The power of yet(如何从失败的考试中看到积极的一面).docx

The power of yet.0:14I heard about a high school in Chicagowhere students had to pass a certain number of courses to graduate,and if they didnt pass a course, they got the grade Not Yet.And I thought that was fantastic,because if you get a failing grade, you think, Im nothing, Im nowhere.But if you get the grade Not Yetyou understand that youre on a learning curve.It gives you a path into the future.0:43Not Yet also gave me insight into a critical event early in my career,a real turning point.I wanted to seehow children coped with challenge and difficulty,so I gave 10-year-oldsproblems that were slightly too hard for them.Some of them reacted in a shockingly positive way.They said things like, I love a challenge,or, You know, I was hoping this would be informative.They understood that their abilities could be developed.They had what I call a growth mindset.But other students felt it was tragic, catastrophic.From their more fixed mindset perspective,their intelligence had been up for judgment and they failed.Instead of luxuriating in the power of yet,they were gripped in the tyranny of now.1:58So what do they do next?Ill tell you what they do next.In one study, they told us they would probably cheat the next timeinstead of studying more if they failed a test.In another study, after a failure,they looked for someone who did worse than they didso they could feel really good about themselves.And in study after study, they have run from difficulty.Scientists measured the electrical activity from the brainas students confronted an error.On the left, you see the fixed mindset students.Theres hardly any activity.They run from the error.They dont engage with it.But on the right, you have the students with the growth mindset,the idea that abilities can be developed.They engage deeply.Their brain is on fire with yet.They engage deeply.They process the error.They learn from it and they correct it.3:12How are we raising our children?Are we raising them for now instead of yet?Are we raising kids who are obsessed with getting As?Are we raising kids who dont know how to dream big dreams?Their biggest goal is getting the next A or the next test score?And are they carrying this need for constant validation with theminto their future lives?Maybe, because employers are coming to me and saying,we have already raised a generationof young workers who cant get through the daywithout an award.4:01So what can we do?How can we build that bridge to yet?4:08Here are some things we can do.First of all, we can praise wisely, not praising intelligence or talent.That has failed.Dont do that anymore.But praising the process that kids engage in:their effort, their strategies, their focus, their perseverance,their improvement.This process praisecreates kids who are hardy and resilient.4:38There are other ways to reward yet.We recently teamed up with game scientistsfrom the University of Washingtonto create a new online math game that rewarded yet.In this game, students were rewarded for effort, strategy and progress.The usual math gamerewards you for getting answers right right now,but this game rewarded process.And we got more effort,more strategies,more engagement over longer periods of time,and more perseverance when they hit really, really hard problems.5:24Just the words yet or not yet, were finding,give kids greater confidence,give them a path into the future that creates greater persistence.And we can actually change students mindsets.In one study, we taught themthat every time they push out of their comfort zoneto learn something new and difficult,the neurons in their brain can form new, stronger connections,and over time they can get smarter.6:03Look what happened: in this study,students who were not taught this growth mindsetcontinued to show declining grades over this difficult school transition,but those who were taught this lesson showed a sharp rebound in their grades.We have shown this now, this kind of improvement,with thousands and thousands of kids, especially struggling students.6:34So lets talk about equality.In our country, there are groups of studentswho chronically underperform,for example, children in inner cities,or children on Native American reservations.And theyve done so poorly for so long that many people think its inevitable.But when educators create growth mindset classrooms steeped in yet,equality happens.And here are just a few examples.In one year, a kindergarten class in Harlem, New Yorkscored in the 95th percentile on the National Achievement Test.Many of those kids could not hold a pencil when they arrived at school.In one year,fourth grade students in the South Bronx, way behind,became the number one fourth grade class in the state of New Yorkon the state math test.In a year to a year and a half,Native American students in a school on a reservationwent from the bottom of their district to the top,and that district included affluent sections of Seattle.So the native kids outdid the Microsoft kids.8:23This happened because the meaningof effort and difficulty were transformed.Before, effort and difficultymade them feel dumb, made them feel like giving up,but now, effort and difficulty,thats when their neurons are making new connections,stronger connections.Thats when theyre getting smarter.8:53I received a letter recently from a 13-year-old boy.He said, Dear Professor Dweck,I appreciate that your writing is based on solid scientific research,and thats why I decided to put it into practice.I put more effort into my schoolwork,into my relationship with my family,and into my relationship with kids at school,and I experienced great improvement in all of those areas.I now realize Ive wasted most of my life.9:40Lets not waste any more lives,because once we knowthat abilities are capable of such growth,it becomes a basic human right for children, all children,to live in places that create that growth,to live in places filled with yet.10:14Thank you.10:15(Applause)TED成功的钥匙中文稿0:11在我27岁的时候， 我辞去了一份非常有挑战性的职业企业管理咨询， 转而投入了一份更加具有挑战性的职业：教育。 我来到纽约的一些公立学校 教7年级的学生的数学。 和别的老师一样，我会给学生们做小测验和考试， 我会给他们布置家庭作业。 当这些试卷和作业收上来之后，我计算了他们的成绩。0:35让我震惊的是，IQ的高低并不是 我最好的和最差的学生之间唯一的差别。 一些在课业上表现很好的学生 并不具有非常高的IQ分数。 一些非常聪明的孩子反而在课业上表现的不那么尽如人意。0:53这引起了我的思考。 当然，学生们在7年级需要学习的东西 是有难度的，像比率，小数， 平行四边形的面积计算。 但是这些概念是完全可以被掌握的， 我坚信我的每一位学生 都可以学会教材内容， 只要他们肯花时间和精力的话。1:15经过几年教学之后， 我得出一个结论，我们在教育方面所需要的是 从学习动力的角度和心理学的角度， 对学生和学习行为 进行一次更为深刻的理解。 在教育体系中， 我们都知道评价优秀学生的标准 就是IQ， 但如果在学校和生活中的优秀表现 远不仅仅依赖于 你轻松高效学习的能力呢？1:47所有我离开了讲台， 回到学校继续攻读心理学硕士学位。 我开始研究孩子和大人， 在各种非常具有挑战性的情况下， 以及在各项研究中，我的问题是 谁才是成功者，为什么他们会成功？ 我和我的研究团队前往西点军校展开调研， 我们试图预测哪些学员 能够耐得住军队的训练，哪些会被淘汰出局。 我们前去观摩全国拼字比赛， 同时也试着预测哪些孩子会晋级到 最后的比赛。 我们研究在恶劣的工作环境下工作的， 刚入行的老师，询问他们 哪些老师决定会在学年结束后 继续留下来任教， 以及他们之中谁能最快地 提高学生的学习成绩。 我们与私企合作，向他们询问 哪些销售人员可以保住工作， 哪些可以赚钱最多？ 在所有那些不同的情境下， 一种性格特征凸显了出来， 这种特征在很大程度上预示了成功。 而且它并不是社交智力。 不是漂亮的外表，强健的体魄，也不是很高的IQ， 它是毅力。3:00毅力是对长远目标的激情和坚持， 毅力是拥有持久的恒劲， 毅力是你对未来的坚持，日复一日 不是仅仅持续一个星期或者一个月， 而是几年甚至几十年努力奋斗着 让自己的梦想变为现实。 毅力是把生活当成一场马拉松而不是一次短跑。3:26几年前，在芝加哥的公立学校里， 我开始研究毅力。 我对上千名初中生进行了 关于毅力的问卷调查， 然后等候了一年多， 来看最终哪些学生能毕业