TED演讲中英文本Word下载.docx

1、知识在书本中，在老师脑海中，她需要到学校获得，因为这正是学习的方法。很快的前进了一代，这是Oak Grove的校舍，只有一间，我父亲去只有一间校舍的学校上学。他依然得前往学校，从老师身上学习知识，存储在他唯一的便携式记忆中他的大脑，并随身携带，因为这就是知识传播的方式。老师传授给学生，然后在世界上运用。当我还是个孩子时，家中有一套百科全书，是在我出生那年购买的。当时看来很棒，因为我不需要等到去图书馆时才能获得资料，这些资料就在我家。这很棒，跟上一代人经历过的相比之下与众不同，它改变了我与知识的互动，即使只有一点点程度。但这些知识离我更近，随手可得。（背景：当学习知识的途They produce

2、dfliers, 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 n

3、otthe 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 believe

4、d it. 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.在我还是个高中生到我开始教书那段时间当中，我们目睹因特网的出

5、现。大约在因特网成为一种教育工具的时候，我离开威斯康辛，搬到堪萨斯，堪萨斯的一个小镇。在那里一个可爱的小镇中，即堪萨斯州乡村学区，我得到教书的机会。在那里，我教授我最喜欢的科目美国政府。第一年我满怀热情，卖力教授美国政府这门我所喜爱的政治体制，12年级的孩子们并不完全热衷于美国政府体制。第二年我学到了一些东西，我得改变策略。我将一个真实的体验呈现在他们面前，让他们能为自己学习。我没有告诉他们该做什么、该怎么做，我把一个问题摆在他们眼前，就是为他们小区建立一个选举论坛。他们制作传单，号召办事处；他们确认行程，与秘书会谈；制作一本选举论坛小册，让整个小镇对候选人有更充分了解。他们邀请大家到学校进行

6、夜间会谈，关于政府与政治的议题，以及街道是否都已建设完善？并真正拥有这个强大的学习体验。较具经验的年长的老师看着我并走过来说，“哦，就是她，多天真！她真以为自己办得到！”（笑声）“她根本不知道自己会遭遇什么状况。”但我知道这些孩子会出席，我相信这一点。我每星期都告诉他们我对他们的期许。那天晚上，全部90个孩子穿着适当，做本分的工作，并拥有这个体验，我只需坐着旁观。这是属于他们的，这是一个体验，这是真实的，这对他们深有意义，他们会进步。（事例1：体验式学习让学生获益匪浅）From Kansas, Imoved on to lovely Arizona, where I taught in Fla

7、gstaff 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 e

8、xtraordinarily 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 spe

9、ak at 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 respe

10、ctful, 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 identi

11、fy that 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 tha

12、t when 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 extrao

13、rdinary.我从堪萨斯搬到可爱的亚利桑那，我在Flagstaff教了好几年，这次是教中学生。幸运的是，我不用教他们美国政府，可以教他们更令人兴奋的地理学。再次的，因学习而振奋。但我发现自己在亚利桑那州这份工作有趣的部分是，我确实能和这一群杰出的中学生一起合作，在一所真正的公立学校中。我们必须把握拥有这个机会的时刻，这个机会是，我们要去与Paul Rusesabagina见面。这位绅士，电影卢安达饭店以他为背景，他将来到我们隔壁的高中演讲。我们可以走到那里，甚至不需付公交费用。没有任何费用成本，完美的实地考察。问题来了。如何将七、八年级的学生带到谈论种族屠杀的演讲中，并以负责和尊重的方式处理

14、这个问题？他们知道该怎么做。所以我们选择将Paul Rusesabagina视为一位绅士的典范，他令人罕见的用自己生命做一些正面的事，然后我给了学生一个挑战，要他们在自己的生活、故事或世界中，定义一个他们认为做了类似事情的人。我要求他们制作一部与这有关的短片，这是我们第一次这么做。没有人真正知道如何在计算机上制作这个短片，但他们参与了。我要求他们用自己的声音配旁白，这是一个最棒的启示时刻。当你要孩子们用他们自己的声音，要他们为自己发声，说出他们愿意分享的东西。这个作业最后一个问题是，你打算如何用你的生命带给其它人正面影响？当你问他们，并花时间倾听时，孩子们所说的是非同寻常的。（事例2：自主式学

15、习让学生获益匪浅）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 prim

16、arily 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 i

17、n school 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 k

18、ids 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

19、learning 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

20、 the 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 in

21、teresting 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

22、smooth, 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

23、 did 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. And I said, Well what makes it great? And theyre like, O

24、h,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.Oh, that one wasnt so awesome. Andthen we went to another one - it didnt have great visuals, but it had greatinformation - and spent an hour talking about the le

25、arning 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 better this time.Because l

26、earning has to include an amount of failure,because failure is instructional in the process.很快的来看宾夕法尼亚，我在那里找到现在的自我。我在领导科学研究院教书，这是Franklin研究所和费城学区间的联合建教学校。这是一所9到12年级的公立学校，但我们用十分不同的方法教学。我搬到那里主要是想成为学习环境的一部分，并证实我对孩子们学习方式所知，而且确实想调查，当你愿意对一些过去的陈规放手，什么是可能的。信息匮乏的时代，从我奶奶上学时，到我父亲、甚至我上学时，一直到信息爆炸的时代。所以当信息随手可得时，你

27、会怎么做？为什么你要孩子去学校？如果他们不再需要到校就能获得知识？在费城，我们有一人一台电脑课程，所以孩子每天带着他们的电脑，带电脑回家以获得知识。你必须适应的是，当你提供工具让学生获得知识，你必须适应这个想法，允许孩子失败，作为学习过程的一部分。我们目前面对的教育现况是，迷恋于一个正确答案的文化，这可能出现在一般选择题测验中。我在这里与大家分享，这不是学习，这是大错特错的要求，告诉孩子永远不能出错，要求他们永远要有正确的答案，不允许他们学习。所以我们做这个专题，这是其中一个专题的作品，我很少展示这个，因为这个专题的结果失败了。我的学生们制作这些资料图，作为一个小组的成品，我们决定在年末来做，作为对漏油问题的回应。我要他们以看到的资料图为例，那是许多传媒中都有的资料，看一看其中有趣的部分是什么，为自己也制作一个，以美国历史中不同的人为灾难为题。他们要以一定的标准去做，他们对这个有点不适应，因为我们从来没有做过这个，他们不知道究竟该怎么做。他们可以讨论，进行的非常顺利，他们可以写得非常非常好。但要求他们以不同的方式做想法交流，让他们有点不自在。但我给他们空间，就只是做这件事，去创造、去弄明白，看看我们能做些什么。学生努力不懈，制作出最佳的视觉作品，没有让人失望。这是在大约两、三天之内