一個(gè)13歲男孩的來信。 他說，「親愛的德韋克教授， 我欣賞你的著作， 因?yàn)樗鼈兌蓟诳煽康目茖W(xué)試驗(yàn)， 因此，我決定將你的方法付諸實(shí)踐。 我更用功地學(xué)習(xí)， 更用心地處好與家人的關(guān)系， 與同學(xué)的關(guān)系， 而在這些方面我都有了長(zhǎng)足的進(jìn)步。 現(xiàn)在我才意識(shí)到，過去浪費(fèi)了太多生命。」
9:40
Let's not waste any more lives, because once we know that abilities are capable of such growth, it becomes a basic human right for children, all children, to live in places that create that growth, to live in places filled with yet.
讓我們不再浪費(fèi)生命， 因?yàn)?，既然我們知?能力可以增長(zhǎng)， 那么，生活在一個(gè)能激發(fā)進(jìn)步 并讓這一切變得可能的地方 就是每個(gè)孩子的權(quán)利。
10:14
Thank you.
謝謝。
