TED中英文对照

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.我发现，我最好和最差的学生之间的差异并不仅仅是智商。有些非常优秀的学生 智商并非特别得高 有些非常聪明的学生， 学业也并非很好。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.这引发了我的思考。七年级数学要学的东西 确实挺难：比例、小数、平行四边形的面积。 但这些概念并不是不能理解，我也坚信我的每一位学生 都能学会这些知识，只要他们足够认真、 坚持用功。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?教了几年以后， 我得出一个结论：我们的教育所需要的 是一种对学生、对学习更好的理解一一从动机的角度、从心理的角度去理解。 在教育领域，我们最擅长测试的指标是智商，但如果说在学校和生活中的表现

5、好坏不仅仅取决于你是否能又好又快地学习呢？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，我离开了课堂， 来到了研究所，成为了一名心理学家。 我开始研究儿童与成人处于各种艰巨挑战中的表现。在每次研究中，我关注的是：谁会成功？爲什麽会成功？我和我的研究团队去了西点军校。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、.我们试着预测哪些学员能通过军事训练，哪些会放弃。我们去看全国拼字比赛， 试着预测哪些孩子能在比赛中笑到最后。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?我们研究在非常艰苦的环境下工作的新教师，预测哪些教师在学年末时 还能坚持在岗位上。当然还有，哪些教师教出的学生成绩的提高最为显着？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.我们和私人公司合作，预测哪些销售人员能保住工作 ？谁能赚最多钱？在这些非常不同的背景下，我们发现有一个特质 能够很好地预测成功。它不是社交能力。不是美丽的外貌，不是健康的身体，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这周、不来实现所坚信的不是短跑。意志力是

11、面对长远目标时的热情和毅力。 表现。意志力是日复一日依然对未来坚信不已 只是这个月， 而是年复一年。用心、努力工作 那个未来。 意志力是将生活看作是一场马拉松,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.几年前，我在芝加哥公立学校开始研究意志力。我请数以千计的高中生 填写关于意志力的问卷。然

13、后等了大约一年多看看谁会毕业。结果发现，意志力越坚定的孩子毕业的可能性明显越高， 其他所有可能的影响因素都被考虑并排除了比如家庭收入，标准化测验的分数，甚至孩子们在学校时的安全感。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.非常重意志力同样重对于如"如何锻?

15、怎样才能所以意志力并不只是在 西点军校或全国拼字比赛中 要。在学校，尤其是对有辍学危险的孩子来说，要。关于意志力，最令我吃惊的事情是我们以及科学界 何锻炼意志力知之甚少。每天，家长和老师都会问我，炼孩子们的意志力？我怎么教会孩子坚实的职业道德 让他们有长远的动力？”最诚实的回答是，我不知道。(Laughter)（笑声）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，有才华不意味着就有意志力。 我们的资料非 常清楚地揭示有很多才华横溢的人 并不能坚持到底，实现承诺。 事实上，我们的研究发现， 意志力通常与才华无关， 有时甚至 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.我听过的最好的方法关于锻炼孩子们的意志，到目前为止，Carol Dweck叫做“成长型思维模式”理论。这是史丹福大学的的研究的成果。这个理论相信 学习的能力不是一成不变的，它会由于你的努力发生变化。Dweck博士已证明，当孩子们阅读和学习大脑的相关知识以及大脑在面对挑战时会怎样变

19、化和成长时，他们更有可能在失败时继续坚持，因为他们不相信 他们永远会失败。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.这就是摆在我们面前的任务。 最强的直觉 对他们进行检验。 我们必须愿意失败、愿意犯错、我们需要拿出 我们需要衡量我 愿意吸取教所以，成长型思维模式是一种锻炼意志力的好方法。但我们 还需要更多这样的理念。而今天我的演讲就到此为止，因为这就 是我们当下的认知。我们

21、最好的想法、 们是否取得了成功， 训并从头开始。In other words, we n eed to be gritty about gett ing our kids grittier.我们自己也要换句话说，在加强我们孩子意志力这件事上， 有不懈的意志。Thank you.w白丄 谢谢。TED演讲：成功的关键不是智商，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

23、这些试卷和作业收上来之后，我计算了他们的成绩。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.让我震惊的是，IQ的咼低并不是我最好的和最差的学生 之间唯一的差别。

25、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。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。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?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

27、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？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.所有我离开了讲台，回到学校继续

31、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

32、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。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。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.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。 结果证明那些更具毅力的学生在毕业的概率上占绝对优势，即使是在同样可以量化的

38、外在因素下像家庭收入，标准化成绩测验的分数，甚至是孩子们在学校能获得多 少安全感之类，仍是有毅力的学生更容易毕业所有不仅仅是在西 点军校里或者全国拼字比赛上才需要毅力。在学校亦是如此，尤 其是对于那些徘徊在辍学边缘的孩子们。对于我自己来说，关于 毅力最让我震惊的事情莫过于对于毅力，我们知之甚少，在培养 毅力上，科学对理解的认识又是何等贫乏。每天都有家长和老师 来问我，“我怎样做才能培养孩子的毅力呢？该做些什么才能教授给孩子们真正的职业道德 ？又该怎样调动他们长期的积极性呢 ？” 老实说，我不知道。（笑声）我所知道的是，才华并不能使你坚韧 不拔。我们的数据十分清楚地表明，有许多才华横溢的人，他们

39、 都无法坚持兑现自己的承诺。事实上，根据我们的数据来看，毅 力通常与其他因素无关，甚至与才华的衡量标准背道而驰。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.到目前为止，我所听说过的在孩子

41、身上培养坚韧品质最 有效的方法叫“成长型思维模式。”斯坦福大学卡洛杜威克提出 过一个观点，他相信人的学习能力是可变的，它随着你的努力程 度而变化。杜威克教授表示，当孩子们阅读和学习有关大脑的知 识以及它在面对挑战时所发生的变化和成长情况，他们失败之后 更容易坚持下去，因为他们不相信会一直失败下去。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，成长性思维模式对培养毅力大

43、有裨益。但是我们需要更多。我决定在此结束我的评论，因为我们正在经历着这一切。这是眼前所面临的工作。我们要拿出最好的想法和最强的直 觉，我们要对他们进行实践。 我们需要估量这一切是否成功同时还要渴望对失败和错误，要从这些失败中汲取经验重新再来。In other words, we n eed to be gritty about gett ing our kids grittier.换句话说，我们只有自己变得更有毅力，才能让我们的 孩子变得更有毅力。TED英语演讲：请相信你可以进步The po wer of yet.专注过程，而不是结果。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.我听说，在芝加哥有一所高中， 系列课程，如果某一门课没有通过， 想，这真是个绝妙的做法，因为，你会想，我什么都不是，我什么都没有学到。暂未通过， 步向前，争取未来。那儿的学生毕业前要通过一成绩就是暂未通过。我如果你某门课的成绩不及格，但如果你的成绩是你会明白，学习的步伐并没有停下，你还需逐"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.发生在我职业生 当时，我想探 因此，我让一些10岁大的 稍稍偏难的问题。一些孩子他们会这样说，我喜欢挑战， 这些孩子明白，他们的暂未通过 也让我联想起一件尤为重要的 涯初期的事情，这件事对我而言是一个转折点。究 孩子是如何应对挑战和困难的， 孩子尝试解决一些对于他们而言 积极应对的方式让我感到震惊。了。他

49、们不懂得享受学习的过程，他们有我所说的成长型思维模式。但另一是不幸，宛如面对一场灾难。从他们他们的才智受到了评判， 而他们失败而只盯住眼前的成与败，或说，你知道的，我希望能有所获。 能力是可以提升的。 些孩子觉得面对这些难题 的固定型思维角度来看，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.这些孩子们后面表现如何 ？让我告诉你他们的表现。在一项研究中，他们告诉我们，如果他们某次考试未通过，他们很可能会在下次考试中作弊， 而不是更加努力地学习。在另一项研究中，他们挂了一门后， 他们会找到那些考得还不如他们高的孩子， 以寻求自我安慰。后续的研究陆续表明，他们会逃避困难。科学家们监测了学生们面对错误时的脑电活动图像。在左侧，是固定型思维模式的学生，几乎没有什么活动。他们在错误面前选择了逃避。他们没有积极地投入。

53、但请看右侧，这是成长型思维模式的学生，这些学生相信能力会通过锻炼得以提升。他们积极地应对错误。他们的大脑在高速运转，他们积极地投入，他们剖析错误，从中学习，最终订正。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.如今我们是如何教育孩子的呢？是教育他们专注眼前，而不是注重过程吗？我们培育了一些迷恋刷 A的孩子们吗？我们培育 了没有远大理想的孩子们吗 ？他们最远大的目标就是再拿一个 A，心里所想的就是下一次考试吗？他们在今后的生活中，都以分数的高低 来评判自己吗？或许是的，因为企业雇主们跑来找如果不给他们我，说我们养育的这新一代走上工作岗位的人, 奖励，他们一天都过不下去。So what can we do? How can we build that bridge to yet?我们该怎么做呢？如何让孩子注重过程而不是结果呢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，我们可以有技巧地去表扬：而是要他们的我们可以做这样几件事。不去表扬天分或才智，这行不通。 不要再这样做了。对孩子积极投入的过程进行表扬：他们的努力与策略,专注、坚持与进步。对过程的表扬 会塑造孩子的韧性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.还有其他的办法来奖励过程。最近，我们与来自华盛顿大学的游戏研究者合作，制作了一款奖励过程的数学游戏。在这个游戏中，学生们因他们的努力、策略与进步而受到奖励。通常的数学游戏中，玩家只有在解得正确答案后才能得到奖励，但这个游戏奖励过程。随着游戏的深入，孩子们更加努力，出更多的策略， 身心更加投入， 当遇到尤为困难的问题时， 们也展现了更为持久的韧劲。Just the words "yet" or "not yet,&