TED演講：成功的秘訣

1、成功的鑰匙When I was 27 years old, I left a very demanding job in management consulting, for a job that was even more demanding: teaching. I went to teach seventh grades math in the New York City public schools. And like any teacher, I made quizzes and tests, i gave out homework assignments. When the wor

2、k came back, I calculated grades. What struck me was that I.Q. was not the only difference between my best and my worst students, some of my strongest performers did not have stratospheric I.Q. Scores, some of my smartest kids werent doing so well. And that got me thinking, the kinds of things you n

3、eed to learn in seventh grade math, sure, theyre hard: ratios, decimals, the area of a parallelogram, but these concepts are not impossible. And I was firmly convinced that every one of my students could learn material if they worked hard and long enough。在我 27歲的時(shí)候,我辭去了一份非常有挑戰(zhàn)性的職業(yè) -企業(yè)管理咨詢,轉(zhuǎn)而 投入了一份更加具

4、有挑戰(zhàn)性的職業(yè):教育。 我來(lái)到紐約的一些公立學(xué)校教七年級(jí) 學(xué)生數(shù)學(xué), 和別的老師一樣, 我會(huì)給同學(xué)們做小測(cè)試和考試, 我會(huì)給他們布置家 庭作業(yè)。當(dāng)這些試卷和作業(yè)收上來(lái)之后,我計(jì)算了他們的成績(jī),讓我震驚的是, I.Q 的高低并不是我最好的和最差的學(xué)生之間唯一的差別,一些在課業(yè)上表現(xiàn)很 好的學(xué)生并不具有非常高的 IQ 分?jǐn)?shù), 一些聰明的孩子反而在課業(yè)上表現(xiàn)的不那 么盡如人意,這引起了我的思考。當(dāng)然,學(xué)生們?cè)谄吣昙?jí)需要學(xué)習(xí)的東西,是有 難度的,像比率,小數(shù),平行四邊形的面積計(jì)算,但是這些概念是完全可以掌握 的, 我堅(jiān)信我的每一位學(xué)生都可以學(xué)會(huì)教材內(nèi)容, 只要他們肯花時(shí)間和精力的話。After sev

5、eral more years of teaching, I came to the conclusion that what we need in education is a much better understanding of students and learning from a motivational perspective, from a psychological perspective. In education, the one thing we know how to measure best is I.Q., but what if doing well in s

6、chool and in life, depends on much more than your ability to learn quickly and easily? So I left classroom, and I went to graduate school to become a psychologist. I started studying kids and adults in all kinds of super challenging settings, and in every study my question was who is successful here

7、 and why. My research team and I went to West Point Military Academy, we try to predict which cadets would stay in military training and which would drop out. We went to the National Spelling Bee, and tried to predict which children would advance farthest in competition. We studied rookie teachers i

8、n really tough neighborhoods, asking which teachers are still going to be here in teaching by the end of the school year. And of those, who will be the most effective at improving learning outcomes for their students. We partnered with private companies, asking which of these salespeople is going to

9、 keep their jobs, and whos going to earn the most money?經(jīng)過(guò)幾年教學(xué)之后, 我得出一個(gè)結(jié)論, 我們?cè)诮逃矫嫘枰龅氖菑膶W(xué)習(xí)動(dòng) 力的角度和心理學(xué)的角度對(duì)學(xué)生和學(xué)習(xí)行為, 進(jìn)行一次更為深刻的理解。 在教育 系統(tǒng)中,我們都知道評(píng)價(jià)優(yōu)秀學(xué)生的標(biāo)準(zhǔn)就是 IQ ,但如果在學(xué)校和生活中的優(yōu) 秀表現(xiàn)遠(yuǎn)不僅僅依賴于你輕松高效的學(xué)習(xí)能力呢?所以我離開(kāi)了講臺(tái), 回到學(xué)校 繼續(xù)心理學(xué)碩士學(xué)位。 我開(kāi)始研究, 孩子和大人在各種具有挑戰(zhàn)性的情況下以及在各項(xiàng)研究中, 我的問(wèn)題是誰(shuí)才是成功者, 為什么他們會(huì)成功?我和我的研究團(tuán) 隊(duì)前往西點(diǎn)軍校展開(kāi)調(diào)研, 我們?cè)噲D預(yù)測(cè)哪

10、些學(xué)員能夠耐得住軍隊(duì)的訓(xùn)練, 哪些 會(huì)被淘汰出局。 我們前去觀摩全國(guó)拼字比賽, 同時(shí)也試著預(yù)測(cè)哪些孩子會(huì)晉級(jí)到 最后的比賽。我們研究,在惡劣的環(huán)境下工作的,剛?cè)胄械睦蠋?詢問(wèn)他們哪些 老師會(huì)在學(xué)年結(jié)束后繼續(xù)留下來(lái)任教。 以及他們之中誰(shuí)能最快地提高學(xué)生的學(xué)習(xí) 成績(jī)。 我們與私企合作, 向他們?cè)儐?wèn)哪些銷售人員可以保住工作, 哪些賺錢更多? In all those very different contexts, one characteristic emerged, as a significant predictor of success, and it wasnt social intell

11、igence, it wasnt good looks, physical health, and it wasnt I.Q. , it was grit. Grit is passion and perseverance for very long-term goals. Grit is having stamina, grit is sticking with your future, day in, day out. Not just for the week, not just for the month, but for years and working really hard t

12、o make that future a reality. Grit is living life like its a marathon, not a sprint. A few years ago, I started studying grit in the Chicago public schools. I asked thousands of high school junior to take grit questionnaires, and then waited around more than a year to see who would graduate, turns o

13、ut that grittier kids were significantly more likely to graduate, even when I matched them on every characteristic I could measure, things like family incomes, standardized achievement test scores, even how safe kids felt when they were at school. So its not just at West Point or the National Spelli

14、ng Bee that grit matters, its also in school, especially for kids at risk for dropping out. To me, the most shocking thing about grit is how little we know, how little science knows about building it.在所有那些不同的環(huán)境下, 一種性格特征凸顯了出來(lái), 這種特征很大程度上 預(yù)示了成功,而且他并不是社交智力,不是漂亮的外表,強(qiáng)健的體魄,也不是很 高的 I.Q. , 它是毅力。 毅力是對(duì)長(zhǎng)遠(yuǎn)目標(biāo)的激情和

15、堅(jiān)持, 毅力是擁有持久的恒勁, 毅力是你對(duì)未來(lái)的堅(jiān)持, 日復(fù)一日, 不是僅僅持續(xù)一個(gè)星期或者一個(gè)月, 而是幾 年甚至幾十年努力奮斗著, 讓自己的夢(mèng)想變?yōu)楝F(xiàn)實(shí)。 毅力把生活當(dāng)成一場(chǎng)馬拉松 而不是一場(chǎng)短跑。 幾年前, 在芝加哥的公立學(xué)校里開(kāi)始研究毅力, 我對(duì)上千名初 中生進(jìn)行了關(guān)于毅力的問(wèn)卷調(diào)查, 然后等候了一年多來(lái)看最終哪些學(xué)生能畢業(yè)結(jié) 果證明那些更具毅力的學(xué)生在畢業(yè)的概率上占絕對(duì)優(yōu)勢(shì), 即使是在同樣可以量化 的外在因素下, 像家庭收入, 標(biāo)準(zhǔn)化成績(jī)測(cè)驗(yàn)的分?jǐn)?shù), 甚至是孩子們?cè)趯W(xué)校能獲 得多少安全感之類, 仍是有毅力的學(xué)生更容易畢業(yè), 所有不僅僅是在西點(diǎn)軍校里 或者全國(guó)拼字比賽上才需要毅力, 在

16、學(xué)校亦是如此, 尤其是對(duì)于那些徘徊在輟學(xué) 邊緣的孩子們。 對(duì)我來(lái)說(shuō), 關(guān)于毅力最讓我震驚的事情莫過(guò)于對(duì)于毅力, 我們知 之甚少,在培養(yǎng)毅力上,科學(xué)對(duì)理解的認(rèn)識(shí)又是何等貧乏。E very day, parents and teachers ask me “how do i buildgrit in kids?” What do I do to teach kids a solid work ethic, how do i keep them motivated for the long run? The honest answer is, I dont know. What I do know

17、is that talent doesnt make you gritty. Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments. In fact, in our data, grit is usually unrelated, or even inversely related to measure of talent. So far, the best idea I ve heard about bu

18、ilding grit in kids is something called “growth mindset”. This is an idea developed at Stanford University by Carol Dweck, and it is the belief that the ability to learn is not fixed, that it can change with your effort , Dr. Dweck has shown that when kids read and learn about the brain and how it c

19、hanges and grows in response tochallenge, theyre much more likely to persevere when they fail, because they dont believe that failure is a permanent condition. So growth mindset is a great idea for building grit, but we need more, and thats where I m going t o end my remarks, because thats where we are, thats the work that stands before us.We need to take our best ideas, our strongest intuitions, and we need to test them. We need to measure whether weve been successful, and we have to be willing to fail, to be wrong, to start