TED中英文对照

1、【精品文档】如有侵权，请联系网站删除，仅供学习与交流TED中英文对照.精品文档.GritWhat 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.我发现，我最好和最差的学生之间的差异 并不仅仅是智商。 有些非常优秀的学生 智商并非

2、特别得高 有些非常聪明的学生，学业也并非很好。And that got me thinking. The kinds of things you need 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 the material if

3、they worked hard and long enough.这引发了我的思考。 七年级数学要学的东西 确实挺难：比例、小数、 平行四边形的面积。 但这些概念并不是不能理解， 我也坚信我的每一位学生 都能学会这些知识， 只要他们足够认真、坚持用功。After several more years of teaching, I came to the conclusion that what we need in education is a much better understanding of students and learning from a motivational pers

4、pective, from a psychological perspective. In education, the one thing we know how to measure best is I.Q., but what if doing well in school and in life depends on much more than your ability to learn quickly and easily?教了几年以后， 我得出一个结论： 我们的教育所需要的 是一种对学生、对学习更好的理解 从动机的角度、 从心理的角度去理解。 在教育领域，我们最擅长测试的指标 是

5、智商， 但如果说在学校和生活中的表现好坏 不仅仅取决于 你是否能又好又快地学习呢?So I left the classroom, and I went to graduate school to become a psychologist. I started studying kids and adults in all kinds of super challenging settings, and in every study my question was, who is successful here and why? My research team and I went to

6、West Point Military Academy.于是，我离开了课堂， 来到了研究所，成为了一名心理学家。 我开始研究儿童与成人 处于各种艰巨挑战中的表现。 在每次研究中，我关注的是： 谁会成功?爲什麽会成功? 我和我的研究团队去了西点军校。We tried 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 advanc

7、e farthest in competition.我们试着预测哪些学员 能通过军事训练，哪些会放弃。 我们去看全国拼字比赛， 试着预测哪些孩子能在比赛中 笑到最后。We studied rookie teachers working in really tough neighborhoods, asking which teachers are still going to be here in teaching by the end of the school year, and of those, who will be the most effective at improving l

8、earning outcomes for their students?我们研究在非常艰苦的环境下 工作的新教师， 预测哪些教师在学年末时 还能坚持在岗位上。 当然还有，哪些教师教出的学生 成绩的提高最为显着?We partnered with private companies, asking, which of these salespeople is going to keep their jobs? And whos going to earn the most money? In all those very different contexts, one characteristi

9、c emerged as a significant predictor of success. And it wasnt social intelligence. It wasnt good looks, physical health, and it wasnt I.Q. It was grit.我们和私人公司合作， 预测哪些销售人员能保住工作?谁能赚最多钱? 在这些非常不同的背景下， 我们发现有一个特质 能够很好地预测成功。 它不是社交能力。 不是美丽的外貌，不是健康的身体，也不是智商。 而是意志力。Grit is passion and perseverance for very lo

10、ng-term goals. Grit is having stamina. Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality. Grit is living life like its a marathon, not a sprint.意志力是面对长远目标时的热情和毅力。 意志力是有耐力的表现。 意志力是日复一

11、日依然对未来坚信不已 不只是这周、 不只是这个月， 而是年复一年。用心、努力工作 来实现所坚信的那个未来。 意志力是将生活看作是一场马拉松，不是短跑。A few years ago, I started studying grit in the Chicago public schools. I asked thousands of high school juniors to take grit questionnaires, and then waited around more than a year to see who would graduate. Turns out that g

12、rittier kids were significantly more likely to graduate, even when I matched them on every characteristic I could measure, things like family income, standardized achievement test scores, even how safe kids felt when they were at school.几年前，我在芝加哥公立学校 开始研究意志力。 我请数以千计的高中生 填写关于意志力的问卷。 然后等了大约一年多 看看谁会毕业。

13、 结果发现，意志力越坚定的孩子 毕业的可能性明显越高， 其他所有可能的影响因素都被考虑并排除了 比如家庭收入， 标准化测验的分数， 甚至孩子们在学校时的安全感。So its not just at West Point or the National Spelling 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

14、science knows, about building it. Every day, parents and teachers ask me, How do I build grit in kids? What do I do to teach kids a solid work ethic? How do I keep them motivated for the long run? The honest answer is, I dont know.所以意志力并不只是在 西点军校或全国拼字比赛中 非常重要。在学校， 尤其是对有辍学危险的孩子来说， 意志力同样重要。 关于意志力，最令我吃

15、惊的事情是我们以及科学界 对于如何锻炼意志力知之甚少。 每天，家长和老师都会问我， 如何锻炼孩子们的意志力? 我怎么教会孩子坚实的职业道德? 怎样才能让他们有长远的动力?” 最诚实的回答是，我不知道。(Laughter)(笑声)What I do know 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,

16、in our data, grit is usually unrelated or even inversely related to measures of talent.我所知道的是，有才华不意味着就有意志力。 我们的资料非常清楚地揭示 有很多才华横溢的人 并不能坚持到底，实现承诺。 事实上，我们的研究发现， 意志力通常与才华无关， 有时甚至成反比。So far, the best idea Ive heard about building grit in kids is something called growth mindset. This is an idea developed

17、at Stanford University by Carol Dweck, and it is the belief that the ability to learn is not fixed, that it can change with your effort. Dr. Dweck has shown that when kids read and learn about the brain and how it changes and grows in response to challenge, theyre much more likely to persevere when

18、they fail, because they dont believe that failure is a permanent condition.关于锻炼孩子们的意志， 到目前为止，我听过的最好的方法 叫做“成长型思维模式”理论。这是史丹福大学的 Carol Dweck 的研究的成果。这个理论相信 学习的能力不是一成不变的，它会由于你的努力发生变化。Dweck 博士已证明，当孩子们 阅读和学习大脑的相关知识 以及大脑在面对挑战时 会怎样变化和成长时， 他们更有可能在失败时继续坚持， 因为他们不相信 他们永远会失败。So growth mindset is a great idea for

19、building grit. But we need more. And thats where Im going to 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 willin

20、g to fail, to be wrong, to start over again with lessons learned.所以，成长型思维模式是一种锻炼意志力的好方法。但我们还需要更多这样的理念。而今天我的演讲就到此为止，因为这就是我们当下的认知。这就是摆在我们面前的任务。 我们需要拿出我们最好的想法、最强的直觉 对他们进行检验。我们需要衡量我们是否取得了成功，我们必须愿意失败、愿意犯错、愿意吸取教训并从头开始。In other words, we need to be gritty about getting our kids grittier.换句话说，在加强我们孩子意志力这件事上

21、， 我们自己也要有不懈的意志。Thank you.谢谢。TED演讲：成功的关键不是智商，而是毅力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 graders math in the New York City public schools. And like any teacher, I made quizzes and tests. I

22、gave out homework assignments. When the work came back, I calculated grades.在我27岁的时候，我辞去了一份非常有挑战性的职业企业管理咨询，转而投入了一份更加具有挑战性的职业：教育。我来到纽约的一些公立学校 教7年级的学生的数学。和别的老师一样，我会给学生们做小测验和考试，我会给他们布置家庭作业。当这些试卷和作业收上来之后，我计算了他们的成绩。What struck me was that IQ was not the only difference between my best and my worst studen

23、ts. Some ofmy strongest performers did not have stratospheric IQ scores. Some of my smartest kids werent doing so well. And that got me thinking. The kinds of things you need to learn in seventh grade math, sure, theyre hard: ratios, decimals, the area of a parallelogram. But these concepts are not

24、impossible, and I was firmly convinced that every one of my students could learn the material if they worked hard and long enough.让我震惊的是，IQ的高低并不是我最好的和最差的学生之间唯一的差别。一些在课业上表现很好的学生 并不具有非常高的IQ分数。一些非常聪明的孩子反而在课业上表现的不那么尽如人意。这引起了我的思考。当然，学生们在7年级需要学习的东西是有难度的，像比率，小数，平行四边形的面积计算。但是这些概念是完全可以被掌握的，我坚信我的每一位学生 都可以学会教材

25、内容，只要他们肯花时间和精力的话。After several moreyears of teaching, I came to the conclusion that what we need in education is amuch better understanding of students and learning from a motivationalperspective, from a psychological perspective. In education, the one thing weknow how to measure best is IQ. But wha

26、t if doing well in school and in life dependson much more than your ability to learn quickly and easily?经过几年教学之后，我得出一个结论，我们在教育方面所需要的是从学习动力的角度和心理学的角度，对学生和学习行为进行一次更为深刻的理解。在教育体系中，我们都知道评价优秀学生的标准 就是IQ，但如果在学校和生活中的优秀表现远不仅仅依赖于 你轻松高效学习的能力呢?So I left the classroom, and I went to graduate school to become a ps

27、ychologist. I started studying kids and adults in all kinds of super challenging settings, and in every study my question was, who is successful here and why? My research team and I went to West Point Military Academy. We tried to predict which cadets would stay in military training and which would

28、drop out. We went to the National Spelling Bee and tried to predict which children would advance farthest in competition. We studied rookie teachers working in really tough neighborhoods, asking which teachers are still going to be here in teaching by the end of the school year, and of those, who wi

29、ll be the most effective at improving learning outcomes for their students? We partnered with private companies, asking, which of these salespeople is going to keep their jobs? And whos going to earn the most money? In all those very different contexts, one characteristic emerged as a significant pr

30、edictor of success. And it wasnt social intelligence. It wasnt good looks, physical health, and it wasnt IQ. It was grit.所有我离开了讲台，回到学校继续攻读心理学硕士学位。我开始研究孩子和大人，在各种非常具有挑战性的情况下，以及在各项研究中，我的问题是谁才是成功者，为什么他们会成功?我和我的研究团队前往西点军校展开调研，我们试图预测哪些学员能够耐得住军队的训练，哪些会被淘汰出局。我们前去观摩全国拼字比赛，同时也试着预测哪些孩子会晋级到最后的比赛。我们研究在恶劣的工作环境下工作

31、的，刚入行的老师，询问他们哪些老师决定会在学年结束后继续留下来任教，以及他们之中谁能最快地 提高学生的学习成绩。我们与私企合作，向他们询问哪些销售人员可以保住工作，哪些可以赚钱最多?在所有那些不同的情境下，一种性格特征凸显了出来，这种特征在很大程度上预示了成功。而且它并不是社交智力。不是漂亮的外表，强健的体魄，也不是很高的IQ，它是毅力。Grit is passion and perseverance for very long-term goals. Grit is having stamina. Grit is sticking with your future, day in, day

32、out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality. Grit is living life like its a marathon, not a sprint.毅力是对长远目标的激情和坚持，毅力是拥有持久的恒劲，毅力是你对未来的坚持，日复一日不是仅仅持续一个星期或者一个月，而是几年甚至几十年努力奋斗着让自己的梦想变为现实。毅力是把生活当成一场马拉松而不是一次短跑。A few years ago, I st

33、arted studying grit in the Chicago public schools. I asked thousands of high school juniors to take grit questionnaires, and then waited around more than a year to see who would graduate. Turns out that grittier kids were significantly more likely to graduate, even when I matched them on every chara

34、cteristic I could measure, things like family income, standardized achievement test scores, even how safe kids felt when they were at school. So its not just at WestPoint or the National Spelling Bee that grit matters. Its also in school, especially for kids at risk for dropping out. To me, the most

35、 shocking thing about grit is how little we know, how little science knows, about building it. Every day, parents and teachers ask me, How do I build grit in kids? What do I do to teach kids a solid work ethic? How do I keep them motivated for the long run? The honest answer is, I dont know. What I

36、do know 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 measures of talent.几年前，在芝加哥的公立学校里，我开始研究毅力。我对上千名初中生进行了

37、关于毅力的问卷调查，然后等候了一年多，来看最终哪些学生能毕业。结果证明那些更具毅力的学生 在毕业的概率上占绝对优势，即使是在同样可以量化的外在因素下 像家庭收入，标准化成绩测验的分数，甚至是孩子们在学校能获得多少安全感之类，仍是有毅力的学生更容易毕业所有不仅仅是在西点军校里或者全国拼字比赛上才需要毅力。在学校亦是如此，尤其是对于那些徘徊在辍学边缘的孩子们。对于我自己来说，关于毅力最让我震惊的事情莫过于对于毅力，我们知之甚少，在培养毅力上，科学对理解的认识又是何等贫乏。每天都有家长和老师来问我，“我怎样做才能培养孩子的毅力呢?该做些什么才能教授给孩子们真正的职业道德?又该怎样调动他们长期的积极性

38、呢?”老实说，我不知道。(笑声) 我所知道的是，才华并不能使你坚韧不拔。我们的数据十分清楚地表明，有许多才华横溢的人，他们都无法坚持兑现自己的承诺。事实上，根据我们的数据来看，毅力通常与其他因素无关， 甚至与才华的衡量标准背道而驰。So far, the best idea Ive heard about building grit in kids is something called growth mindset. This is an idea developed at Stanford University by Carol Dweck, and it is the belief th

39、at the ability to learn is not fixed, that it can change with your effort. Dr. Dweck has shown that when kids read and learn about the brain and how it changes and grows in response to challenge, theyre much more likely to persevere when they fail, because they dont believe that failure is a permane

40、nt condition.到目前为止，我所听说过的在孩子身上培养坚韧品质最有效的方法叫“成长型思维模式。”斯坦福大学卡洛杜威克提出过一个观点，他相信人的学习能力是可变的，它随着你的努力程度而变化。杜威克教授表示，当孩子们阅读和学习有关大脑的知识以及它在面对挑战时所发生的变化和成长情况，他们失败之后更容易坚持下去，因为他们不相信会一直失败下去。So growth mindset is a great idea for building grit. But we need more. And thats where Im going to end my remarks, because thats

41、 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 over again with lessons learned.因此，成长性思维模式对培养毅力大有裨益。但是我们需

42、要更多。我决定在此结束我的评论，因为我们正在经历着这一切。这是眼前所面临的工作。我们要拿出最好的想法和最强的直觉，我们要对他们进行实践。我们需要估量这一切是否成功 同时还要渴望对失败和错误，要从这些失败中汲取经验重新再来。In other words, we need to be gritty about getting our kids grittier.换句话说，我们只有自己变得更有毅力，才能让我们的孩子变得更有毅力。TED英语演讲：请相信你可以进步The power of yet.专注过程，而不是结果。I heard about a high school in Chicago wher

43、e students had to pass a certain number of courses to graduate, and if they didnt pass a course, they got the grade Not Yet. And I thought that was fantastic, because if you get a failing grade, you think, Im nothing, Im nowhere. But if you get the grade Not Yet you understand that youre on a learni

44、ng curve. It gives you a path into the future.我听说，在芝加哥有一所高中， 那儿的学生毕业前要通过一系列课程， 如果某一门课没有通过， 成绩就是暂未通过。 我想，这真是个绝妙的做法， 因为，如果你某门课的成绩不及格， 你会想，我什么都不是，我什么都没有学到。 但如果你的成绩是暂未通过， 你会明白，学习的步伐并没有停下， 你还需逐步向前，争取未来。Not Yet also gave me insight into a critical event early in my career, a real turning point. I wanted t

45、o 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

46、 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 tyra

47、nny of now.暂未通过也让我联想起一件尤为重要的 发生在我职业生涯初期的事情， 这件事对我而言是一个转折点。 当时，我想探究 孩子是如何应对挑战和困难的， 因此，我让一些10岁大的孩子 尝试解决一些对于他们而言 稍稍偏难的问题。 一些孩子积极应对的方式让我感到震惊。 他们会这样说， 我喜欢挑战， 或说，你知道的，我希望能有所获。 这些孩子明白，他们的能力是可以提升的。 他们有我所说的成长型思维模式。 但另一些孩子觉得面对这些难题 是不幸，宛如面对一场灾难。 从他们的固定型思维角度来看， 他们的才智受到了评判， 而他们失败了。 他们不懂得享受学习的过程， 而只盯住眼前的成与败，So wh

48、at do they do next? Ill 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 themselve

49、s. 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. Theres hardly any activity. They run from the error. They dont engage with it. But on the right, yo

50、u 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.这些孩子们后面表现如何? 让我告诉你他们的表现。 在一项研究中，他们告诉我们， 如果他们某次考试未通过， 他们很可能会在下次考试中作弊，而不是更加努力地学

51、习。 在另一项研究中，他们挂了一门后， 他们会找到那些考得还不如他们高的孩子， 以寻求自我安慰。 后续的研究陆续表明，他们会逃避困难。 科学家们监测了学生们面对错误时的 脑电活动图像。 在左侧，是固定型思维模式的学生， 几乎没有什么活动。 他们在错误面前选择了逃避。 他们没有积极地投入。 但请看右侧，这是成长型思维模式的学生， 这些学生相信能力会通过锻炼得以提升。 他们积极地应对错误。 他们的大脑在高速运转， 他们积极地投入， 他们剖析错误， 从中学习，最终订正。How are we raising our children? Are we raising them for now inste

52、ad of yet? Are we raising kids who are obsessed with getting As? Are we raising kids who dont 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 emplo

53、yers are coming to me and saying, we have already raised a generation of young workers who cant get through the day without an award.如今我们是如何教育孩子的呢? 是教育他们专注眼前，而不是注重过程吗? 我们培育了一些迷恋刷A的孩子们吗? 我们培育了没有远大理想的孩子们吗? 他们最远大的目标就是再拿一个A， 心里所想的就是下一次考试吗? 他们在今后的生活中，都以分数的高低 来评判自己吗? 或许是的，因为企业雇主们跑来找我， 说我们养育的这新一代走上工作岗位的人，

54、如果不给他们奖励， 他们一天都过不下去。So what can we do? How can we build that bridge to yet?我们该怎么做呢? 如何让孩子注重过程而不是结果呢?Here are some things we can do. First of all, we can praise wisely, not praising intelligence or talent. That has failed. Dont do that anymore. But praising the process that kids engage in: their effo

55、rt, their strategies, their focus, their perseverance, their improvement. This process praise creates kids who are hardy and resilient.我们可以做这样几件事。 首先，我们可以有技巧地去表扬： 不去表扬天分或才智， 这行不通。 不要再这样做了。 而是要对孩子积极投入的过程进行表扬： 他们的努力与策略， 他们的专注、坚持与进步。 对过程的表扬 会塑造孩子的韧性。There are other ways to reward yet. We recently teame

56、d 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

57、 effort, more strategies, more engagement over longer periods of time, and more perseverance when they hit really, really hard problems.还有其他的办法来奖励过程。 最近，我们与来自华盛顿大学的 游戏研究者合作， 制作了一款奖励过程的数学游戏。 在这个游戏中，学生们因他们的 努力、策略与进步而受到奖励。 通常的数学游戏中， 玩家只有在解得正确答案后 才能得到奖励， 但这个游戏奖励过程。 随着游戏的深入， 孩子们更加努力， 想出更多的策略， 身心更加投入， 当遇到

58、尤为困难的问题时， 他们也展现了更为持久的韧劲。Just the words yet or not yet, were 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.我们发现，注重过程的思维模式， 会赋予孩子们更多自信， 指引他们不断向前，越发坚持不懈。 事实上，我们能够改变学生的思维模式。 在一项研究中，我们告诉学生们， 每当他们迫使自己走出舒适区， 学习新知识，迎接新挑战， 大脑中的神经元会形成新的 更强的连接， 他们会逐渐变得越来越聪明。Look what happened: in t