多视角研究生英语翻译

1Marvawasastrikingwomanwithhighcheekbonesandstrongangularfeatures,马文是一个引人注目的女人,她有着高高的颧骨，瘦而强健，whichsheinheritedalongwithaloveofjewelryfromagreat-grandmotherwhowasaChoctawIndian.这都遗传自她那乔克托印第安人血统的曾祖母。Slenderthoughnotwillowy,Marvawasimmediatelydiscernible(可辨别的)inacrowd——evenwithoutthevisibilityaffordedbyherheight——forshehadacquiredapoise（体态，姿态）andsophistication（成熟，有教养的）thatgaveherappearanceadeliberate（深思熟虑的）style.马文老师瘦削而不软弱，就算她没有那么高，在人群中时还是一眼就能识别出来——因为她有着特别的镇静及教养，这些都使她有了一种严谨的风格。2Marvawouldrarelywearslacks,andsheneverworeloose-fittingshirtsorcasually（随意的）assembled（组合的）blousedandskirts.Sloppy（肥大的）dressingshoweddisrespect（无理）foroneself,forthechildren,andfortheprofession（同行）.FromthefirstdayofclassMarvawasteachingthatself-respectisthemostimportantthingapersoncanhave.ForherselfandforthechildrenMarvadressedimpeccably（无可挑剔的）,favoringcashmeresweaters,suits,andherring-bonetweeds.Herclothingwastailored（裁制）andstylishlysimple,butsheusuallyaddedanornamental（装饰的）touch:acarvedbeltcinchedoverasweater,agoldmedalliononachain（链条）,anorgandyboutonniere,orperhapsalacehandkerchieffannedinpleatsacrossapocketandheldinplacebyabeadedlion’s-headbrooch.InMarva’sopinion,itwasimportanttohaveauniqueimprint（印记）给人留下独特的印象是很重要的.Shefeltshewasdifferentfrommostpeopleanddelightedinherdifference.Itwasanattitudeoftenmistakenforarrogance（自大）.马文很少穿宽松衣服，也决不穿宽大的直筒连衣裙或不正式的短衫及裙子。马文认为宽大的衣服是对自己、对学生、对教师这一职业的不敬。从开学的第一天起，马文老师总会告诉设法让孩子们懂得：自尊是一个人最可宝贵的东西。马文的着装总是无可挑剔，这既是为了自己，也是为了学生们：她爱穿开司米羊毛衫、套装以及人字形花呢服装。她的衣服都剪裁得很合适，时髦而简单，但她常常会加上一个装饰品：在羊毛衫上配上一条雕有花纹的腰带，或一条有圆形浮雕的锁链，或玻璃纱襟花，抑或是一块用狮头胸针别在口袋上的花边手巾。在马文老师看来，。她欣然于自己的与众不同，但这有时也会引起一些误解，认为这是自大的表现。3“Iamateacher,”shesaidtotheclassonthisfirstday.“Ateacherissomeonewholeads.Thereisnomagichere.Mrs.Collinsisnomiracleworker.Idonotwalkonwater,Idonotpartthesea.Ijustlovechildrenandworkharderthanalotofpeople,andsowillyou.4“Someteacherssitbehindabigdesk,likeakinginacastle,andthechildrenarelikethepoorpeasants.Thedeskisolatesthemfromthechildren.ButIdon’tsitbehindabigdeskinfrontoftheclass.IwalkupanddowntherowsofdeskseverydayandIhugeachofyoueveryday.“Haveyoueverbeenafraidtogouptotheteacher’sdesk?Didyouthinksomeonewouldlaughatyouifyoumadeamistake?”Marvadidn’twaitforananswer.Shekneweachchildwasfollowingherclosely.“TellmewhenI’mwrong.Youmustneverbeafraidtotellateacherifsheiswrong.I’mnotGod.Mymouthisnoprayer（祈祷）book.Weshallworktogether.Howmanyofyouhavebeenafraidtoaskotherteachersquestions?”Handsimmediatelywentup.“一些老师坐在大大的桌子后面，就像一座城堡里的国王，而学生们则像是贫困的佃农——这桌子使老师和同学们分离开来。而我不会坐在教室前那张大大的桌子后面。我每天都会在教室里来回走动，我每天都会拥抱你们。”“以前你们害怕走到老师的办公桌前吗？你们是否觉得如果犯了错，有人会嘲笑你们？”马文并没有留给孩子们回答的时间，她明白，大家此刻都在紧跟着她的思路。“如果我犯了错，请你们告诉我。如果老师错了，你们不要不敢告诉她。我不是神，我的嘴也不是祈祷书。我们将会一起努力。你们中有多少人原来害怕向老师提问的？”孩子们立刻举起了手。5“Whywereyouafraidtoask,Michele?”“Iwasafraidtheteacherwouldholler（抱怨）.”“Whywereyouafraid,Jerome?”“IwasafraidIwouldgethitwitharuler,”hesaidflatly（直截了当的）,expectingthesnickers（偷笑）thatcamefromhisclassmates.“Whenyouwereafraidofateacher,Bernette,whatwereyouafraidof?”“Iwasafraidshewouldmakeeveryonelaughatme.Myotherteacherusedtoactlikeshewasperfectorsomething.Sheusedtomakemefeeldumb（哑的）.”6“SometimesIdon’tlikeothergrown-upsverymuchbecausetheythinktheyknoweverything.Idon’tknoweverything.”Marvasaid.“Icanlearnallthetime.”“Youhavearighttoyouropinion.Yousaywhatyouthink.”Marvatoldhim.“Don’tcarewhatanyoneelsethinks.What’sinsideofyouisimportant.”TherewasexcitementbuildingandMarvaworkedthemomentum,likeanentertainer（表演者）whofeltthepulse脉搏ofanaudience.马文老师触动了孩子们兴奋的神经，她就像是一个能够触到观众脉搏的表演者。“Oh,Ilovetoseeyoureyesdance,”shesaid.“Newchildrenhavesuchdull目无光彩的eyes,butyoursarealreadycomingalive.”“哦！我喜欢看你的眼睛起舞！”她说。“新一届的学生总是两眼呆滞，但你的双眼看上去却充满了生机。”7“Iknowmostofyoucan’tspellyourname.Youdon’tknowthealphabet,youdon’tknowhowtoread,youdon’tknowhomonymsorhowtosyllabicate.Ipromiseyouthatyouwill.Noneofyouhaseverfailed.Schoolmayhavefailedyou.Well,goodbyetofailure,children.Welcometosuccess.Youwillreadhardbooksinhereandunderstandwhatyouread.Youwillwriteeverydaysothatwritingbecomessecondnaturetoyou.Youwillmemorizeapoemeveryweeksothatyoucantrainyourmindstorememberthings.Itisuselessforyoutolearnsomethinginschoolifyouarenotgoingtorememberit.“Butyoumusthelpmetohelpyou.Ifyoudon’tgiveanything,don’texpectanything.Successisnotcomingtoyou,youmustcometoit.”TheChildrenlookedpuzzled.Theywereaccustomedtowarnings,threats,andrulesoforderonthefirstdayofclass.Ifnothingelse,Marvavowed发誓shewouldgetthroughtothesechildrenbecauseshewassodetermined.Orjustplain简单的stubborn顽固.马文老师意志坚定—抑或仅仅是固执。Shewas,infact,morestrong-willedthanmost,maybeevenabittoostrong-willedforherowngood.Overandoverhermotherusedtowarnher,“Marva,you’llnevercometoanygood‘causeonceyourmindisset,there’snotellingyouwhattodo.’”“我知道，你们中的大多数人都不会拼写自己的名字。你们不认识字母表，不知道如何朗读那些字母，不知道同形同音异义词或者怎样读出各个音节。但我向你们承诺，你们将会学会这些。你们都不是失败的孩子，是学校辜负了你们。现在，让我们对失败说再见吧，成功正在前面等着你们。你们将在这里读到难读的书籍并充分理解它们。以后你们每天都会写字，这样它就能变成你们的一种习惯。你们每周要背诵一首诗，这样你们便能很好地训练你们的记忆力。如果你们不设法将在学校所学的东西记住的话，一切都只是枉然。”“但要达到这些目标，我还需要你们的帮助。没有付出，便没有收获。成功不会主动向你们走来，你们必须主动地迎向它。”孩子们都听得一脸茫然。开学的第一天里，他们受到的通常是警告、威胁或是规章制度的洗礼。而如今，却是事实上，她的意志比绝大多数人都要坚定——甚至也许是坚定过度了。她的母亲一再地警告她：“马文，你总是在做出决定后便听不进别人的建议，你这样是不会有好结果的。”8ItwasMarvaCollins’attitudethatmadechildrenlearn.Whatshedidwasbrainwashthemintosucceeding.Shewasforeversaying“Youcandoit,”convincingherstudentstherewasn’tanythingtheycouldnotdo.Therewerenoexcusesforachild’snotlearning.Therewasnopointinfixingtheblameontelevision,orparents,orachild’senvironment.Thedecisivefactorwastheteacherupinfrontoftheclass.Ifachildsensedateacherdidn’tcare,thenallthetextbooksandprepackagedlessonplansandaudio-visualequipmentandfancy,new,carpeted,air-conditionedbuildingfacilitiesweren’tgoingtogetthatchildtolearn.正是马文•suckyoungmindsdryofcreativityandmotivation.人们普遍认为，教师应该帮学生们梳理知识，而不是将要点硬敲进他们的脑袋。进行项目与协作性学习会受到人们的称赞；而像讲课灌输及死记硬背这样的传统方法则被嘲笑为“训练与扼杀”──会令人不悦，会被当成吸干年轻头脑创造性与积极性的一种方式而遭到人们唾弃。Buttheconventionalwisdomiswrong.Andthefollowingeightprinciples--amanifesto宣言ifyouwill,abattlecryinspired激发，启示，鼓舞bymyoldteacherandbuttressed支持bynewresearch--explainwhy.但这一普遍观念并不正确。而下面提及的八项原则──你可以将之称为宣言，受我的故师启发形成、并受到新兴研究支持的号召──解释了背后的原因。1.Alittlepainisgoodforyou.1.一点点痛对你有好处。PsychologistK.AndersEricssongainedfame名望forhisresearchshowingthattrueexpertiserequiresabout10,000hoursofpractice,anotion概念popularizedbyMalcolmGladwellinhisbook'Outliers.'Butanoften-overlookedfindingfromthesamestudyisequallyimportant:Trueexpertiserequiresteacherswhogive'constructive,evenpainful,feedback,'asDr.Ericssonputitina2007HarvardBusinessReviewarticle.Heassessedresearchontopperformersinfieldsrangingfromviolinperformancetosurgerytocomputerprogrammingtochess.Andhefoundthatallofthem'deliberately故意的pickedunsentimental实事求是的coaches老师whowouldchallengethemanddrivethemtohigherlevelsofperformance.'心理学家K·安德斯·埃里克森(K.AndersEricsson)进行的研究表明，要成为某方面真正的专家需要大约一万小时的实践，这一概念因被马尔科姆·格拉德威尔(MalcolmGladwell)在其著作《异类》(Outliers)中提及而推广开来，而埃里克森本人也因此名声大噪。但来自同一研究、同样重要却常常被人忽略的结论是：真正的专家需要老师给出“建设性的、甚至是令人痛苦的反馈”，埃里克森博士在2007年刊发于《哈佛商业评论》(HarvardBusinessReview)的一篇文章中写到了这一点。他对诸多领域中──从小提琴演奏到外科手术、电脑编程再到国际象棋──数一数二的从业者进行了研究评估。结果发现，所有这些佼佼者“专门挑选了那些不易动情的导师，这些老师将对他们提出挑战，并促使他们的表现更上一层楼。”2.Drill,baby,drill.2.灌输知识，严苛训练。Rotelearning,longdiscredited,isnowrecognizedasonereasonthatchildrenwhosefamiliescomefromIndia(wherememorizationisstillprized)arecreamingtheirpeersintheNationalSpellingBeeChampionship.死记硬背机械性学习法长期以来都遭到质疑，但如今却被认为是那些来自印度（死记硬背在那里仍然很受重视）家庭的孩子在全美拼字比赛(NationalSpellingBeeChampionship)中能将同龄人远远甩在身后的一个原因。ThisculturaldifferencealsohelpstoexplainwhystudentsinChina(andChinesefamiliesintheU.S.)arebetteratmath.Meanwhile,Americanstudentsstrugglewithcomplexmathproblemsbecause,asresearchmakesabundantlyclear,theylackfluencyinbasicadditionandsubtraction加减法--andfewofthemweremadetomemorizetheirtimestables.这一文化差异也有助于解释为何中国（以及在美的华人家庭）的学生数学更好。与此同时，有研究明确地显示，美国学生却在复杂的数学问题中挣扎，他们对基本的加减法运算掌握得不够熟练──而且几乎没有人被要求去背乘法表。WilliamKlemmofTexasA&MUniversityarguesthattheU.S.needstoreversethebiasagainstmemorization.EventheU.S.DepartmentofEducationraisedalarmbells,chastisingAmericanschoolsina2008reportthatbemoanedthelackofmathfluency(anotionitmentionednofewerthan17times).Itconcludedthatschoolsneedtoembracethedreaded'drillandpractice.'德州农工大学(TexasA&MUniversity)的威廉·克莱姆(WilliamKlemm)称，美国需要纠正反对记背的偏见。甚至连美国教育部(U.S.DepartmentofEducation)都拉响了警铃，他们在2008年的一份报告中斥责美国学校，为学生缺少数学运算流利度（这一概念在报告中提及的次数不少于17次）而感到悲哀。该报告总结道，学校需要接受令人生畏的“灌输知识与实践练习”的教育之道。3.Failureisanoption.失败是学习过程中的一个必然因素Kidswhounderstandthatfailureisanecessaryaspectoflearningactuallyperformbetter.Ina2012study,111Frenchsixth-gradersweregivenanagramproblemsthatweretoodifficultforthemtosolve.Onegroupwasthentoldthatfailureandtryingagainarepartofthelearningprocess.Onsubsequenttests,thosechildrenconsistentlyoutperformedtheirpeers.意识到这一点的孩子实际上表现更佳。在2012年的一项研究中，111名法国六年级学生被布置了一些难度超出其能力的回文构词法问题。然后，有一组学生被告知，失败与再尝试是学习过程的一部分。在接下来的测试中，这些学生一直都比其他参与者表现更佳。Thefear,ofcourseisthatfailurewilltraumatizeourkids,sappingthemofself-esteem.当然了，我们担心的是：失败将令我们的孩子在精神上受到创伤、使其自尊心尽失。Wrongagain.Ina2006study,aBowlingGreenStateUniversitygraduatestudentfollowed31Ohiobandstudentswhowererequiredtoauditionforplacementandfoundthatevenstudentswhoplacedlowest'didnotdecreaseintheirmotivationandself-esteeminthelongterm.'Thestudyconcludedthateducatorsneed'notbeasconcernedaboutthenegativeeffects'ofpickingwinnersandlosers.这个想法，又错了。在2006年的一项研究中，鲍林格林州立大学(BowlingGreenStateUniversity)的一位研究生追踪调查了31名被要求参加试音并接受排名的俄亥俄州各乐队的学生，结果发现就算是那些排名最低的人“从长期来看，也并未减少其积极性与自尊心”。该研究得出结论称，教育者在选出赢家和输家时，“无需担忧那些消极影响”。4.Strictisbetterthannice.4.严厉比和善更好。Whatmakesateachersuccessful?Tofindout,startingin2005ateamofresearchersledbyClaremontGraduateUniversityeducationprofessorMaryPoplinspentfiveyearsobserving31ofthemosthighlyeffectiveteachers(measuredbystudenttestscores)intheworstschoolsofLosAngeles,inneighborhoodslikeSouthCentralandWatts.TheirNo.1finding:'Theywerestrict,'shesays.'Noneofusexpectedthat.'是什么造就了一位教师的成功？为了找到答案，从2005年开始，在克莱蒙研究大学(ClaremontGraduateUniversity)教育学教授玛丽·波普兰(MaryPoplin)的带领下，一组研究人员花了五年时间观察了31位教学最高效的老师（根据学生考试分数衡量挑选出来的）。这些老师都在洛杉矶最差的学校教书，他们就职的校区分布在诸如中南区(SouthCentral)和沃茨(Watts)这样的街区。研究人员最大的发现是：“他们都是严师。”波普兰教授说：“这个结论出人意料。”Theresearchershadassumedthatthemosteffectiveteacherswouldleadstudentstoknowledgethroughcollaborativelearninganddiscussion.研究人员曾认为，大多数教学最高效的老师是通过协作学习与讨论来使学生掌握知识的。Instead,theyfounddisciplinarianswhoreliedontraditionalmethodsofexplicitinstruction,likelectures.'Thecorebeliefoftheseteacherswas,'Everystudentinmyroomisunderperformingbasedontheirpotential,andit'smyjobtodosomethingaboutit--andIcandosomethingaboutit,''saysProf.Poplin.但结果相反，他们发现那些依赖传统显性教学方式（如讲课）的纪律严明者教学效果最佳。波普兰教授说：“这些老师的核心理念是，‘从孩子们的潜力上来看，我班上的每个学生都表现欠佳，所以我的工作是就此做点什么──而且我也可以为此做点什么。’”Shereportedherfindingsinalengthyacademicpaper.Butshesaysthatafourth-gradersummarizedherconclusionsmuchmoresuccinctlythisway:'WhenIwasinfirstgradeandsecondgradeandthirdgrade,whenIcriedmyteacherscoddledme.WhenIgottoMrs.T'sroom,shetoldmetosuckitupandgettowork.Ithinkshe'sright.Ineedtoworkharder.'波普兰教授在一份长篇幅的学术论文中发表了她的结论。但她称，一名四年级学生用一种更简洁明了的方式总结了她的发现：“在我上一年级、二年级和三年级的时候，当我哭泣的时候，我的老师总会纵容我。当我进了T太太的班级，她告诉我，别抱怨了，去学习。我觉得她说得对，我得更努力地学习。”5.Creativitycanbelearned.5.创造性也可后天习得。Therapontraditionaleducationisthatitkillschildren's'creativity.ButTempleUniversitypsychologyprofessorRobertW.Weisberg'sresearchsuggestsjusttheopposite.Prof.WeisberghasstudiedcreativegeniusesincludingThomasEdison,FrankLloydWrightandPicasso--andhasconcludedthatthereisnosuchthingasaborngenius.Mostcreativegiantsworkferociouslyhardand,throughaseriesofincrementalsteps,achievethingsthatappear(totheoutsideworld)likeepiphaniesandbreakthroughs.传统教育遭受指摘的一点就是它会扼杀孩子们的创造性。但天普大学(TempleUniversity)心理学教授罗伯特·W·韦斯伯格(RobertW.Weisberg)的研究表明，事实正好相反。韦斯伯格教授已对包括托马斯·爱迪生(ThomasEdison)、弗兰克·劳埃德·赖特(FrankLloydWright)与毕加索(Picasso)在内的创新天才进行了研究，结果发现不存在天生就是天才这回事。大多数创新巨匠工作都极其努力，他们一步一个脚印，循序渐进地努力收获成功。这些成就（在外人看来）似乎是突发的灵感与重大的突破。Prof.WeisberganalyzedPicasso's1937masterpieceGuernica,forinstance,whichwaspaintedaftertheSpanishcitywasbombedbytheGermans.Thepaintingisconsideredafreshandoriginalconcept,butProf.WeisbergfoundinsteadthatitwascloselyrelatedtoseveralofPicasso'searlierworksanddrewuponhisstudyofpaintingsbyGoyaandthen-prevalentCommunistPartyimagery.Thebottomline,Prof.Weisbergtoldme,isthatcreativitygoesbackinmanywaystothebasics.'Youhavetoimmerseyourselfinadisciplinebeforeyoucreateinthatdiscipline.Itisbuiltonafoundationoflearningthediscipline,whichiswhatyourmusicteacherwasrequiringofyou.'举个例子，韦斯伯格教授分析了毕加索1937年的名作《格尔尼卡》(Guernica)。在德国人轰炸了西班牙城镇格尔尼卡后，毕加索作了这幅画。《格尔卡尼》被人们视为一个全新原创的概念，但韦斯伯格教授却发现它与毕加索早期的一些作品息息相关，《格尔尼卡》是毕加索在研习了戈雅(Goya)画作以及在那个时代流行的共产党影像后，从二者当中汲取灵感完成的。韦斯伯格教授告诉我，究根探底，创造性将以各种方式追溯至基本的理念。他说：“当你在一个学科领域内进行创造时，你得先将自己浸入到这个学科框架中去。你的音乐老师要求你们所做的这些，正是在为学习该科目打基础。”6.Grittrumpstalent.尽管在指挥台上极为严厉，但当库普钦斯基坐在观众席中时总是对学生颇为赞赏。图中为上世纪70年代中期，库普钦斯基在为自己的学生鼓掌。Inrecentyears,UniversityofPennsylvaniapsychologyprofessorAngelaDuckworthhasstudiedspellingbeechamps,IvyLeagueundergradsandcadetsattheU.S.MilitaryAcademyinWestPoint,N.Y.--alltogether,over2,800subjects.Inallofthem,shefoundthatgrit--definedaspassionandperseveranceforlong-termgoals--isthebestpredictorofsuccess.Infact,gritisusuallyunrelatedorevennegativelycorrelatedwithtalent.近几年，宾夕法尼亚大学(UniversityofPennsylvania)心理学教授安吉拉·达克沃思(AngelaDuckworth)一直在对拼字比赛的冠军得主、常青藤盟校的本科生及美国西点军事学院(U.S.MilitaryAcademyinWestPoint)的学员进行研究──总共超过2,800名研究对象。在他们的身上，她发现坚忍不拔──这里指对长期目标的激情和坚持──是成功的最佳先兆。事实上，坚韧通常都与天分无关，甚至与其呈负相关。Prof.Duckworth,whostartedhercareerasapublicschoolmathteacherandjustwona2013MacArthur'geniusgrant,'developeda'GritScale'thataskspeopletoratethemselvesonadozenstatements,like'IfinishwhateverIbegin'and'Ibecomeinterestedinnewpursuitseveryfewmonths.'WhensheappliedthescaletoincomingWestPointcadets,shefoundthatthosewhoscoredhigherwerelesslikelytodropoutoftheschool'snotoriouslybrutalsummerbootcampknownas'BeastBarracks.'WestPoint'sownmeasure--anindexthatincludesSATscores,classrank,leadershipandphysicalaptitude--wasn'tabletopredictretention.达克沃思教授在其职业初期是一所公立学校的数学老师，她刚刚赢得了2013年麦克阿瑟“天才奖”(MacArthur"geniusgrant")。她研发了一套“坚韧指数”，该指数要求人们在12个诸如“我总是有始有终”和“我每几个月都会对新生事物产生兴趣”之类的问题上自测打分。当她将这套测试题用到即将入校的西点学员身上时，她发现那些得分高的人相对不太可能从被人称为“野兽兵营”的、“惨无人道”的夏季训练营中半路退出。西点自己的那一套测试方式──将高中毕业生的学术能力评估测试分数、课堂排名、领导能力和身体适应性包含在内的一个指标──无法预测最终坚持留下来的会是哪些人。Prof.Duckworthbelievesthatgritcanbetaught.Onesurprisinglysimplefactor,shesays,isoptimism--thebeliefamongbothteachersandstudentsthattheyhavetheabilitytochangeandthustoimprove.Ina2009studyofnewlymintedteachers,sheratedeachforoptimism(asmeasuredbyaquestionnaire)beforetheschoolyearbegan.Attheendoftheyear,thestudentswhoseteacherswereoptimistshadmadegreateracademicgains.达克沃思教授认为坚忍不拔的品质能够教授给学生。她称，有一个出奇简单的因素就是乐观──植根于老师和学生之间的一种信念：他们有能力改变并因而取得进步。在2009年针对新教师的一项研究中，她在学年开始前给每一位老师在乐观度上打了分（通过一份问卷测试得出）。到了年底，那些拥有乐天派老师的学生在学业方面收获更多。7.Praisemakesyouweak...7.夸奖会让你脆弱。MyoldteacherMr.Kseldompraisedus.Hishighestcomplimentwas'notbad.'Itturnsouthewasontosomething.StanfordpsychologyprofessorCarolDweckhasfoundthat10-year-oldspraisedforbeing'smart'becamelessconfident.Butkidstoldthattheywere'hardworkers'becamemoreconfidentandbetterperformers.我的故师K先生很少夸奖我们。他最高程度的夸奖不过是“不算差”。那表明他注意到了一些事。斯坦福大学(Stanford)心理学教授卡罗尔·德韦克(CarolDweck)已发现，那些被人夸为“聪明”的10岁孩子变得更不自信。而那些被人称为“干活卖力”的孩子则变得更自信、表现也更佳。'Thewholepointofintelligencepraiseistoboostconfidenceandmotivation,butbothweregoneinaflash,'wroteProf.Dweckina2007articleinthejournalEducationalLeadership.'Ifsuccessmeanttheyweresmart,thenstrugglingmeanttheywerenot.'德韦克教授在2007年刊发于《教育领导学》期刊(EducationalLeadership)上的一篇文章中写道：“夸奖智商的全部意义在于提高信心与积极性，但二者都是转瞬即逝的。如果说成功意味着他们是聪明的，那么奋斗打拼就该意味着他们不聪明了。”8....whilestressmakesyoustrong.8.压力让你更强大。A2011UniversityatBuffalostudyfoundthatamoderateamountofstressinchildhoodpromotesresilience.PsychologyprofessorMarkD.Seerygavehealthyundergraduatesastressassessmentbasedontheirexposureto37differentkindsofsignificantnegativeevents,suchasdeathorillnessofafamilymember.Thenheplungedtheirhandsintoicewater.Thestudentswhohadexperiencedamoderatenumberofstressfuleventsactuallyfeltlesspainthanthosewhohadexperiencednostressatall.纽约州立大学水牛城分校(UniversityatBuffalo)2011年的一份研究发现，童年时期适度的压力有助于增强人们乐观的性格。心理学教授马克·D·西里(MarkD.Seery)对健康的本科生进行了压力评估。该评估是基于这些学生在面对37种不同类型的重大负面事件，如家人离世或身患疾病时的表现得出的。然后西里教授将他们的双手插入冰水当中。与从未感受过压力的人相比，那些已经历过适当数量有压力的事件的学生实际上感受到的痛楚更少。'Havingthishistoryofdealingwiththesenegativethingsleadspeopletobemorelikelytohaveapropensityforgeneralresilience,'Prof.Seerytoldme.'Theyarebetterequippedtodealwithevenmundane,everydaystressors.'西里教授告诉我说：“拥有这些与负面事件打交道的往昔会让人们更倾向于整体乐观主义。他们更有本事去处理那些哪怕是日常的生活压力。”Prof.Seery'sfindingsbuildonresearchbyUniversityofNebraskapsychologistRichardDienstbier,whopioneeredtheconceptof'toughness'--theideathatdealingwithevenroutinestressesmakesyoustronger.Howwouldyoudefineroutinestresses?'Mundanethings,likehavingahardasskindofteacher,'Prof.Seerysays.西里教授的结论是以内布拉斯加大学(UniversityofNebraska)心理学家理查德·丁斯特比尔(RichardDienstbier)的研究为基础的，后者是“韧性”概念的倡导者──这里的“韧性”是指就算是处理日常压力也会让你变得更强大。你会如何定义日常压力呢？西里教授称：“就是普通平凡的事情，像有位狠角色老师之类的。”MytougholdteacherMr.Kcouldhavewrittenthebookonanyoneoftheseprinciples.Admittedly,individually,theseareforbiddingprecepts:cold,unyielding,andkindofscary.我故去的严师K先生可以就这些原则中的任何一条写上一本书。不论是被人公认的，还是我的个人见解，这些原则都令人生畏：冷酷，生硬，而且还有点儿吓人。Butcollectively,theyconveysomethingverydifferent:confidence.Attheircoreisthebelief,thefaithreally,instudents'abilitytodobetter.Thereissomethingtobesaidaboutateacherwhoisdemandingandtoughnotbecausehethinksstudentswillneverlearnbutbecauseheissoabsolutelycertainthattheywill.但总而言之，它们传达出了完全不同的东西：自信。它们的核心理念是信仰，是学生们有能力做得更好的信仰。有这么一说：教师之所以苛刻严厉，并不是因为他觉得学生永远都不会去学，而是因为他百分之百地确信学生会去学。Decadeslater,Mr.K'sformerstudentsfinallyfigureditout,too.'Hetaughtusdiscipline,'explainedaviolinistwhowentontobecomeanIvyLeague-traineddoctor.'Self-motivation,'addedatechexecutivewhoonceplayedthecello.'Resilience,'saidaprofessionalcellist.'Hetaughtushowtofail--andhowtopickourselvesupagain.'数十年之后，K先生曾经的学生终于也领悟了这个道理。一位后来在常青藤名校攻读了博士学位的小提琴手解释道：“他教会了我们什么是自律。”一位现今担任科技企业高管的大提琴手补充道：“自我激励。”另一位如今的职业大提琴家说：“坚韧。他教会了我们如何失败──以及如何让自己再次振作起来。”Clearly,Mr.K'smethodsaren'tforeveryone.Butyoucan'targuewithhisresults.Andthat'salessonwecanalllearnfrom.显然，K先生的方法并不适用于每一个人。但你不能因此就否认他的成就。这是我们所有人都能受教受益的一堂课。TheMozartEffect:HowMusicMakesYouSmarterIntheworkplace,music"raisesperformancelevelsandproductivitybyreducingstressandtension,maskingirritatingsoundsandcontributingtoasenseofprivacy"在工作场所，音乐“通过减少压力和紧张，掩盖刺激性声音和促进隐私感来提高绩效水平和生产力,Dr.LozanovprovedconclusivelythatbyusingcertainBaroquepieces,foreignlanguagescanbemasteredwith85-100%effectivenessin30days,whentheusualtimeis2years洛扎诺夫博士断言，听特定的巴洛克音乐，可以让你在30天内掌握外语的效率达到85-100％，而通常需要的时间是2年9、ThesespecialmusicMozartEffectpieces,recordedatjusttherighttempo,activatetheleftandrightbrainforthemaximumlearning/retentioneffect.这些特殊的莫扎特音乐，按照合理的节拍播放，可以激活左右脑使其达到最大的学习或记忆效果Forthefirsttime,researchersalsohavelocatedspecificareasofmentalactivitylinkedtoemotionalresponsestomusic.研究人员还首次发现了与音乐情感反应相关的特定心理活动区域。Musicisbiologicallypartofhumanlife,justasmusicisaestheticallypartofhumanlife."音乐在生物学上是人类生活的一部分，就像音乐在美学上是人类生活的一部分一样。“MozartEffect”Dispelled:MusicStudyDoesNotMakeChildrenSmarterAnewstudyshowsthemuch-vaunted"MozartEffect"tobeamyth,withmusicstudyprovidingnoboosttoIQamongstudents.

AnewstudydispelsthenotioncherishedamongcertainclassesofAmericansthatmusicimprovesachild’sintelligence.一项新的研究消除了某些美国人所珍视的观点，即音乐能提高孩子的智力Contrarytooverwhelmingopinion,thosecalledtosophomorechorus—ortosharetheirdivinetalent“unplugged”beforeacampfire—maysurelybenefitfromimprovedfocusanddiscipline,aspectsofintelligence,somebelieve.ButnoeffectoncognitiveabilitywasfoundamongchildrenstudiedthisyearbyagroupofHarvardresearchers.“Morethan80percentofAmericanadultsthinkthatmusicimproveschildren'sgradesorintelligence”,investigatorSamuelMehrsaidonWednesday."Eveninthescientificcommunity,there'sageneralbeliefthatmusicisimportantfortheseextrinsicreasons—butthereisverylittleevidencesupportingtheideathatmusicclassesenhancechildren'scognitivedevelopment."Tothispoint,onlyafewdozenstudieshaveexaminedthepurportedmentalbenefitsofstudyingmusic,andonlyfiveusedrandomizedcontrolledstudies,studiesdesignedtoisolatecausaleffects.对于这一点，仅有几十项研究检验过传闻中的学习音乐对智力的益处，其中只有5项采用了随机对照研究，即所设计的研究将因果效应分离出来。Ofthosefive,onlyoneshowedaclearlypositiveeffect—butconferredanintelligencequotientbumpofonly2.7points,barelydiscernibleinastatisticalsense.TheMozarteffectrosetoculturalprominencein1993whenresearchersattheUniversityofCalifornia,Irvinefoundatemporaryboosttospatial-reasoningcapacityamongchildrenwho’dlistenedtoselectionsofclassicalmusic.Althoughlastingnomorethan15minutesorso,theeffectwastoutedasasustainableboosttogeneralintelligence,withGeorgiaGovernorZellMillerin1998promisingmorethan$100,000infundingperyeartoprovideeverychildinthestatewitharecordingofclassicalmusic.尽管这一效应只持续了大约15分钟，但却被吹嘘成智力有可持续的提高，乔治亚州州长泽尔·米勒就在1998年承诺每年拿出超过1000,000美元的资金用于给该州每位儿童提供一张古典音乐的唱片。However,theinfamous

study

publishedin

Nature

nevermeasuredintelligence,insteadaskingchildrentocompletesub-sectionsoftheStanford-Binetintelligencetest.TheneurologicalstudyofanyMozarteffectonthemindcomestothesideoftheoreticalworkfromrenownedpsychologistHowardGardner,whofirstproposed

multipleintelligencetheory

inhis1983book,

FramesOfMind:TheTheoryofMultipleIntelligences.Inthattheory,humanintelligencecanbemostlycompartmentalizedintosevenprimarydomainsofmentalcapacity,includingspatialand“musicalrhythmic”intelligences.However,nothinghasyetbeenproved."Theexperimentalworkonthisquestionisverymuchinitsinfancy,butthefewpublishedstudiesonthetopicshowlittleevidencefor'musicmakesyousmarter',"Mehrsaid.Inapairofexperiments,Mehrandhiscolleaguesfollowed29setsofparentsandfour-year-oldchildrenrecruitedlocally,testingparentsformusicaptitudeandchildrenforvocabularybeforeplacingchildrenrandomlyineitheramusicclassoronefocusedonvisualarts."Wewantedtotesttheeffectsofthetypeofmusiceducationthatactuallyhappensintherealworld,andwewantedtostudytheeffectinyoungchildren,soweimplementedaparent-childmusicenrichmentprogramwithpreschoolers,"Mehrsaid."Thegoalistoencouragemusicalplaybetweenparentsandchildreninaclassroomenvironment,whichgivesparentsastrongrepertoireofmusicalactivitiestheycancontinuetouseathomewiththeirkids."Unlikepreviousstudydesigns,Mehrtaughtbothclassesintheexperimenttocontrolthepossibilitythatindividualteachersmightinfluencetheeffect,afterwardassessingsubjectswithtestsdesignedtomeasurefouraspectsofintelligence:cognition,vocabulary,mathematics,andspatialintelligence."Insteadofusingsomethinggeneral,likeanIQtest,wetestedfourspecificdomainsofcognition,"Mehrsaid."Iftherereallyisaneffectofmusictrainingonchildren'scognition,weshouldbeabletobetterdetectitherethaninpreviousstudies,becausethesetestsaremoresensitivethantestsofgeneralintelligence."Althoughnoeffectwasfoundongeneralintelligence,studentsinthemusicclassperformedbetterononeofthetwospatialreasoningproblemsinthetest,withthevisualartstudentsoutperformingthemontheother.Butgiventhesmallstudysize,Mehrandhiscolleaguesthenattemptedtoreplicatetheoriginal

Nature

study,recruiting45moreparentsandchildren—halfofwhomhadreceivedprevioustraininginmusic.Again,noeffectwasfound,promptingMehrtogosofarastodefendmusicinstructionintheschools."There'sacompellingcasetobemadeforteachingmusicthathasnothingtodowithextrinsicbenefits,"hesaid."Wedon'tteachkidsShakespearebecausewethinkitwillhelpthemdobetterontheSATs,wedoitbecausewebelieveShakespeareisimportant.”我们教孩子们莎士比亚不是因为我们认为真能帮助他们在大学入学考试中做得更好，我们这样做是因为我们认为莎士比亚很重要Throughouthumanhistoryandantiquity,musichasrepresentedanintegralqualityofthehumananimal,acommonalityineverycultureoftheworld—includingmusicforchildren.在整个人类历史和古代，音乐代表了人类这一动物不可或缺的品质以及世界上每一种文化的共性——包括儿童音乐。AlthoughlisteningtoMozartmightnotmakechildrenanysmarter,surelythereisnoharm?Source:SamuelMehr.ContraryToPopularOpinion,ResearchFindsNoCognitiveBenefitsOfMusicLessons.

PLoSONE.2013.TravelLanguageKarstenSchmidt1.TheAcademieFrancaisehasfor