TED英語演講：請相信你可以進步

生活是一場馬拉松，不是短跑。教育應該看重的到底是這場馬拉松的結果還是過程呢?卡羅爾·德韋克研究「成長型思維模式」認為我們每一個人都是能夠通過鍛鍊大腦，來提升學習和解決問題的能力。迫使自己走出舒適區，學習新知識，迎接新挑戰，大腦中的神經元會形成新的、更強的連線，我們會在這個過程中變得越來越聰明。下面是小編為大家收集關於TED英語演講：請相信你可以進步，歡迎借鑑參考。

中英文對照：

The power of yet.

專注過程，而不是結果。

I heard about a highschool in Chicago where students had to pass a certain number of courses tograduate, and if they didn't pass a course, they got the grade "NotYet." And I thought that was fantastic, because if you get a failinggrade, you think, I'm nothing, I'm nowhere. But if you get the grade "NotYet" you understand that you're on a learning curve. It gives you a pathinto the future.

我聽說，在芝加哥有一所高中，那兒的學生畢業前要通過一系列課程，如果某一門課沒有通過，成績就是「暫未通過」。我想，這真是個絕妙的做法，因為，如果你某門課的成績不及格，你會想，我什麼都不是，我什麼都沒有學到。但如果你的成績是「暫未通過」，你會明白，學習的步伐並沒有停下，你還需逐步向前，爭取未來。

"Not Yet"also gave me insight into a critical event early in my career, a real turningpoint. I wanted to see how children coped with challenge and difficulty, so Igave 10-year-olds problems that were slightly too hard for them. Some of them reactedin a shockingly positive way. They said things like, "I love achallenge," or, "You know, I was hoping this would beinformative."

「暫未通過」也讓我聯想起一件尤為重要的、發生在我職業生涯初期的事情，這件事對我而言是一個轉折點。當時，我想探究孩子是如何應對挑戰和困難的，因此，我讓一些10歲大的孩子嘗試解決一些對於他們而言稍稍偏難的問題。一些孩子積極應對的方式讓我感到震驚。他們會這樣說，「我喜歡挑戰，」或說，「你知道的，我希望能有所獲。」

They understood that their abilities could be had what I call a growth mindset. But other students felt it was tragic,catastrophic. From their more fixed mindset perspective, their intelligence hadbeen up for judgment and they failed. Instead of luxuriating in the power ofyet, they were gripped in the tyranny of now.

這些孩子明白，他們的能力是可以提升的。他們有我所說的成長型思維模式。但另一些孩子覺得面對這些難題是不幸，宛如面對一場災難。從他們的固定型思維角度來看，他們的才智受到了評判，而他們失敗了。他們不懂得享受學習的過程，而只盯住眼前的成與敗。

So what do they donext? I'll tell you what they do next. In one study, they told us they wouldprobably cheat the next time instead of studying more if they failed a test. Inanother study, after a failure, they looked for someone who did worse than theydid so they could feel really good about themselves. And in study after study,they have run from difficulty.

這些孩子們後面表現如何?讓我告訴你他們的表現。在一項研究中，他們告訴我們，如果他們某次考試未通過，他們很可能會在下次考試中作弊，而不是更加努力地學習。在另一項研究中，他們掛了一門後，他們會找到那些考得還不如他們高的孩子，以尋求自我安慰。後續的研究陸續表明，他們會逃避困難。

Scientists measured the electrical activity fromthe brain as students confronted an error. On the left, you see the fixedmindset students. There's hardly any activity. They run from the error. Theydon't engage with it. But on the right, you have the students with the growthmindset, the idea that abilities can be developed. They engage deeply. Theirbrain is on fire with yet. They engage deeply. They process the error. Theylearn from it and they correct it.

科學家們監測了學生們面對錯誤時的腦電活動影象。在左側，是固定型思維模式的學生，幾乎沒有什麼活動。他們在錯誤面前選擇了逃避。他們沒有積極地投入。但請看右側，這是成長型思維模式的學生，這些學生相信能力會通過鍛鍊得以提升。他們積極地應對錯誤。他們的大腦在高速運轉，他們積極地投入，他們剖析錯誤，從中學習，最終訂正。

How are we raising ourchildren? Are we raising them for now instead of yet? Are we raising kids whoare obsessed with getting A's? Are we raising kids who don't know how to dreambig dreams? Their biggest goal is getting the next A or the next test score?

如今我們是如何教育孩子的呢?是教育他們專注眼前，而不是注重過程嗎?我們培育了一些迷戀刷A的孩子們嗎?我們培育了沒有遠大理想的孩子們嗎?他們最遠大的目標就是再拿一個A，心裡所想的就是下一次考試嗎?

And are they carrying this need for constant validation with them into theirfuture lives? Maybe, because employers are coming to me and saying, we havealready raised a generation of young workers who can't get through the daywithout an award.

他們在今後的生活中，都以分數的高低來評判自己嗎?或許是的，因為企業僱主們跑來找我，說我們養育的這新一代走上工作崗位的人，如果不給他們獎勵，他們一天都過不下去。

So what can we do? Howcan we build that bridge to yet?

我們該怎麼做呢?如何讓孩子注重過程而不是結果呢?

Here are some things wecan do. First of all, we can praise wisely, not praising intelligence ortalent. That has failed. Don't do that anymore. But praising the process thatkids engage in: their effort, their strategies, their focus, theirperseverance, their improvement. This process praise creates kids who are hardyand resilient.

我們可以做這樣幾件事。首先，我們可以有技巧地去表揚：不去表揚天分或才智，這行不通。不要再這樣做了。而是要對孩子積極投入的過程進行表揚：他們的努力與策略，他們的專注、堅持與進步。對過程的表揚，會塑造孩子的韌性。

There are other ways toreward yet. We recently teamed up with game scientists from the University ofWashington to 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 rewardedprocess. And we got more effort, more strategies, more engagement over longerperiods of time, and more perseverance when they hit really, really hardproblems.

還有其他的辦法來獎勵過程。最近，我們與來自華盛頓大學的遊戲研究者合作，製作了一款獎勵過程的數學遊戲。在這個遊戲中，學生們因他們的努力、策略與進步而受到獎勵。通常的數學遊戲中，玩家只有在解得正確答案後才能得到獎勵，但這個遊戲獎勵過程。隨著遊戲的深入，孩子們更加努力，想出更多的策略，身心更加投入，當遇到尤為困難的問題時，他們也展現了更為持久的韌勁。

Just the words"yet" or "not yet," we're finding, give kids greaterconfidence, give them a path into the future that creates greater we can actually change students' mindsets. In one study, we taught themthat every time they push out of their comfort zone to learn something new anddifficult, the neurons in their brain can form new, stronger connections, andover time they can get smarter.

我們發現，注重過程的思維模式，會賦予孩子們更多自信，指引他們不斷向前，越發堅持不懈。事實上，我們能夠改變學生的思維模式。在一項研究中，我們告訴學生們，每當他們迫使自己走出舒適區，學習新知識，迎接新挑戰，大腦中的神經元會形成新的、更強的連線，他們會逐漸變得越來越聰明。

Look what happened: inthis study, students who were not taught this growth mindset continued to showdeclining grades over this difficult school transition, but those who weretaught this lesson showed a sharp rebound in their grades. We have shown thisnow, this kind of improvement, with thousands and thousands of kids, especiallystruggling students.

看看後面發生了什麼吧：在這項研究中，沒有接受成長型思維模式訓練的學生，在這一困難的過渡階段，成績持續下滑，但那些受過該訓練的學生，成績強勢反彈，卓有起色。如今，我們已證實這一結論，通過成千上萬個孩子的例項，尤其是那些在學業上掙扎的孩子。

So let's talk aboutequality. In our country, there are groups of students who chronically underperform,for example, children in inner cities, or children on Native Americanreservations. And they've done so poorly for so long that many people thinkit's inevitable. But when educators create growth mindset classrooms steeped inyet, equality happens.

那我們就來談談教育平等吧。在我們國家，有些特定區域的孩子總是在學業上處於下游，比如，內城區的孩子，或印第安人居留地裡的孩子。長期以來這裡的孩子都沒什麼起色， 以致於很多人認為沒的救了。但是當教育家們將孩子的思維轉變為成長型思維模式時，教育平等實現了。

And here are just a few examples. In one year, akindergarten class in Harlem, New York scored in the 95th percentile on theNational Achievement Test. Many of those kids could not hold a pencil when theyarrived at school. In one year, fourth grade students in the South Bronx, waybehind, became the number one fourth grade class in the state of New York onthe state math test. In a year to a year and a half, Native American studentsin a school on a reservation went from the bottom of their district to the top,and that district included affluent sections of Seattle. So the native kidsoutdid the Microsoft kids.

舉幾個例子吧。紐約哈萊姆區的一所幼兒園的學生在一年的時間內，國家水平測試(NationalAchievement Test) 成績飛躍到前百分之五。這些孩子中有很多在入學時甚至還不會握筆。一年之內，遠遠落後的南布朗克斯區的四年級學生，其標準數學測試成績攀升到紐約州所有四年級學生的第一名。在一年到一年半的時間內， 某印第安人居留地的一所學校裡的學生成績從全區墊底到名列前茅，而這個區包括了西雅圖市的富饒地段。印第安孩子戰勝了「微軟」孩子。

This happened becausethe meaning of effort and difficulty were transformed. Before, effort anddifficulty made them feel dumb, made them feel like giving up, but now, effortand difficulty, that's when their neurons are making new connections, strongerconnections. That's when they're getting smarter.

這得以實現的原因，是努力與困難的意義在孩子心目中發生了改變。在此之前，努力與困難讓他們感覺自己很笨，讓他們想放棄，但如今，正是努力與困難讓他們大腦中的神經元得以形成新的連線，更強的連線。正是在這個過程中，他們變得越來越聰明。

I received a letterrecently from a 13-year-old boy. He said, "Dear Professor Dweck, Iappreciate that your writing is based on solid scientific research, and that'swhy 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 atschool, and I experienced great improvement in all of those areas. I nowrealize I've wasted most of my life."

最近，我收到一個13歲男孩的來信。他說，「親愛的德韋克教授，我欣賞你的著作，因為它們都基於可靠的科學試驗，因此，我決定將你的方法付諸實踐。我更用功地學習，更用心地處好與家人的關係，與同學的關係，而在這些方面我都有了長足的進步。現在我才意識到，過去浪費了太多生命。」

Let's not waste anymore lives, because once we know that abilities are capable of such growth, itbecomes a basic human right for children, all children, to live in places thatcreate that growth, to live in places filled with yet.

讓我們不再浪費生命， 因為，既然我們知道 能力可以增長，那麼，生活在一個能激發進步並讓這一切變得可能的地方就是每個孩子的權利。

Thank you.(Applause)

謝謝。(掌聲)