ted英语演讲稿范文4篇文档格式.docx

ted英语演讲稿范文4篇文档格式.docx

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haveyoucomeacrossthisidea?

it'

snottrue.i'

vetraveledthewholelengthandbreadthofthiscountry.ihavefoundnoevidencethatamericansdon'

tgetirony.it'

soneofthoseculturalmyths,like,"

thebritisharereserved."

idon'

tknowwhypeoplethinkthis.we'

veinvadedeverycountrywe'

veencountered.（laughter）butit'

snottrueamericansdon'

tgetirony,butijustwantyoutoknowthatthat'

swhatpeoplearesayingaboutyoubehindyourback.youknow,sowhenyouleavelivingroomsineurope,peoplesay,thankfully,nobodywasironicinyourpresence.

　　butiknewthatamericansgetironywhenicameacrossthatlegislationnochildleftbehind.becausewhoeverthoughtofthattitlegetsirony,don'

tthey,because--（laughter）（applause）—becauseit'

sleavingmillionsofchildrenbehind.nowicanseethat'

snotaveryattractivenameforlegislation:

millionsofchildrenleftbehind.icanseethat.what'

stheplan?

well,weproposetoleavemillionsofchildrenbehind,andhere'

showit'

sgoingtowork.

　　andit'

sworkingbeautifully.insomepartsofthecountry,60percentofkidsdropoutofhighschool.inthenativeamericancommunities,it'

s80percentofkids.ifwehalvedthatnumber,oneestimateisitwouldcreateanetgaintotheu.s.economyover10yearsofnearlyatrilliondollars.fromaneconomicpointofview,thisisgoodmath,isn'

tit,thatweshoulddothis?

itactuallycostsanenormousamounttomopupthedamagefromthedropoutcrisis.

　　butthedropoutcrisisisjustthetipofaniceberg.whatitdoesn'

tcountareallthekidswhoareinschoolbutbeingdisengagedfromit,whodon'

tenjoyit,whodon'

tgetanyrealbenefitfromit.

　　andthereasonisnotthatwe'

renotspendingenoughmoney.americaspendsmoremoneyoneducationthanmostothercountries.classsizesaresmallerthaninmanycountries.andtherearehundredsofinitiativeseveryyeartotryandimproveeducation.thetroubleis,it'

sallgoinginthewrongdirection.therearethreeprinciplesonwhichhumanlifeflourishes,andtheyarecontradictedbythecultureofeducationunderwhichmostteachershavetolaborandmoststudentshavetoendure.

　　thefirstisthis,thathumanbeingsarenaturallydifferentanddiverse.

　　caniaskyou,howmanyofyouhavegotchildrenofyourown?

okay.orgrandchildren.howabouttwochildrenormore?

right.andtherestofyouhaveseensuchchildren.（laughter）smallpeoplewanderingabout.iwillmakeyouabet,andiamconfidentthatiwillwinthebet.ifyou'

vegottwochildrenormore,ibetyoutheyarecompletelydifferentfromeachother.aren'

tthey?

aren'

（applause）youwouldneverconfusethem,wouldyou?

like,"

whichoneareyou?

remindme.yourmotherandiaregoingtointroducesomecolor-codingsystem,sowedon'

tgetconfused."

　　educationundernochildleftbehindisbasedonnotdiversitybutconformity.whatschoolsareencouragedtodoistofindoutwhatkidscandoacrossaverynarrowspectrumofachievement.oneoftheeffectsofnochildleftbehindhasbeentonarrowthefocusontotheso-calledstemdisciplines.they'

reveryimportant.i'

mnotheretoargueagainstscienceandmath.onthecontrary,they'

renecessarybutthey'

renotsufficient.arealeducationhastogiveequalweighttothearts,thehumanities,tophysicaleducation.anawfullotofkids,sorry,thankyou—（applause）—oneestimateinamericacurrentlyisthatsomethinglike10percentofkids,gettingonthatway,arebeingdiagnosedwithvariousconditionsunderthebroadtitleofattentiondeficitdisorder.adhd.i'

mnotsayingthere'

snosuchthing.ijustdon'

tbelieveit'

sanepidemiclikethis.ifyousitkidsdown,hourafterhour,doinglow-gradeclericalwork,don'

tbesurprisediftheystarttofidget,youknow?

（laughter）（applause）childrenarenot,forthemostpart,sufferingfromapsychologicalcondition.they'

resufferingfromchildhood.（laughter）andiknowthisbecauseispentmyearlylifeasachild.iwentthroughthewholething.kidsprosperbestwithabroadcurriculumthatcelebratestheirvarioustalents,notjustasmallrangeofthem.andbytheway,theartsaren'

tjustimportantbecausetheyimprovemathscores.they'

reimportantbecausetheyspeaktopartsofchildren'

sbeingwhichareotherwiseuntouched.

　　thesecond,thankyou—（applause）

　　thesecondprinciplethatdriveshumanlifeflourishingiscuriosity.ifyoucanlightthesparkofcuriosityinachild,theywilllearnwithoutanyfurtherassistance,veryoften.childrenarenaturallearners.it'

sarealachievementtoputthatparticularabilityout,ortostifleit.curiosityistheengineofachievement.nowthereasonisaythisisbecauseoneoftheeffectsofthecurrentculturehere,ificansayso,hasbeentode-professionalizeteachers.thereisnosystemintheworldoranyschoolinthecountrythatisbetterthanitsteachers.teachersarethelifebloodofthesuccessofschools.butteachingisacreativeprofession.teaching,properlyconceived,isnotadeliverysystem.youknow,you'

renottherejusttopassonreceivedinformation.greatteachersdothat,butwhatgreatteachersalsodoismentor,stimulate,provoke,engage.yousee,intheend,educationisaboutlearning.ifthere'

snolearninggoingon,there'

snoeducationgoingon.andpeoplecanspendanawfullotoftimediscussingeducationwithouteverdiscussinglearning.thewholepointofeducationistogetpeopletolearn.

　　afriendofmine,anoldfriend--actuallyveryold,he'

sdead.（laughter）that'

sasoldasitgets,i'

mafraid.butawonderfulguyhewas,wonderfulphilosopher.heusedtotalkaboutthedifferencebetweenthetaskandachievementsensesofverbs.youknow,youcanbeengagedintheactivityofsomething,butnotreallybeachievingit,likedieting.it'

saverygoodexample,youknow.thereheis.he'

sdieting.ishelosinganyweight?

notreally.teachingisawordlikethat.youcansay,"

there'

sdeborah,she'

sinroom34,she'

steaching."

butifnobody'

slearninganything,shemaybeengagedinthetaskofteachingbutnotactuallyfulfillingit.

　　theroleofateacheristofacilitatelearning.that'

sit.andpartoftheproblemis,ithink,thatthedominantcultureofeducationhascometofocusonnotteachingandlearning,buttesting.now,testingisimportant.standardizedtestshaveaplace.buttheyshouldnotbethedominantcultureofeducation.theyshouldbediagnostic.theyshouldhelp.（applause）ifigoforamedicalexamination,iwantsomestandardizedtests.ido.youknow,iwanttoknowwhatmycholesterolleveliscomparedtoeverybodyelse'

sonastandardscale.idon'

twanttobetoldonsomescalemydoctorinventedinthecar.

　　"

yourcholesteroliswhaticalllevelorange."

really?

isthatgood?

"

wedon'

tknow."

　　butallthatshouldsupportlearning.itshouldn'

tobstructit,whichofcourseitoftendoes.soinplaceofcuriosity,whatwehaveisacultureofcompliance.ourchildrenandteachersareencouragedtofollowroutinealgorithmsratherthantoexcitethatpowerofimaginationandcuriosity.andthethirdprincipleisthis:

thathumanlifeisinherentlycreative.it'

swhyweallhavedifferentré

sumé

s.wecreateourlives,andwecanrecreatethemaswegothroughthem.it'

sthecommoncurrencyofbeingahumanbeing.it'

swhyhumancultureissointerestinganddiverseanddynamic.imean,otheranimalsmaywellhaveimaginationsandcreativity,butit'

snotsomuchinevidence,isit,asours?

imean,youmayhaveadog.andyourdogmaygetdepressed.youknow,butitdoesn'

tlistentoradiohead,doesit?

（laughter）andsitstaringoutthewindowwithabottleofjackdaniels.（laughter）

　　andyousay,"

wouldyouliketocomeforawalk?

　　hesays,"

no,i'

mfine.yougo.i'

llwait.buttakepictures."

　　weallcreateourownlivesthroughthisrestlessprocessofimaginingalternativesandpossibilities,andwhatoneoftherolesofeducationistoawakenanddevelopthesepowersofcreativity.instead,whatwehaveisacultureofstandardization.

　　now,itdoesn'

thavetobethatway.itreallydoesn'

t.finlandregularlycomesoutontopinmath,scienceandreading.now,weonlyknowthat'

swhattheydowellatbecausethat'

sallthat'

sbeingtestedcurrently.that'

soneoftheproblemsofthetest.theydon'

tlookforotherthingsthatmatterjustasmuch.thethingaboutworkinfinlandisthis:

theydon'

tobsessaboutthosedisciplines.theyhaveaverybroadapproachtoeducationwhichincludeshumanities,physicaleducation,thearts.

　　second,thereisnostandardizedtestinginfinland.imean,there'

sabit,butit'

snotwhatgetspeopleupinthemorning.it'

snotwhatkeepsthemattheirdesks.

　　andthethirdthing,andiwasatameetingrecentlywithsomepeoplefromfinland,actualfinnishpeople,andsomebodyfromtheamericansystemwassayingtothepeopleinfinland,"

whatdoyoudoaboutthedropoutrateinfinland?

　　andtheyalllookedabitbemused,andsaid,"

well,wedon'

thaveone.whywouldyoudropout?

ifpeopleareintrouble,wegettothemquitequicklyandhelpthemandwesupportthem."

　　nowpeoplealwayssay,"

well,youknow,youcan'

tcomparefinlandtoamerica."

　　no.ithinkthere'

sapopulationofaroundfivemillioninfinland.butyoucancompareittoastateinamerica.manystatesinamericah