TED演講中英文本

1、TED演講中英文本怎樣從錯誤中學(xué)習(xí)I have been teaching for a long time, andin doing so have acquireda body of knowledgeabout kids and learning that Ireally wish more people would understand aboutthe potential of students.In1931, my grandmother - bottom left for you guys over here - graduated fromthe eighth grade. Sh

2、e went to school to get the information because thatswhere the information lived. It was in the books, it was inside the teachershead, and she needed to go there to get the information, because thats how youlearned. Fast-forward a generation: this is theone room schoolhouse, Oak Grove, where my fath

3、er went to a one roomschoolhouse. And heagain had to travel to the school to get theinformation from the teacher, store it in the only portable memory 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

4、 in theworld. When I was a kid, we had a set of encyclopedias at my house. It was purchased the year Iwas born, and it was extraordinary, because I did not have to wait to go to thelibrary to get to the information; the information was inside my house and itwas awesome. This was different than eithe

5、r generation had experienced before,and it changed the way I interacted with information even atjust a smalllevel. But the information was closer to me. I could getaccess to it.我已從事教學(xué)很長一段時間，在這個過程中，獲得很多關(guān)于兒童和學(xué)習(xí)的知識，但我真的希望更多人能理解學(xué)生的潛能。1931年，我的奶奶，在相片的左下角，從八年級畢業(yè)。她從學(xué)校中獲得知識，因為學(xué)校是知識的殿堂。知識在書本中，在老師腦海中，她需要到學(xué)校獲得，

6、因為這正是學(xué)習(xí)的方法。很快的前進了一代，這是Oak Grove的校舍，只有一間，我父親去只有一間校舍的學(xué)校上學(xué)。他依然得前往學(xué)校，從老師身上學(xué)習(xí)知識，存儲在他唯一的便攜式記憶中他的大腦，并隨身攜帶，因為這就是知識傳播的方式。老師傳授給學(xué)生，然后在世界上運用。當(dāng)我還是個孩子時，家中有一套百科全書，是在我出生那年購買的。當(dāng)時看來很棒，因為我不需要等到去圖書館時才能獲得資料，這些資料就在我家。這很棒，跟上一代人經(jīng)歷過的相比之下與眾不同，它改變了我與知識的互動，即使只有一點點程度。但這些知識離我更近，隨手可得。（背景：當(dāng)學(xué)習(xí)知識的途徑越來越多時，學(xué)校和教師已不再是人們獲取知識的唯一來源）In the

7、time thatpasses between when I was a kid in high school and when I started teaching, wereally seethe advent of the internet.Right about the time the internet getsgoing 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 lov

8、ely, small townrural Kansas school district, where I was teaching my favorite subject,American government. My first year - super gung ho -going to teach American government, loved political system. Kids in the 12thgrade: not exactlyall that enthusiastic about the American governmentsystem. Year two:

9、 learned a few things - had to change my tactic.And I put in front of them an authentic experience that allowedthem to learn for themselves. I didnt tell them what to do, or how to do it. Iposed a problem in front of them, which was to put on an election forumfor their own community.They producedfli

10、ers, they called offices, they checked schedules, they were meeting with secretaries, they produced an election forum booklet for the entire town tolearn more about theircandidates. They invited everyone into the schoolfor an evening of conversation about government and politics and whether or notth

11、e 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. Thats so cute. Shes trying to get that done. (Laughter)She doesnt know what shes in for. But I knew that the kids wouldshow up. And I believed it

12、. And I told them every week what I expected out ofthem. And that night, all 90 kids - dressed appropriately, doing their job,owning it. I had to just sitand watch.It was theirs. It wasexperiential. It was authentic. It meant something to them. And they will stepup.在我還是個高中生到我開始教書那段時間當(dāng)中，我們目睹因特網(wǎng)的出現(xiàn)。大約

13、在因特網(wǎng)成為一種教育工具的時候，我離開威斯康辛，搬到堪薩斯，堪薩斯的一個小鎮(zhèn)。在那里一個可愛的小鎮(zhèn)中，即堪薩斯州鄉(xiāng)村學(xué)區(qū)，我得到教書的機會。在那里，我教授我最喜歡的科目美國政府。第一年我滿懷熱情，賣力教授美國政府這門我所喜愛的政治體制，12年級的孩子們并不完全熱衷于美國政府體制。第二年我學(xué)到了一些東西，我得改變策略。我將一個真實的體驗呈現(xiàn)在他們面前，讓他們能為自己學(xué)習(xí)。我沒有告訴他們該做什么、該怎么做，我把一個問題擺在他們眼前，就是為他們小區(qū)建立一個選舉論壇。他們制作傳單，號召辦事處；他們確認行程，與秘書會談；制作一本選舉論壇小冊，讓整個小鎮(zhèn)對候選人有更充分了解。他們邀請大家到學(xué)校進行夜間會談

14、，關(guān)于政府與政治的議題，以及街道是否都已建設(shè)完善？并真正擁有這個強大的學(xué)習(xí)體驗。較具經(jīng)驗的年長的老師看著我并走過來說，“哦，就是她，多天真！她真以為自己辦得到！”（笑聲）“她根本不知道自己會遭遇什么狀況。”但我知道這些孩子會出席，我相信這一點。我每星期都告訴他們我對他們的期許。那天晚上，全部90個孩子穿著適當(dāng)，做本分的工作，并擁有這個體驗，我只需坐著旁觀。這是屬于他們的，這是一個體驗，這是真實的，這對他們深有意義，他們會進步。（事例1：體驗式學(xué)習(xí)讓學(xué)生獲益匪淺）From Kansas, Imoved on to lovely Arizona, where I taught in Flagsta

15、ff for a number of years,this time with middle school students. Luckily I didnt have to teach themAmerican government. Could teach them the more exciting topic of geography.Again, thrilled to learn. But what was interesting about this position I foundmyself in in Arizona, was I had this really extra

16、ordinarily eclectic groupofkids 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 goand meet Paul Rusesabagina, which is the gentleman that the movie HotelRwanda is based after. And he was going to speak a

17、t the high school nextdoor to us. We could walk there; we didnt even have to pay for the buses.There was no expense cost. Perfect field trip.The problem thenbecomes how do you take seventh- and eighth-graders to a talk about genocideand deal with thesubject in a way that is responsible and respectfu

18、l, andthey know what to do with it. And so we chose to look at Paul Rusesabagina asan example of a gentleman who singularly used his life to do somethingpositive. I then challenged the kids to identify someone in their own life, orin their own story, or in their own world, that they could identify t

19、hat haddone a similar thing. I asked them to produce a little movie about it. Its thefirst time wed done this. Nobody really knew how to make these little movieson the computer. But they were into it. And I asked them to put their own voiceover it.It was the most awesome moment of revelation that wh

20、en you askkids to use their own voice and ask them to speak for themselves, what theyrewilling to share. The last question of the assignment is: how do you plan touse your life to positively impact other people? The things that kids will saywhen you ask them and take the time to listen is extraordin

21、ary.我從堪薩斯搬到可愛的亞利桑那，我在Flagstaff教了好幾年，這次是教中學(xué)生。幸運的是，我不用教他們美國政府，可以教他們更令人興奮的地理學(xué)。再次的，因?qū)W習(xí)而振奮。但我發(fā)現(xiàn)自己在亞利桑那州這份工作有趣的部分是，我確實能和這一群杰出的中學(xué)生一起合作，在一所真正的公立學(xué)校中。我們必須把握擁有這個機會的時刻，這個機會是，我們要去與Paul Rusesabagina見面。這位紳士，電影盧安達飯店以他為背景，他將來到我們隔壁的高中演講。我們可以走到那里，甚至不需付公交費用。沒有任何費用成本，完美的實地考察。問題來了。如何將七、八年級的學(xué)生帶到談?wù)摲N族屠殺的演講中，并以負責(zé)和尊重的方式處理這個問題

22、？他們知道該怎么做。所以我們選擇將Paul Rusesabagina視為一位紳士的典范，他令人罕見的用自己生命做一些正面的事，然后我給了學(xué)生一個挑戰(zhàn)，要他們在自己的生活、故事或世界中，定義一個他們認為做了類似事情的人。我要求他們制作一部與這有關(guān)的短片，這是我們第一次這么做。沒有人真正知道如何在計算機上制作這個短片，但他們參與了。我要求他們用自己的聲音配旁白，這是一個最棒的啟示時刻。當(dāng)你要孩子們用他們自己的聲音，要他們?yōu)樽约喊l(fā)聲，說出他們愿意分享的東西。這個作業(yè)最后一個問題是，你打算如何用你的生命帶給其它人正面影響？當(dāng)你問他們，并花時間傾聽時，孩子們所說的是非同尋常的。（事例2：自主式學(xué)習(xí)讓學(xué)生

23、獲益匪淺）Fast-forward toPennsylvania, where I find myself today. I teach at the Science LeadershipAcademy, which is a partnership school between the Franklin Institute and theschool district ofPhiladelphia. We are a nine through 12 public school,but we do school quite differently. I moved there primaril

24、y to be part of alearning environment that validated the way that I knew that kids learned, andthat really wanted to investigate what was possible when you are willing to letgo of some of the paradigms of the past, of information scarcity when mygrandmother was in school and when my father was in sc

25、hool and even when I wasin school, and to a moment when we have information surplus. So what do you do when the information is all around you? Whydoyou have kids come to school if they no longer have to come there toget the information?In Philadelphia wehave a one-to-one laptop program, so the kids

26、are bringing laptops with themeveryday, taking them home, getting access to information. And heres the thingthat you need to get comfortable with when youve given the tool to acquireinformation to students, is that you have to be comfortable with this idea ofallowing kids to fail as part of the lear

27、ning process.We deal right now in the educational landscape with an infatuation with theculture of one rightthem to always have the right answer doesnt allow themto learn. So we did this project, and this is one of the artifacts ofthe project. I almost never show them off because of the issue of the

28、 idea offailure.My studentsproduced these info-graphics as a result of a unit that we decided to do at theend of the year responding to the oil spill. I asked them to take the examplesthat we were seeing of the info-graphics that existed in a lot of mass media,and take a look at what were the intere

29、sting components of it,and produce onefor themselves from a different man-made disaster from American history. Andthey had certain criteria to do it. They were a little uncomfortable with it,because wed never done this before, and they didnt know exactly how to do it.They can talk - theyre very smoo

30、th, and they can write very, very well, butasking them to communicate ideas in a different way was a little uncomfortablefor them.But I gave them the room to just do the thing. Go create. Go figureit out. Lets see what we can do. And the student that persistently turns outthe best visual product did

31、 not disappoint. This was done in like twoorthree days. And this is the work of the student that consistently didit.And when I sat thestudents down, I said, Whos got the best one? And they immediatelywent, There it is. Didnt read anything. There it is.And I said, Well what makes it great? And theyre

32、 like, Oh,the designs good, and hes using good color. And theres some . Andthey went through all that we processed out loud. And I said, Go readit. And theyre like, Oh, that one wasnt so awesome. Andthen we went to another one - it didnt have great visuals, but it had greatinformation - and spent an

33、 hour talking about the learning process, because it wasnt about whetheror not it was perfect,or whether or not it was what I could create; it asked them to create forthemselves.And it allowed them to fail, process, learn from. And when we doanother round of this in my class this year, they will do

34、better this time.Because learning has to include an amount of failure,because failure is instructional in the process.很快的來看賓夕法尼亞，我在那里找到現(xiàn)在的自我。我在領(lǐng)導(dǎo)科學(xué)研究院教書，這是Franklin研究所和費城學(xué)區(qū)間的聯(lián)合建教學(xué)校。這是一所9到12年級的公立學(xué)校，但我們用十分不同的方法教學(xué)。我搬到那里主要是想成為學(xué)習(xí)環(huán)境的一部分，并證實我對孩子們學(xué)習(xí)方式所知，而且確實想調(diào)查，當(dāng)你愿意對一些過去的陳規(guī)放手，什么是可能的。信息匱乏的時代，從我奶奶上學(xué)時，到我父親、甚至我上

35、學(xué)時，一直到信息爆炸的時代。所以當(dāng)信息隨手可得時，你會怎么做？為什么你要孩子去學(xué)校？如果他們不再需要到校就能獲得知識？在費城，我們有一人一臺電腦課程，所以孩子每天帶著他們的電腦，帶電腦回家以獲得知識。你必須適應(yīng)的是，當(dāng)你提供工具讓學(xué)生獲得知識，你必須適應(yīng)這個想法，允許孩子失敗，作為學(xué)習(xí)過程的一部分。我們目前面對的教育現(xiàn)況是，迷戀于一個正確答案的文化，這可能出現(xiàn)在一般選擇題測驗中。我在這里與大家分享，這不是學(xué)習(xí)，這是大錯特錯的要求，告訴孩子永遠不能出錯，要求他們永遠要有正確的答案，不允許他們學(xué)習(xí)。所以我們做這個專題，這是其中一個專題的作品，我很少展示這個，因為這個專題的結(jié)果失敗了。我的學(xué)生們制作

36、這些資料圖，作為一個小組的成品，我們決定在年末來做，作為對漏油問題的回應(yīng)。我要他們以看到的資料圖為例，那是許多傳媒中都有的資料，看一看其中有趣的部分是什么，為自己也制作一個，以美國歷史中不同的人為災(zāi)難為題。他們要以一定的標準去做，他們對這個有點不適應(yīng)，因為我們從來沒有做過這個，他們不知道究竟該怎么做。他們可以討論，進行的非常順利，他們可以寫得非常非常好。但要求他們以不同的方式做想法交流，讓他們有點不自在。但我給他們空間，就只是做這件事，去創(chuàng)造、去弄明白，看看我們能做些什么。學(xué)生努力不懈，制作出最佳的視覺作品，沒有讓人失望。這是在大約兩、三天之內(nèi)完成的，這是學(xué)生一致推崇的作品。我要學(xué)生坐下來，問

37、：“誰的作品最好？”他們立刻開口，“那個”，上面沒有可讀的數(shù)據(jù)，“就是那個”。我說，“好在哪里？”他們這么說，“哦，設(shè)計的很好，色彩用的很好，還有什么什么”他們在整個過程中大聲討論。我說，“念出來”。他們說，“喔，那個也不是那么棒”。然后我們看另一個。沒有很好的視覺效果，但有很多的數(shù)據(jù)，并花了一個小時討論學(xué)習(xí)過程。因為這跟它是否完美，或它是否是我可以創(chuàng)造出來的無關(guān)，要求是要他們?yōu)樽约簞?chuàng)造。這個專題允許他們失敗，經(jīng)歷過程、從中學(xué)習(xí)。我的班級今年會再做一次這個專題，這次他們將做得更好，因為學(xué)習(xí)必須包括一些失敗，因為失敗是教學(xué)的一部份。（事例3：學(xué)會接受體驗式學(xué)習(xí)的過程中必然包括失敗，并且還是學(xué)習(xí)中

38、至關(guān)重要的一部分）There are amillion pictures that I could click through here, and had to choose carefully-this is one of my favorites - of students learning, of what learning canlook like in a landscapewhere we let go of the idea that kids have tocome to school to get the information, but instead, ask them

39、what they can dowith it. Ask them really interesting questions. Theywill not disappoint. Ask them to go to places, to see things for themselves, toactually experience the learning, to play, to inquire.This is one of myfavorite photos, because this was taken on Tuesday, when I asked the studentsto go

40、 to the polls. This is Robbie, and this was his first day of voting, andhe 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 isthat, if we continue to look at education as if itsabout coming to school to get the

41、information and not about experientiallearning, empowering student voice and embracing failure, were missingthe mark. And everything that everybody is talking about today isnt possibleif we keep having an educational system that does not value these qualities, because we wont get there with a standa

42、rdized test, and wewont get there with a culture of one right answer. We know how to do thisbetter, and its time to do better.在這個過程中有很多照片，我可以從這里點擊出來，但得謹慎選擇，這是我最喜歡的一張，學(xué)生的學(xué)習(xí)。學(xué)習(xí)可以是什么光景？在一個景象中，我們放開孩子們必須到學(xué)校以獲取知識這個觀念，相對地，問他們可以如何運用，問他們真正感興趣的問題，他們不會失望。要他們到四處去為自己觀察東西，實際體驗學(xué)習(xí)、玩耍、探究。這是我最喜歡的照片之一，因為這是周二照的。我要學(xué)生去投票

43、，這是羅比，這是他第一次投票，他想與大家共享，并做這件事，但這也是學(xué)習(xí)。因為我們要他們踏出去，到真實世界中。重點是，如果我們繼續(xù)把教育當(dāng)做到學(xué)校去獲得知識，而非經(jīng)驗的學(xué)習(xí)，賦予學(xué)生發(fā)聲的權(quán)益并擁抱失敗，我們會迷失。如果我們繼續(xù)擁有一個不重視這些特質(zhì)的教育系統(tǒng)，今日每人所談?wù)摰囊磺卸紝⑹遣豢赡艿摹Ｒ驗槲覀儫o法以一個標準化測驗達成，無法以單一正確答案的文化達成目標。我們知道如何做得更好，現(xiàn)在正是將它做得更好的時候！（結(jié)尾：在學(xué)校和教育不再是獲取知識的唯一途徑時，其職責(zé)應(yīng)是引導(dǎo)學(xué)生進行經(jīng)驗式學(xué)習(xí)，賦予學(xué)生發(fā)聲的權(quán)利并擁抱失?。㏕ED演講中英文本在死之前，我想.There are a lot ofwa

44、ys the people around us can help improve our lives. We dont bump into everyneighbor, so a lot of wisdom never gets passed on, though we do share the samepublic spaces.So over the pastfew years, Ive tried ways to share more with my neighbors in public space,using simple tools like stickers, stencils

45、and chalk. And these projects camefrom questions I had, like, how much are my neighbors paying for theirapartments? (Laughter) How can we lend and borrow more things without knockingon each others doors at a bad time? How can we share more of our memories ofour abandoned buildings, and gain a better

46、 understanding of our landscape? Andhow can we share more of our hopes for our vacant storefronts, so ourcommunities can reflect our needs and dreams today? Now, I live in NewOrleans, and I am in love with New Orleans. My soul is always soothed by thegiant live oak trees, shading lovers, drunks and

47、dreamers for hundreds ofyears, and I trust a city that always makes way for music. (Laughter) I feellike every time someone sneezes, New Orleans has a parade. (Laughter) The cityhas some of the most beautiful architecture in the world, but it also has oneof the highest amounts of abandoned propertie

48、s in America.I live near thishouse, and I thought about how I could make it a nicer space for myneighborhood, and I also thought about something that changed my life forever. 我們周圍的人能以很多種方式 來幫我們把生活變得更美好 我們不一定能常常碰到我們的鄰居 所以即使我們生活在同一片公共空間里 鄰居的智慧也難以被傳遞開來 所以在過去的幾年里，我嘗試著以不同的方式 如用貼紙、展板和粉筆這些簡單工具 來在公共空間里與鄰居分享

49、更多的東西 這些項目都源自于我自己的一些疑問，如 我的鄰居得付多少房租？ （笑聲）我們怎么樣能夠從鄰里間互借到更多的東西 同時避免在不合時宜的時候敲開對方的門？ 我們怎樣能夠更好地分享各自的 關(guān)于被毀棄的建筑的回憶 并更好地理解我們居住的這片土地？ 怎樣更能表達我們對空置的店面的期待 使我們的社區(qū)能反映出我們現(xiàn)在的需求和夢想？ 我現(xiàn)時住在新奧爾良 并深深地愛上了這座城市 那些生生不息的巨型橡樹總是可以撫慰我的靈魂 幾百年來，情侶、醉漢和追夢人們 總會稍息在樹影下 我深信這一座充滿著音樂律動的城市 每當(dāng)有人打噴嚏時，我都感覺新奧爾良來了一只游行隊伍（笑聲） 新奧爾良擁有世界上很多最漂亮的建筑 但

50、同時，她也是全美擁有最多 廢棄建筑的城市 我住在這棟房子附近，我就想如何讓它 在這片社區(qū)里成為一個更好的地方 也思考了另一件事 這件事徹底改變了我的人生 In 2009, I lostsomeone I loved very much. Her name was Joan, and she was a mother to me, andher death was sudden and unexpected. And I thoughtabout death a lot, and this made me feel deep gratitude for the time Ive had,and

51、brought clarity to the things that are meaningful to my life now. But Istruggle to maintain this perspective in my daily life. I feel like its easyto get caught up in the day-to-day, and forget what really matters to you. So with help fromold and new friends, I turned the side of this abandoned hous

52、e into a giantchalkboard and stenciled it with a fill-in-the-blank sentence: Before Idie, I want to . So anyone walking by can pick up a piece of chalk,reflect on their lives, and share their personal aspirations in public space. I didnt know whatto expect from this experiment, but by the next day,

53、the wall was entirelyfilled out, and it kept growing. And Id like to share a few things that peoplewrote on this wall. Before Idie, I want to be tried for piracy. (Laughter) Before I die, I wantto straddle the International Date Line. Before I die, I want tosing for millions. Before I die, I want to

54、 plant a tree.Before I die, I want to live off the grid. Before I die, Iwant to hold her one more time. Before I die, I want to besomeones cavalry. Before I die, I want to be completelymyself. So this neglectedspace became a constructive one, and peoples hopes and dreams made me laughout loud, tear

55、up, and they consoled me during my own tough times. Its aboutknowing youre not alone. Its about understanding our neighbors in new andenlightening ways. Its about making space for reflection and contemplation,and remembering what really matters most to us as we grow and change. I made this lastyear,

56、 and started receiving hundreds of messages from passionate people whowanted to make a wall with their community, so my civic center colleagues and Imade a tool kit, and now walls have been made in countries around the world,including Kazakhstan, South Africa, Australia, Argentina and beyond. Together,weve shown how powerful our public