TED中英文對照

1、GritWhat struck me was that I.Q. was not the only differe nee betwee n my best and my worst stude nts. Some of my stron gest p erformers did not have stratos pheric I.Q. scores. Some of my smartest kids were n't doing so well.我發(fā)現(xiàn)，我最好和最差的學生之間的差異并不僅僅是智商。有些非常優(yōu)秀的學生 智商并非特別得高 有些非常聰明的學生， 學業(yè)也并非很好。And th

2、at got me thi nking. The kinds of things you n eed to learn in seventh grade math, sure, they're hard: ratios, decimals, the area of a p arallelogram. But these concepts are not impossible, and I was firmly convincedthat everyone of my stude nts could lear n the material if they worked hard and

3、long eno ugh.這引發(fā)了我的思考。七年級數(shù)學要學的東西 確實挺難：比例、小數(shù)、平行四邊形的面積。 但這些概念并不是不能理解，我也堅信我的每一位學生 都能學會這些知識，只要他們足夠認真、 堅持用功。After several more years of teaching,I came to the con clusi on that what we n eed in educatio n is a much betterun dersta ndingofstude ntsand lear ning from amotivati onal p ers pective, from a p

4、sychological persp ective.In educati on, the one thi ng we know how to measure bestis I.Q., but what if doing well in school and in life dependson much more tha n your ability to lear n quickly and easily?教了幾年以后， 我得出一個結論：我們的教育所需要的 是一種對學生、對學習更好的理解一一從動機的角度、從心理的角度去理解。 在教育領域，我們最擅長測試的指標是智商，但如果說在學校和生活中的表現(xiàn)

5、好壞不僅僅取決于你是否能又好又快地學習呢？So I left the classroom, and I went to graduate schoolto become a psychologist.I started studying kids andadults in all kinds of super challe ngingsett in gs, and inevery study my question was, who is successful here and why? My research team and I went to West Point Military Ac

6、ademy.于是，我離開了課堂， 來到了研究所，成為了一名心理學家。 我開始研究兒童與成人處于各種艱巨挑戰(zhàn)中的表現(xiàn)。在每次研究中，我關注的是：誰會成功？爲什麼會成功？我和我的研究團隊去了西點軍校。We tried to p redict which cadets would stay in military training and which would drop out. We went to the NationalSpellingBee and tried to predict which childrenwould adva nee farthest in comp etiti on

7、.我們試著預測哪些學員能通過軍事訓練，哪些會放棄。我們去看全國拼字比賽， 試著預測哪些孩子能在比賽中笑到最后。We studied rookie teachers working in really tough n eighborhoods, ask ing which teachers are still going to be here in teachi ng by the end of the school year, and of those, who will be the most effective at improvinglearning outcomes for their

8、 stude nts?我們研究在非常艱苦的環(huán)境下工作的新教師，預測哪些教師在學年末時 還能堅持在崗位上。當然還有，哪些教師教出的學生成績的提高最為顯著？We partn ered with p rivate compani es, ask ing, which ofthese sales people is going to kee p their jobs? And who's going to earn the most mon ey? In all those very differe nt con texts, one characteristic emerged as a s

9、ig ni fica nt p redictor of success. And it was n't social in tellige nee. It was n't good looks, p hysical health, and it was n't I.Q. It was grit.我們和私人公司合作，預測哪些銷售人員能保住工作 ？誰能賺最多錢？在這些非常不同的背景下，我們發(fā)現(xiàn)有一個特質 能夠很好地預測成功。它不是社交能力。不是美麗的外貌，不是健康的身體，也不是智商。而是意志力。Grit is passionand perseveraneefor very

10、Iong-termit's a marathon,goals. Grit is having stamina. Grit is sticking with your future, day in, day out, not just for the week, not just for the mon th, but for years, and work ing really hard to make that future a reality. Grit is living life like not a sprint.意志力是有耐力的不只是這周、不來實現(xiàn)所堅信的不是短跑。意志力是

11、面對長遠目標時的熱情和毅力。 表現(xiàn)。意志力是日復一日依然對未來堅信不已 只是這個月， 而是年復一年。用心、努力工作 那個未來。 意志力是將生活看作是一場馬拉松,A few years ago, I started study ing grit in the Chicago p ublic schools. I asked thousa nds of high school juniors totake grit questi onn aires, and the n waited around more than a year to see who would graduate. Turns

12、out that grittier kids were sig ni fica ntly more likely to graduate, eve nwhen I matched them on every characteristic I could measure, thi ngs like family in come, sta ndardized achieveme nt test scores, eve n how safe kids felt whe n they were at school.幾年前，我在芝加哥公立學校開始研究意志力。我請數(shù)以千計的高中生 填寫關于意志力的問卷。然

13、后等了大約一年多看看誰會畢業(yè)。結果發(fā)現(xiàn)，意志力越堅定的孩子畢業(yè)的可能性明顯越高， 其他所有可能的影響因素都被考慮并排除了比如家庭收入，標準化測驗的分數(shù)，甚至孩子們在學校時的安全感。thingfor theSo it's no t just at West Point or the Natio nal Sp elli ng Bee that grit matters. It's also in school, esp ecially for kids at risk for dropping out. To me, the most shocking about grit is

14、how little we know, how little scie nee kno ws, about buildi ng it. Every day, p are nts 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 long run?" The hon est an swer is, I don't know.非常重意志力同樣重對于如"如何鍛?

15、怎樣才能所以意志力并不只是在 西點軍?；蛉珖醋直荣愔?要。在學校，尤其是對有輟學危險的孩子來說，要。關于意志力，最令我吃驚的事情是我們以及科學界 何鍛煉意志力知之甚少。每天，家長和老師都會問我，煉孩子們的意志力？我怎么教會孩子堅實的職業(yè)道德 讓他們有長遠的動力？”最誠實的回答是，我不知道。(Laughter)（笑聲）What I do know is that tale nt does n't make you gritty.Our data show very clearly that there are many talented individuals who simply d

16、o not follow throughon theircommitme nts. I n fact, i n our data, grit is usually un related or eve n inv ersely related to measures of tale nt.我所知道的是，有才華不意味著就有意志力。 我們的資料非 常清楚地揭示有很多才華橫溢的人 并不能堅持到底，實現(xiàn)承諾。 事實上，我們的研究發(fā)現(xiàn)， 意志力通常與才華無關， 有時甚至 成反比。So far, the best idea rve heard about building kids is someth in

17、g called "growth min dset." This is an idea devel oped at Sta nford Un iversity by Carol Dweck, and it is the belief that the ability to learn is not fixed, that change with your effort. Dr. Dweck has shown thatgrit init canwhe nmuch morelikelythey don't believekids read and lear n abo

18、ut the brain and how it cha nges and grows in response to challenge, they're to persevere when they fail, because that failure is a p erma nent con diti on.我聽過的最好的方法關于鍛煉孩子們的意志，到目前為止，Carol Dweck叫做“成長型思維模式”理論。這是史丹福大學的的研究的成果。這個理論相信 學習的能力不是一成不變的，它會由于你的努力發(fā)生變化。Dweck博士已證明，當孩子們閱讀和學習大腦的相關知識以及大腦在面對挑戰(zhàn)時會怎樣變

19、化和成長時，他們更有可能在失敗時繼續(xù)堅持，因為他們不相信 他們永遠會失敗。So growth min dset is a great idea for buildi ng grit. Butwe need more. And that's where rm going to end myremarks, because that's where we are. That's the work that stands before us. We need to take our best ideas, our stron gest in tuiti ons, and we

20、 n eed to test them. We n eed to measure whether we've bee n successful, and we have to be willi ng to fail, to be wrong, to start over aga in with less ons learn ed.這就是擺在我們面前的任務。 最強的直覺 對他們進行檢驗。 我們必須愿意失敗、愿意犯錯、我們需要拿出 我們需要衡量我 愿意吸取教所以，成長型思維模式是一種鍛煉意志力的好方法。但我們 還需要更多這樣的理念。而今天我的演講就到此為止，因為這就 是我們當下的認知。我們

21、最好的想法、 們是否取得了成功， 訓并從頭開始。In other words, we n eed to be gritty about gett ing our kids grittier.我們自己也要換句話說，在加強我們孩子意志力這件事上， 有不懈的意志。Thank you.w白丄 謝謝。TED演講：成功的關鍵不是智商，而是毅力Whe n I was 27 years old, I left a very dema nding job inmanagementconsulting for a job that was even moredema nding:teachi ng.I went

22、to teach seve nthgradersmath in the New York City public schools. And like any teacher, I made quizzes and tests. I gave out homework assignments.Whenthe work came back, I calculatedgrades.在我27歲的時候，我辭去了一份非常有挑戰(zhàn)性的職業(yè)企業(yè)管理咨詢，轉而投入了一份更加具有挑戰(zhàn)性的職業(yè)：教育。我來到紐約的一些公立學校教7年級的學生的數(shù)學。和別的老師一樣，我會給學生們做小測驗和考試，我會給他們布置家庭作 業(yè)。當

23、這些試卷和作業(yè)收上來之后，我計算了他們的成績。What struck me was that IQ was not the only differe nee betwee n my best and my worst stude nts. Some ofmy str on gest p erformers did not have stratos pheric IQ scores. Some of my smartest kids weren' t doing so well.And that got me thi nking. The kinds of things you n ee

24、d to learn in seventh grade math, sure, they ' re hard: ratios, decimals, the area of a p arallelogram. But these concepts are not impossible,and I was firmly convinced that everyone of my stude nts could lear n the material if they worked hard and long eno ugh.讓我震驚的是，IQ的咼低并不是我最好的和最差的學生 之間唯一的差別。

25、一些在課業(yè)上表現(xiàn)很好的學生并不具有非常高的IQ分數(shù)。一些非常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。當然，學生們在7年級需要學習的東西是有難度的，像比率，小數(shù)，平行四邊形的面積計算。但是 這些概念是完全可以被掌握的，我堅信我的每一位學生 都可以學會教材內容，只要他們肯花時間和精力的話。After several moreyears of teach in g, I came to thecon clusi on that what we n eed in educati on is amuch betterun dersta ndingof stude nts andle

26、ar ningfrom amotivati onalpersp ective, from a p sychological persp ective.In educati on, the one thi ng wek now how to measure best isIQ. But what if doing well in schooland in life dependsonmuch more tha n your ability to lear n quickly and easily?經(jīng)過幾年教學之后，我得出一個結論，我們在教育方面 所需要的是從學習動力的角度和心理學的角度，對學生和

27、學習行 為進行一次更為深刻的理解。在教育體系中，我們都知道評價優(yōu) 秀學生的標準就是IQ，但如果在學校和生活中的優(yōu)秀表現(xiàn)遠不 僅僅依賴于 你輕松高效學習的能力呢？So I left the classroom, and I went to graduate school to become a psychologist.I startedstudyingkidsand adults in all kinds of super challe nging sett in gs, and in every study my questionwas, who is successful here and

28、stay inchildre nwhy? My research team and I went to West Point Military Academy. We tried to predict which cadets would military trai ning and which would drop out. We went to the NationalSpelling Bee and tried to predict whichask ingwould adva nee farthest in comp etiti on. We studied rookie teache

29、rs working in really tough neighborhoods,which teachers are still going to be here in teach ing by the end of the school year, and of those, who will be the most effective at improving lear ning outcomes for their stude nts?We partneredwith private companies,asking,which ofemerged as a significantwa

30、sn ' t social intelligenee.Ithealth, and it wasn ' t IQ. Itthese sales people is going to keep their jobs? And who going to earn the most mon ey? In all those very differe nt con texts, one characteristic predictor of success. And it wasn ' t good looks, physical was grit.所有我離開了講臺，回到學校繼續(xù)

31、攻讀心理學碩士學位。 我開始研究孩子和大人，在各種非常具有挑戰(zhàn)性的情況下，以及 在各項研究中，我的問題是誰才是成功者，為什么他們會成功 我和我的研究團隊前往西點軍校展開調研，我們試圖預測哪些學 員能夠耐得住軍隊的訓練，哪些會被淘汰出局。我們前去觀摩全 國拼字比賽，同時也試著預測哪些孩子會晉級到最后的比賽。我 們研究在惡劣的工作環(huán)境下工作的，剛入行的老師，詢問他們哪 些老師決定會在學年結束后繼續(xù)留下來任教，以及他們之中誰能 最快地 提高學生的學習成績。 我們與私企合作，向他們詢問哪些 銷售人員可以保住工作， 哪些可以賺錢最多？在所有那些不同的情 境下，一種性格特征凸顯了出來，這種特征在很大程度上

32、預示了 成功。而且它并不是社交智力。不是漂亮的外表，強健的體魄， 也不是很高的IQ，它是毅力。Grit is p assi onandp ersevera neefor veryIon g-term goals. Grit is hav ing stam ina. Grit is sticki ng with your future, day in, day out, no t just for the week, not just for the mon th,but for years, and worki ng really hard tomake that future a reali

33、ty. Grit is living life like it ' sa marath on, not a sprint.毅力是對長遠目標的激情和堅持，毅力是擁有持久的恒 勁，毅力是你對未來的堅持，日復一日不是僅僅持續(xù)一個星期或 者一個月，而是幾年甚至幾十年努力奮斗著讓自己的夢想變?yōu)楝F(xiàn) 實。毅力是把生活當成一場馬拉松而不是一次短跑。A few years ago, I started studying grit in the Chicago public schools. I asked thousands of high school juniors to take grit que

34、sti onn aires, and the n waited around more than a year to see who would graduate. Turns out that grittier kids were sig nifica ntly more likely to graduate,eve n whe n I matched them on every characteristic I could measure,thi ngslike family in come,sta ndardizedachieveme nt test scores, eve n how

35、safe kids felt whe n they were at school. So it ' snot just at West Pointor the's also in school,Nationa l Spelling Bee that grit matters. Itandesp ecially for kids at risk for dropping out. To me, the most shock ing thi ng about grit is how little we know, how little scienee knows, aboutbui

36、lding it. Every day, parentsthemkee pteachers ask me, "How do I build grit in kids? What do I do to teach kids a solid work ethic? How do It make youare manyis usuallymotivated for the long run?" The hon est an swer is, I don know. What I do know is that tale nt does n 'gritty. Our dat

37、a show very clearly that there tale nted in dividuals who sim ply do not follow through on theircommitments.In fact, in our data, gritun related or eve n inv ersely related to measures of tale nt.幾年前，在芝加哥的公立學校里，我開始研究毅力。我 對上千名初中生進行了關于毅力的問卷調查，然后等候了一年多，來看最終哪些學生能畢業(yè)。 結果證明那些更具毅力的學生在畢業(yè)的概率上占絕對優(yōu)勢，即使是在同樣可以量化的

38、外在因素下像家庭收入，標準化成績測驗的分數(shù)，甚至是孩子們在學校能獲得多 少安全感之類，仍是有毅力的學生更容易畢業(yè)所有不僅僅是在西 點軍校里或者全國拼字比賽上才需要毅力。在學校亦是如此，尤 其是對于那些徘徊在輟學邊緣的孩子們。對于我自己來說，關于 毅力最讓我震驚的事情莫過于對于毅力，我們知之甚少，在培養(yǎng) 毅力上，科學對理解的認識又是何等貧乏。每天都有家長和老師 來問我，“我怎樣做才能培養(yǎng)孩子的毅力呢？該做些什么才能教授給孩子們真正的職業(yè)道德 ？又該怎樣調動他們長期的積極性呢 ？” 老實說，我不知道。（笑聲）我所知道的是，才華并不能使你堅韌 不拔。我們的數(shù)據(jù)十分清楚地表明，有許多才華橫溢的人，他們

39、 都無法堅持兌現(xiàn)自己的承諾。事實上，根據(jù)我們的數(shù)據(jù)來看，毅 力通常與其他因素無關，甚至與才華的衡量標準背道而馳。So far, the best idea I ' ve heard about building gritin kids is something called "growth mindset." This is an idea devel oped at Stanford Uni versity by Carol Dweck, andit is the belief that the ability to learn is not fixed, tha

40、t it can change with your effort. Dr. Dweck has shown that whe n kids read and lear n about the brain and how itchanges and grows in responseto challenge,they ' remuch more likely to p ersevere whe n they fail, because theydon ' t believe that failure is a permanent condition.到目前為止，我所聽說過的在孩子

41、身上培養(yǎng)堅韌品質最 有效的方法叫“成長型思維模式。”斯坦福大學卡洛杜威克提出 過一個觀點，他相信人的學習能力是可變的，它隨著你的努力程 度而變化。杜威克教授表示，當孩子們閱讀和學習有關大腦的知 識以及它在面對挑戰(zhàn)時所發(fā)生的變化和成長情況，他們失敗之后 更容易堅持下去，因為他們不相信會一直失敗下去。So growth min dset is a great idea for buildi ng grit.But we need more. And that' s where I ' m going to end my remarks, because that s where w

42、e are. That s the work that stands before us. We need to take our best ideas, our stron gest in tuiti ons, and we n eed to test them. We n eed to measure whether we ' ve been successful, and we have to be Willi ng to fail, to be wrong, to start over aga in with less ons lear ned.因此，成長性思維模式對培養(yǎng)毅力大

43、有裨益。但是我們需要更多。我決定在此結束我的評論，因為我們正在經(jīng)歷著這一切。這是眼前所面臨的工作。我們要拿出最好的想法和最強的直 覺，我們要對他們進行實踐。 我們需要估量這一切是否成功同時還要渴望對失敗和錯誤，要從這些失敗中汲取經(jīng)驗重新再來。In other words, we n eed to be gritty about gett ing our kids grittier.換句話說，我們只有自己變得更有毅力，才能讓我們的 孩子變得更有毅力。TED英語演講：請相信你可以進步The po wer of yet.專注過程，而不是結果。I heard about a high school i

44、n Chicago where stude nts had to p ass a certa in nu mber of courses to graduate, and if they did n't p ass a course, they got the grade "Not Y et." And I thought that was fan tastic, because if you get a faili ng grade, you thi nk, I'm no thi ng, I'm no where. But if you get t

45、he grade "Not Yet" you un dersta nd that you're on a lear ning curve. It gives you a p ath into the future.我聽說，在芝加哥有一所高中， 系列課程，如果某一門課沒有通過， 想，這真是個絕妙的做法，因為，你會想，我什么都不是，我什么都沒有學到。暫未通過， 步向前，爭取未來。那兒的學生畢業(yè)前要通過一成績就是暫未通過。我如果你某門課的成績不及格，但如果你的成績是你會明白，學習的步伐并沒有停下，你還需逐"Not Y et" also gave me

46、in sight into a critical eve nt early in my career, a real turni ng poin t. I wan ted to see how childre n coped with challe nge and difficulty, so I gave 10-year-olds p roblems that were slightly too hard for them. Some of them reacted in a shock in gly p ositive way. They said thi ngs like, "

47、I love a challe nge," or, "You kno w, I was hoping this would be in formative." They un derstood that their abilities could be devel op ed. They had what I call a growth min dset. But other stude nts felt it was tragic, catastr op hic. From their more fixed min dset persp ective, thei

48、r in tellige nee had bee n up for judgme nt and they failed.In stead of luxuriati ng in the po wer of yet, they were gripped in the tyranny of now.發(fā)生在我職業(yè)生 當時，我想探 因此，我讓一些10歲大的 稍稍偏難的問題。一些孩子他們會這樣說，我喜歡挑戰(zhàn)， 這些孩子明白，他們的暫未通過 也讓我聯(lián)想起一件尤為重要的 涯初期的事情，這件事對我而言是一個轉折點。究 孩子是如何應對挑戰(zhàn)和困難的， 孩子嘗試解決一些對于他們而言 積極應對的方式讓我感到震驚。了。他

49、們不懂得享受學習的過程，他們有我所說的成長型思維模式。但另一是不幸，宛如面對一場災難。從他們他們的才智受到了評判， 而他們失敗而只盯住眼前的成與敗，或說，你知道的，我希望能有所獲。 能力是可以提升的。 些孩子覺得面對這些難題 的固定型思維角度來看，So what do they do n ext? r II tell you what they do n ext. In one study, they told us they would pr obably cheat the n ext time in stead of study ing more if they failed a tes

50、t. I n ano ther study, after a failure, they looked for some one who did worse tha n they did so they could feel really good about themselves. And in study after study, they have run from difficulty. Scie ntists measured the electrical activity from the brain as stude nts confron ted an error. On th

51、e left, you see the fixed min dset stude nts. There's hardly any activity. They run from the error. They don't en gage with it. But on the right, you have the stude nts with the growth min dset, the idea that abilities can be devel op ed. They en gage dee ply. Their brain is on fire with yet

52、. They en gage dee ply. They p rocess the error. They lear n 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，他們很可能會在下次考試中作弊， 而不是更加努力地學習。在另一項研究中，他們掛了一門后， 他們會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，他們會逃避困難?？茖W家們監(jiān)測了學生們面對錯誤時的腦電活動圖像。在左側，是固定型思維模式的學生，幾乎沒有什么活動。他們在錯誤面前選擇了逃避。他們沒有積極地投入。

53、但請看右側，這是成長型思維模式的學生，這些學生相信能力會通過鍛煉得以提升。他們積極地應對錯誤。他們的大腦在高速運轉，他們積極地投入，他們剖析錯誤，從中學習，最終訂正。How are we raisi ng our childre n? Are we rais ing them for now in stead of yet？ Are we raisi ng kids who are obsessed with gett ing A's? Are we rais ing kids who don't know how to dream big dreams? Their bigg

54、est goal is gett ing the n ext A or the next test score? And are they carry ing this n eed for con sta nt validati on with them into their future lives? Maybe, because empio yers are coming to me and say ing, we have already raised a gen erati on of young workers who can't get through the day wi

55、thout 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 了沒有遠大理想的孩子們嗎 ？他們最遠大的目標就是再拿一個 A，心里所想的就是下一次考試嗎？他們在今后的生活中，都以分數(shù)的高低 來評判自己嗎？或許是的，因為企業(yè)雇主們跑來找如果不給他們我，說我們養(yǎng)育的這新一代走上工作崗位的人, 獎勵，他們一天都過不下去。So what can we do? How can we build that bridge to yet?我們該怎么做呢？如何讓孩子注重過程而不是結果呢Here are some thi ngs we

56、can do. First of all, we can p raise wisely, n ot p raisi ng in tellige nee or tale nt. That has failed. Don't do that anymore. But p raisi ng the pr ocess that kids en gage in: their effort, their strategies, their focus, their p ersevera nee, their impro veme nt. This p rocess p raise creates

57、kids who are hardy and resilie nt.首先，我們可以有技巧地去表揚：而是要他們的我們可以做這樣幾件事。不去表揚天分或才智，這行不通。 不要再這樣做了。對孩子積極投入的過程進行表揚：他們的努力與策略,專注、堅持與進步。對過程的表揚 會塑造孩子的韌性There are other ways to reward yet. We rece ntly teamed up with game scie ntists from the Un iversity of Washi ngton to create a new on li ne math game that rewar

58、ded yet. In this game, stude nts were rewarded for effort, strategy and p rogress. The usual math game rewards you for gett ing an swers right right now, but this game rewarded p rocess. And we got more effort, more strategies, more en gageme nt over Ion ger p eriods of time,and more p ersevera nee whe n they hit really, really hard p roblems.還有其他的辦法來獎勵過程。最近，我們與來自華盛頓大學的游戲研究者合作，制作了一款獎勵過程的數(shù)學游戲。在這個游戲中，學生們因他們的努力、策略與進步而受到獎勵。通常的數(shù)學游戲中，玩家只有在解得正確答案后才能得到獎勵，但這個游戲獎勵過程。隨著游戲的深入，孩子們更加努力，出更多的策略， 身心更加投入， 當遇到尤為困難的問題時， 們也展現(xiàn)了更為持久的韌勁。Just the words "yet" or "not yet,&