ted英语演讲稿范文4篇文档格式.docx

1、 have you come across this idea? its not true. ive traveled the whole length and breadth of this country. i have found no evidence that americans dont get irony. its one of those cultural myths, like, the british are reserved. i dont know why people think this. weve invaded every country weve encoun

2、tered. （laughter） but its not true americans dont get irony, but i just want you to know that thats what people are saying about you behind your back. you know, so when you leave living rooms in europe, people say, thankfully, nobody was ironic in your presence.but i knew that americans get irony wh

3、en i came across that legislation no child left behind. because whoever thought of that title gets irony, dont they, because - （laughter） （applause） because its leaving millions of children behind. now i can see thats not a very attractive name for legislation: millions of children left behind. i ca

4、n see that. whats the plan? well, we propose to leave millions of children behind, and heres how its going to work.and its working beautifully. in some parts of the country, 60 percent of kids drop out of high school. in the native american communities, its 80 percent of kids. if we halved that numb

5、er, one estimate is it would create a net gain to the u.s. economy over 10 years of nearly a trillion dollars. from an economic point of view, this is good math, isnt it, that we should do this? it actually costs an enormous amount to mop up the damage from the dropout crisis.but the dropout crisis

6、is just the tip of an iceberg. what it doesnt count are all the kids who are in school but being disengaged from it, who dont enjoy it, who dont get any real benefit from it.and the reason is not that were not spending enough money. america spends more money on education than most other countries. c

7、lass sizes are smaller than in many countries. and there are hundreds of initiatives every year to try and improve education. the trouble is, its all going in the wrong direction. there are three principles on which human life flourishes, and they are contradicted by the culture of education under w

8、hich most teachers have to labor and most students have to endure.the first is this, that human beings are naturally different and diverse.can i ask you, how many of you have got children of your own? okay. or grandchildren. how about two children or more? right. and the rest of you have seen such c

9、hildren. （laughter） small people wandering about. i will make you a bet, and i am confident that i will win the bet. if youve got two children or more, i bet you they are completely different from each other. arent they? aren （applause） you would never confuse them, would you? like, which one are yo

10、u? remind me. your mother and i are going to introduce some color-coding system, so we dont get confused.education under no child left behind is based on not diversity but conformity. what schools are encouraged to do is to find out what kids can do across a very narrow spectrum of achievement. one

11、of the effects of no child left behind has been to narrow the focus onto the so-called stem disciplines. theyre very important. im not here to argue against science and math. on the contrary, theyre necessary but theyre not sufficient. a real education has to give equal weight to the arts, the human

12、ities, to physical education. an awful lot of kids, sorry, thank you （applause） one estimate in america currently is that something like 10 percent of kids, getting on that way, are being diagnosed with various conditions under the broad title of attention deficit disorder. adhd. im not saying there

13、s no such thing. i just dont believe its an epidemic like this. if you sit kids down, hour after hour, doing low-grade clerical work, dont be surprised if they start to fidget, you know? （laughter） （applause） children are not, for the most part, suffering from a psychological condition. theyre suffe

14、ring from childhood. （laughter） and i know this because i spent my early life as a child. i went through the whole thing. kids prosper best with a broad curriculum that celebrates their various talents, not just a small range of them. and by the way, the arts arent just important because they improv

15、e math scores. theyre important because they speak to parts of childrens being which are otherwise untouched.the second, thank you （applause）the second principle that drives human life flourishing is curiosity. if you can light the spark of curiosity in a child, they will learn without any further a

16、ssistance, very often. children are natural learners. its a real achievement to put that particular ability out, or to stifle it. curiosity is the engine of achievement. now the reason i say this is because one of the effects of the current culture here, if i can say so, has been to de-professionali

17、ze teachers. there is no system in the world or any school in the country that is better than its teachers. teachers are the lifeblood of the success of schools. but teaching is a creative profession. teaching, properly conceived, is not a delivery system. you know, youre not there just to pass on r

18、eceived information. great teachers do that, but what great teachers also do is mentor, stimulate, provoke, engage. you see, in the end, education is about learning. if theres no learning going on, theres no education going on. and people can spend an awful lot of time discussing education without e

19、ver discussing learning. the whole point of education is to get people to learn.a friend of mine, an old friend - actually very old, hes dead. （laughter） thats as old as it gets, im afraid. but a wonderful guy he was, wonderful philosopher. he used to talk about the difference between the task and a

20、chievement senses of verbs. you know, you can be engaged in the activity of something, but not really be achieving it, like dieting. its a very good example, you know. there he is. hes dieting. is he losing any weight? not really. teaching is a word like that. you can say, theres deborah, shes in ro

21、om 34, shes teaching. but if nobodys learning anything, she may be engaged in the task of teaching but not actually fulfilling it.the role of a teacher is to facilitate learning. thats it. and part of the problem is, i think, that the dominant culture of education has come to focus on not teaching a

22、nd learning, but testing. now, testing is important. standardized tests have a place. but they should not be the dominant culture of education. they should be diagnostic. they should help. （applause） if i go for a medical examination, i want some standardized tests. i do. you know, i want to know wh

23、at my cholesterol level is compared to everybody elses on a standard scale. i dont want to be told on some scale my doctor invented in the car.your cholesterol is what i call level orange.really? is that good?we dont know.but all that should support learning. it shouldnt obstruct it, which of course

24、 it often does. so in place of curiosity, what we have is a culture of compliance. our children and teachers are encouraged to follow routine algorithms rather than to excite that power of imagination and curiosity. and the third principle is this: that human life is inherently creative. its why we

25、all have different rsums. we create our lives, and we can recreate them as we go through them. its the common currency of being a human being. its why human culture is so interesting and diverse and dynamic. i mean, other animals may well have imaginations and creativity, but its not so much in evid

26、ence, is it, as ours? i mean, you may have a dog. and your dog may get depressed. you know, but it doesnt listen to radiohead, does it? （laughter） and sit staring out the window with a bottle of jack daniels. （laughter）and you say, would you like to come for a walk?he says, no, im fine. you go. ill

27、wait. but take pictures.we all create our own lives through this restless process of imagining alternatives and possibilities, and what one of the roles of education is to awaken and develop these powers of creativity. instead, what we have is a culture of standardization.now, it doesnt have to be t

28、hat way. it really doesnt. finland regularly comes out on top in math, science and reading. now, we only know thats what they do well at because thats all thats being tested currently. thats one of the problems of the test. they dont look for other things that matter just as much. the thing about wo

29、rk in finland is this: they dont obsess about those disciplines. they have a very broad approach to education which includes humanities, physical education, the arts.second, there is no standardized testing in finland. i mean, theres a bit, but its not what gets people up in the morning. its not wha

30、t keeps them at their desks.and the third thing, and i was at a meeting recently with some people from finland, actual finnish people, and somebody from the american system was saying to the people in finland, what do you do about the dropout rate in finland?and they all looked a bit bemused, and sa

31、id, well, we dont have one. why would you drop out? if people are in trouble, we get to them quite quickly and help them and we support them.now people always say, well, you know, you cant compare finland to america.no. i think theres a population of around five million in finland. but you can compare it to a state in america. many states in america h