成为更好的教师【TED演讲】

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P1 · 成为更好的教师【TED演讲】 p01 中英双语 (P1)

成为更好的教师【TED演讲】 p01 中英双语 (P1)

发布于 2026-09-10 · 时长 19:37

字幕摘录

时间	英文	中文
0:02	22 years ago, I was offered a job as an assistant professor	22年前,我被聘为助理教授
0:08	at a university in the state of Michigan.	在密歇根州的一所大学
0:11	It was late summer, and I had a few weeks	夏天很晚,我还有几个星期
0:13	to go before I start teaching.	在我开始教书之前去
0:17	I was excited and terrified.	我兴奋和害怕。
0:20	Excited because I always wanted to teach, and I got the job.	因为我一直想教书 我得到了这份工作
0:25	Terrified because I was not sure if I	害怕是因为我不确定自己是不是
0:30	had the knowledge, language, and communication skills to teach.	拥有传授的知识、语言和交流技能。
0:36	I wasn't too worried about the knowledge	我不太担心这些知识
0:37	because I know students did not know that material,	因为我知道学生不知道那些材料,

展开字幕全文（419 条）

序号	英文	中文
1	22 years ago, I was offered a job as an assistant professor	22年前,我被聘为助理教授
2	at a university in the state of Michigan.	在密歇根州的一所大学
3	It was late summer, and I had a few weeks	夏天很晚,我还有几个星期
4	to go before I start teaching.	在我开始教书之前去
5	I was excited and terrified.	我兴奋和害怕。
6	Excited because I always wanted to teach, and I got the job.	因为我一直想教书 我得到了这份工作
7	Terrified because I was not sure if I	害怕是因为我不确定自己是不是
8	had the knowledge, language, and communication skills to teach.	拥有传授的知识、语言和交流技能。
9	I wasn't too worried about the knowledge	我不太担心这些知识
10	because I know students did not know that material,	因为我知道学生不知道那些材料,
11	and that they don't know that I don't know the material either.	他们也不知道我也不知道材料
12	So that was OK.	所以,这是好的。
13	English was my third language, and I was not fluent.	英语是我的第三语言,我没有流利。
14	And I had an accent on top of that.	我有一个口音在上面。
15	I still have an accent.	我还有口音
16	So I wasn't sure if the students would understand me.	所以我不知道学生们是否理解我。
17	If I had a British accent, I would have kept it.	如果我有英国口音,我会留着它。
18	Anyhow, I was also worried about my language skills	总之,我也担心我的语言能力
19	and communication skills.	还有沟通技巧
20	See, when I talk about communication skills with students,	你看,当我谈论 沟通技巧与学生,
21	I was terrified to be with them talking about skills	我害怕和他们一起谈论技能
22	that I didn't have.	我没有
23	So I was so terrified.	所以我吓坏了。
24	I was sitting that summer at home thinking, my god, I made a mistake.	那个夏天我坐在家里 想着,我的上帝,我犯了一个错误。
25	I should have continued myself to be an engineer.	我应该继续当工程师
26	Why would I quit my job and become a professor?	我为什么要辞职成为教授?
27	I was depressed.	我很沮丧。
28	I was watching a movie with my daughters, a Disney movie.	我和女儿们一起看电影 迪士尼电影
29	Suddenly, I had a moment of revelation.	突然间,我有了一点启示。
30	I ran to my bathroom, stood in front of the mirror,	我跑到我的浴室,站在镜子前,
31	and said, mirror, mirror on the wall, how can I	并说,镜子,镜子 在墙上,我怎么能
32	be a better teacher in the fall?	秋天做个更好的老师?
33	And I waited.	我等着呢
34	The mirror didn't answer me.	镜未答.
35	Then I got a phone call from the department chair who hired me.	然后,我接到一个电话 从部门主席 谁雇用了我。
36	And I understood from him how the teaching system works.	我从他那里了解到教学系统是如何运作的。
37	Basically, it works like this.	基本上,它的工作是这样的。
38	You are a new teacher.	你是新老师了
39	Your department chair or the school principal	你的系主任或校长
40	will give you a piece of paper called curriculum or syllabus.	将给你一张名为课程或教学大纲的纸。
41	And it has a list of topics that you are supposed to cover.	它有一个主题列表 你应该覆盖。
42	And you are expected to cover those topics	并且你们要报道那些话题
43	in a certain amount of time, such as one semester.	在一定的时间,比如一个学期。
44	That's it.	就这样
45	You don't have to do anything other	你不必做别的事
46	than to follow those topics.	而不是跟随这些话题。
47	What is expected from you is to give quizzes and exams	你所期望的就是 考试和考试
48	so it's harder for the students.	所以学生们很难接受
49	How you teach, how much of a topic you cover,	你如何教书,你讲多少话题,
50	how less you cover, how fast you cover, doesn't matter.	盖多少,盖多快,无所谓.
51	It's all up to you.	皆由你决定.
52	That's how the teaching works.	师以此法.
53	And that is interesting.	这很有趣。
54	So I got this syllabus.	所以我得到了这个教学大纲。
55	And I am ready to go and teach.	我准备好去教书了
56	And in traditional teaching, that's	在传统教学中,
57	how you go on lecture in the classrooms.	如何去课堂上讲课。
58	So I am all ready.	我准备好了
59	I am going to go to teach the students.	我要去教学生。
60	And I prepared in the traditional way.	我以传统的方式准备了
61	And I prepared hard exams.	我准备了严格的考试
62	Exams are hard and unrealistic.	考试既困难又不现实.
63	In fact, it was so hard and unrealistic,	事实上,它是如此艰难和不现实,
64	I have no doubt Isaac Newton would fail the calculus	我毫不怀疑艾萨克·牛顿会辜负计算
65	class in high school.	高中班级
66	By the way, Isaac Newton invented calculus.	顺便说一句,艾萨克·牛顿发明了微积分.
67	Now, can you imagine Isaac Newton with his long hair	你能想象伊萨克·牛顿的长发
68	sitting in the back row in somebody's calculus class?	坐在后排的人的微积分课?
69	And that teacher is teaching calculus with PowerPoint.	那个老师正在用PowerPoint教授微积分。
70	Isaac 别睡着了
71	What(?
72	Don't you know calculus is a tough subject?	你难道不知道微积分是很难学的吗?
73	Pay attention, otherwise you'll fail AP calculus.	注意,否则你会不及AP微积分.
74	That's what we are doing to our students today.	这就是我们今天对我们的学生所做的。
75	Isaaac Newton和Galileo的学校 已经不给我们上课了
76	It's so tough.	如此坚固.
77	Unrealistic.	不真实.
78	Anyhow, I go to my class.	总之,我去上课
79	I teach my students.	我教我的学生。
80	And I prepared hard.	我努力准备了
81	I work hard.	我努力地工作着
82	So my lectures come out all right.	所以我的讲座就出来了
83	My students like me.	我的学生喜欢我。
84	I get good student evaluation.	我得到很好的学生评价。
85	And I would have stayed there.	我本来会呆在那里的
86	But I felt something is missing, something	但我觉得有些东西不见了,有些东西
87	that students are not learning.	学生不学习。
88	I mean, they are doing better.	我的意思是,他们做的更好。
89	But I don't feel they're connected.	但我觉得他们没有联系
90	There is some kind of a disconnect.	有点脱节
91	Then I came across a quote by Phyllis Diller, who	后来我发现了菲利斯·迪勒的一段话
92	was a stand-up comedian.	是一个站立的喜剧演员。
93	We learn from comedians a lot.	我们从喜剧演员那里学到了很多
94	And her quote goes something like this.	她的引用是这样的
95	In the first 12 months, we teach our kids to walk and talk.	前12个月,我们教孩子们走路说话.
96	And then we tell them, sit down and shut up.	然后我们告诉他们,坐下,闭嘴。
97	So our students, I prepare my lectures	所以,我们的学生,我准备我的讲座
98	and deliver all these lectures.	并教授所有这些教诲。
99	And I'm very excited about it.	我很兴奋
100	But the students are not responding, not learning enough.	但学生们没有反应,学习不够.
101	They are not involved.	他们不参与。
102	They are not engaged.	他们没有订婚。
103	So I realize there's something I got to do.	所以我意识到我有事要做
104	So I start out my journey of figuring out	所以我开始我的旅程 找出
105	a way to engage students.	一种吸引学生的方式
106	I came up with a few things.	我有些事情想出来
107	So I'm going to share them with you.	所以我要跟你们分享
108	The first thing is, be original.	第一件事是 要有原创性
109	Why?	为什么?
110	Well, I have 23 years of education	我受过23年的教育
111	in four different countries and three continents.	在四个不同的国家和三个大陆。
112	And I have hundreds of teachers.	我还有上百个老师
113	And I found one common thing among all bad teachers.	我发现一个常见的事情 在所有坏老师。
114	All bad teachers are boring.	坏老师都无聊
115	It doesn't matter.	没关系
116	They come from different cultural backgrounds.	他们来自不同的文化背景。
117	They have different styles.	它们有不同的风格.
118	But they're all boring.	但他们都很无聊
119	They live in their own world.	他们生活在自己的世界。
120	They communicate to themselves.	他们互相交流
121	In other words, they talk to themselves.	换句话说,他们自言自语。
122	They don't communicate with the students.	他们不与学生沟通。
123	And that was an excite.	那真是激动人心
124	Then I looked at all the good teachers.	然后我看了所有的好老师。
125	I read books about teaching.	我读过关于教学的书
126	I listened to great teachers about teaching.	我听了伟大的老师说教
127	I watched even movies.	我看过电影
128	Then I saw all great teachers that I like	之后我见到了我喜欢的优秀老师
129	are very different.	不一样
130	They spoke different languages.	他们讲不同的语言。
131	Some of them spoke very loudly.	其中一些人说话非常大声。
132	Some of them were self-spoken.	有的自言自语.
133	Some of them were very humorous.	其中一些人非常幽默。
134	Some of them were serious.	其中一些人是认真的。
135	Some of them were moving around a lot.	其中一些人经常四处活动。
136	And some of them were standing still.	其中一些人还站着。
137	In fact, I loved a teacher in Russia	其实我很喜欢俄罗斯的老师
138	who would stand still and talk softly.	他将站着轻轻地说话。
139	But he would tell stories	但他会讲故事
140	that we would be on the edge of our seat to listen to him.	我们坐在座位边上听他的
141	Such an engaging speaker.	这么热心的演讲人
142	But he wasn't loud.	但他不大声。
143	He was standing still.	他站着不动
144	I thought that's a fantastic way to teach.	我觉得这是教书的好方法
145	So I tried that out in my class.	所以我在课堂上试过了
146	In first 15 minutes, it was a disaster.	在最初的15分钟,这是一个灾难。
147	Because I am not him.	因为我不是他。
148	I gotta move around.	我得走开
149	I gotta be loud.	我得大声点
150	So I realized the good thing about good teaching is	所以我意识到好的教学是
151	you be original.	你是原创的。
152	Don't copy anybody else.	不要复制别人。
153	And that's easy.	这很简单
154	That means all you have to be is be yourself.	这意味着你只需要做你自己
155	So that's the first lesson I learned.	这是我学到的第一个教训。
156	Be yourself.	做你自己。 做你自己。
157	Be original.	作原创.
158	And then the second important thing	还有第二件事
159	it occurred to me over a period of time of teaching	我从教书的一段时间里想到
160	is renounce teaching.	放弃教书
161	Now I'm not kidding.	我不是在开玩笑
162	It sounds silly and ridiculous.	听起来很傻很可笑
163	Renounce teaching.	弃教.
164	Why?	为什么?
165	Because teaching is not learning.	因为教学不是学习。
166	Think about it.	考虑一下
167	Renounce teaching means you are recognizing the fact	放弃教学意味着你承认事实
168	teaching is not learning.	教学不是学习。
169	First, let's talk about this.	首先,让我们谈谈这个。
170	Teaching is about teachers.	教学内容为教师.
171	Learning is about students.	学习是关于学生的.
172	In traditional teaching, teaching is like giving,	在传统教学中,教学就像给予,
173	teachers giving a cup of water to the students	老师给学生一杯水
174	and learning is like students drinking	学习就像学生喝酒
175	that cup of water entirely.	这杯水完全。
176	That sounds more like a treatment than learning to me.	这听起来更像是治疗 而不是学习给我。
177	Now, if that worked, 100% of the knowledge	现在,如果成功,100%的知识
178	has been transferred to the student.	已经转移给学生。
179	Then everybody would be a student.	然后每个人都会是一个学生。
180	And that doesn't work.	这行不通
181	That means teaching is not a process of information	也就是说教书不是信息的过程
182	transfer like transferring through a high speed USB drive.	转动就像转动 通过高速USB驱动。
183	It's not like we can download something into our brain	又不是我们能把东西下载到大脑里
184	very quickly like in a movie like Matrix	很快的,就像在电影中像母体
185	and learn to fly a helicopter.	学会驾驶直升机
186	It's not.	这不是。
187	Second, learning occurs independent of teaching.	第二,学习独立于教学。
188	In fact, learning can occur independent of teaching	事实上,学习可以独立于教学
189	without teacher.	没有老师
190	Think about kids walking.	想想孩子们走路
191	Do we go and tell a kid, eight months old,	我们要去告诉一个孩子,八个月大,
192	listen, I am going to tell you some pointers on how to walk.	听着,我要告诉你一些如何走路的指针。
193	Don't start the step.	不要开始步。
194	No, we don't do that.	不,我们不这样做。
195	Learning occurs without,	学习没有,
196	and that's true for all essential life skills,	对于所有必要的生活技能来说都是如此,
197	whether walking, talking, eating,	不管是走路,说话,吃饭,
198	they learn by trial and error, experimenting.	他们通过试验 错误 实验来学习
199	We can support them, we can help them,	我们可以支持他们,我们可以帮助他们,
200	but learning occurs without teaching.	但学习是没有教义的
201	And the third important part of understanding	理解的第三个重要部分
202	why teaching is not learning is your own beliefs.	为什么教学不是学习是你自己的信仰.
203	Our personal beliefs control our actions, right?	我们的个人信仰控制着我们的行动,对吧?
204	Religious beliefs or any other beliefs control our action.	宗教信仰或任何其他信仰控制着我们的行动。
205	If you think you are supposed to teach,	如果你认为你应该教书
206	then the focus is on you.	那么重点就在你身上
207	So what you are going to do is to focus on your presentation,	所以,你要做的是 专注于你的介绍,
208	on your lecture, on your exams, on your methods,	在你的讲座, 你的考试, 关于你的方法,
209	on your glory.	在你的荣耀。
210	Student learning doesn't even make that list.	学生的学习甚至没有 列出名单。
211	So the idea of teaching is not helping to learn.	故教观无助学.
212	So it is very important you renounce teaching.	所以你放弃教书很重要
213	It's in a sense like alcohol anonymous.	从某种意义上来说,它是酒匿名的.
214	If you are an alcoholic,	如果你是个酒鬼
215	and if you want to become sober, what do you do?	如果你想戒酒,你会怎么做?
216	First, acknowledge you are an alcoholic.	首先,承认你是个酒鬼。
217	So first, acknowledge teaching is not learning.	首先,承认教学不是学习。
218	And once you recognize that you can move on	一旦你意识到你可以继续前进
219	to the next step of how you can help students to learn,	下一步如何帮助学生学习,
220	and that would be getting to their I-level.	这将会进入他们的I级。
221	It's very easy to understand.	甚为易解.
222	We have to get to the I-level of students.	我们必须进入学生的I级.
223	How do you do that?	你怎么做到的?
224	Well, we do that in our everyday life.	我们在日常生活中就是这样
225	Think about it.	考虑一下
226	You have a child.	你有一个孩子。
227	You want to communicate with the child.	你想和孩子沟通
228	You want to tell a story, maybe.	你想讲故事,也许。
229	You want to read a book or you want to sing a song.	你想看书还是想唱歌
230	What do you do?	你们是做什么的?
231	You get on your knees.	你给我跪下
232	So you can be at their I-level.	所以,你可以在他们的I级。
233	Or you carry them, so you can be at their I-level.	或者你带着它们, 这样你就可以处于它们的I级。
234	That's how the communication takes place,	沟通就是这样进行的
235	not from the podium to the students.	不是从讲台上对学生。
236	So get onto their I-level in our context	因此,进入他们的I级 在我们的背景中
237	means understanding the subject matter	表示理解主题事项
238	from students' perspective.	从学生的角度来说。
239	And the students' perspective is very simple.	学生的观点很简单。
240	Quite often, they don't understand	他们常常不明白
241	why I am learning this.	我为什么要学这个?
242	Is there a real meaning behind it?	背后有真正的意义吗?
243	Or is it just to make their life harder?	还是只是让他们的生活更加艰难?
244	Or is it, what is the real application?	还是说,真正的应用是什么?
245	Why can't we upfront and tell that?	为什么我们不能直接说出来?
246	So getting to their I-level is an important next step.	因此,进入他们的I级是一个重要的下一步。
247	And one way to practice that is,	练习的方法之一是
248	I always practice these days,	这些天我总是练习
249	is to ensure you can explain any difficult concept	即确保您能够解释任何困难的概念
250	to a fifth grader.	给一个五年级。
251	Trust me, any concept,	相信我,任何概念,
252	whether it is thermodynamics or nuclear engineering,	无论是热力学还是核工程,
253	can be explained to a fifth grader	可以向五年级学生解释
254	in simple terms in a broad way.	简而言之,从广义上讲。
255	So if you understand the subject matter,	所以如果你理解这个主题
256	you can explain to a fifth grader.	你可以向五年级学生解释
257	Today, I practice this.	今天,我练习这个。
258	Before I teach my first year,	我一年级之前
259	second year engineering classes,	二年级工程课程,
260	I try these concepts in fifth grade, eighth grade,	我尝试这些概念 在五年级,八年级,
261	or high school because I am part of an outreach program.	或高中,因为我是外联方案的一部分。
262	And if you can explain to a fifth grader,	如果你能向五年级的学生解释
263	that means you are communicating the concept	这意味着你在传达这个概念
264	in a simple language without technical jargon.	在一个简单的语言中,没有技术术语。
265	So students, if there are any here,	学生们,如果这里有的话,
266	next time, if your professor says something	下次,如果你的教授说些什么
267	and you don't understand, ask them to explain again.	你不明白 让他们再解释一遍
268	If they can't explain you in a different way	如果他们不能用另一种方式解释你
269	or in a simpler way,	或者以更简单的方式
270	trust me, they don't understand the subject themselves.	相信我,他们不理解这个话题
271	You are better off leaving them alone	你最好别管他们
272	and go use Google or Wikipedia.	并使用谷歌或维基百科。
273	All right?	好吗?
274	The next important aspect of teaching	教学的下一个重要方面
275	or learning is to help students make mistakes.	或者学习是为了帮助学生犯错误。
276	Now, this is something well-written.	现在,这是写得很好的东西。
277	Researchers have done that.	研究人员已经这样做了。
278	Without making mistakes, you cannot learn,	不犯错,你就不能学
279	but we don't let them make mistakes.	但我们不让他们犯错误。
280	We grade them poorly.	我们给他们的分级差。
281	Here's my analogy.	这是我的类比。
282	If you don't make small mistakes	如果你不犯小错
283	and understand the consequences in a controlled environment	并了解在受控制环境中的后果
284	in your classroom,	在你的课堂上,
285	you are going to make big blunders in life later.	你以后会犯大错的
286	That's number one.	即第一义.
287	Number two, if you avoid those blunders,	第二 如果你能避免那些错误
288	then you are not going to take any initiative.	那你不会主动采取行动的
289	You are never going to make any important decisions in life.	你永远不会做出任何重要决定
290	And that's why making mistakes is so important.	这就是为什么犯错是如此重要。
291	To do that, you can keep your classrooms	要做到这一点,你可以保持你的教室
292	like a basketball or a soccer practice sessions.	像篮球或足球练习会。
293	You work hard, you understand your mistakes,	你努力工作,你明白你的错误
294	you exercise, you fix your mistakes,	你锻炼,修补你的错误,
295	you develop strategy, you work with your teammates,	你制定策略,与你的队友合作,
296	so you prepare for a final game.	所以你准备了最后一场比赛
297	But what is happening in our classrooms	但是我们教室里发生的事
298	is every class session is becoming like a final game.	每一个课都像最后一场比赛
299	And that's stressful, all right?	压力很大,好吗?
300	So you have to let them make mistakes.	所以你得让他们犯错
301	Now, once you can do that,	现在,一旦你能做到这一点,
302	the next most important point in my approach for teaching	我教学方法中的下一个最重要的点
303	or helping students learn is to completely avoid the term,	或帮助学生学习 是完全避免这个词,
304	what we call don't reinvent the wheel.	我们所说的不要重塑方向盘
305	How many times you hear,	你听过多少次了
306	don't reinvent the wheel, don't reinvent the wheel.	别重塑方向盘 别重塑方向盘
307	This is by far the most counterproductive statement	这是迄今为止最适得其反的说法
308	ever there is.	永远有。
309	If you want students to learn,	如果你想让学生学习
310	help them reinvent the wheel.	帮助他们重塑方向盘。
311	Every student must reinvent the wheel in their mind.	每一个学生必须重塑他们心中的轮子。
312	How can you understand something without experiencing?	你怎么能不体验就明白?
313	If you want to learn to ride a bike,	如果你想学骑自行车,
314	it's not a big deal, everybody rides a bike.	没什么大不了的 每个人都骑自行车
315	But still, balancing the bike is an individual action.	但是,平衡自行车是个人行为。
316	You got to experience it.	你得体验一下
317	Nobody can substitute that for you.	没有人能代替你
318	So you have to create that experience for students, all right?	所以,你必须创造 学生的经验,好吗?
319	So reinvent the wheel means	所以重塑方向盘意味着
320	you have to reinvent Newton's law in your mind.	你必须重塑牛顿的法则
321	Otherwise, it is just an equation	否则,这只是个方程式
322	that you memorize without any understanding.	以便你们觉悟。
323	In fact, I have absolutely no shame in admitting	其实,我完全没有羞耻的承认
324	in first grade, I did not believe the earth is round	一年级的时候,我不相信地球是圆的
325	because it didn't make any sense.	因为它没有任何意义。
326	Does it make, how do you know the earth is round?	难道你们知道大地是圆的吗?
327	Now you have pictures in the last 20, 30 years	现在你有过去20,30年的照片
328	from satellites and all that.	从卫星和这一切。
329	When I went to school, I didn't have even TV, we didn't know.	我上学时连电视都没有 我们都不知道
330	So I secretly harbored this notion that the earth is flat,	所以我秘密地隐藏着地球是平坦的观念
331	but I would answer always it's round	但我总是会回答 它的圆
332	because that's what I was told.	因为这是我被告知的。
333	And many students are doing this in engineering	很多学生在工程学上都这样做
334	and every discipline, they don't believe,	他们不信任何纪律,
335	they do not understand, but they answer the questions.	他们不明白,但他们回答了问题。
336	So if you want to change that,	所以,如果你想改变这一点,
337	you have to provide them that experience.	你必须给他们提供这种经验。
338	How do you provide?	你如何提供?
339	One simple way to do that.	很简单的方法
340	Simple question, what do you think?	简单的问题 你觉得呢?
341	This one simple question I stumbled on once	这个简单的问题,我曾经碰过一次
342	and I still use it in third grade, fifth grade,	我仍然用它 在三年级,五年级,
343	high school, graduate school, I use it successfully.	高中,研究生,我成功地使用它。
344	Ask the students, what do you think?	问学生,你觉得如何?
345	Any questions, you never answered.	任何问题,你都没有回答。
346	Most of the time I did this because I didn't know the answer.	大多数时候我这样做是因为我不知道答案.
347	That's, I know it.	这我知道
348	I was teaching a third grade group of students robotics.	我教了一个三年级的学生机器人组。
349	This little girl comes to me and says,	这个小女孩来找我说
350	Dr. Jawa, my robot is not working.	贾瓦博士 我的机器人不工作了
351	I say, what do you think?	我说,你觉得呢?
352	She thinks for a second and looks at me and says,	她想一秒钟,看着我说,
353	Dr. Jawa, I think my wires are not properly plugged in,	贾瓦博士,我想我的电线插不通
354	connected.	连接。
355	I said, okay.	我说,好吧。
356	She tries it out a few minutes later.	她几分钟后试出来。
357	Dr. Jawa, my robot is still not working.	贾瓦博士 我的机器人还没工作
358	Say, what do you think?	你说呢?
359	And she says, maybe my battery is not working.	她说,也许我的电池坏了
360	I said, okay.	我说,好吧。
361	Now, this is interesting.	现在,这是有趣的。
362	I thought she would just look at the battery level	我以为她会看电池电位
363	and say, it has enough.	说,它有足够的。
364	She looked at it.	她看着它。
365	It had one bar or two bars, not enough, I feel.	它有一个酒吧或两个酒吧, 不够,我觉得。
366	But she says, let me check.	但她说,让我检查一下。
367	And then she grabs another robot, changes the battery	然后她抓住另一个机器人, 改变电池
368	and finds the other robot is working.	发现另一个机器人在工作
369	So she says, Dr. Jawa, the battery is fine.	她说,贾瓦医生,电池没问题
370	I didn't even think of that solution,	我甚至没有想到这个解决方案,
371	but she's figuring out.	但是她想起来了
372	I was thinking about teaching now,	我现在在想教书
373	how to use a multimeter to a third grader	如何使用多米到三年级
374	because she's ready.	因为她准备好了
375	She's ready.	她准备好了
376	The point is we went through these interactions a few times	重点是我们经历了几次这些互动
377	and she realized there is no problem with the hardware.	她意识到硬件没有问题
378	So finally it occurred to her,	她终于想到了
379	Dr. Jawa, it has to be my program.	贾瓦博士 一定是我的节目
380	Okay.	摆
381	I didn't do anything.	我什么也没做
382	She thanked me for helping her to solve the problem.	她感谢我帮助她解决问题。
383	All I did is, what do you think?	我只是,你觉得呢?
384	I have done hundreds of these exercises in different classes	我在不同的班级里做了几百次这样的练习
385	just with the simple question, what do you think?	简单的问题 你觉得呢?
386	It makes my life easier and it makes them to think	这让我的生活变得轻松 让他们思考
387	and they are discovering themselves what should be done.	他们正在发现应该做什么。
388	What a great joy of discovery for them	发现他们的喜悦
389	and less work for professors, right?	少给教授工作,对吧?
390	So what do you think is an outstanding way to help our students?	那么,你认为什么是杰出的方法 帮助我们的学生?
391	And the last part of reinventing the wheel is,	发明轮子的最后一部分是,
392	I tell the students, don't take the students on a bus ride.	我告诉学生,不要带学生坐公交车.
393	This is from an educator called Jay Cross.	这是一位叫Jay Cross的教育家写的
394	We always take our students on a bus ride.	我们总是带学生搭公交车
395	That means I am the driver, professor.	这意味着我是司机,教授。
396	I control where the bus goes.	我控制着巴士去的地方
397	I control its speed.	我控制着它的速度。
398	I stop where I want and the students are watching.	我停在我想要的地方 学生们在看
399	It may be fun for a few minutes, but they're going to fall asleep.	可能好玩几分钟,但他们要睡着了
400	What I feel is we got to take our students on a bike ride.	我觉得我们得带学生骑自行车
401	Now, if you are on a bike ride, you cannot fall asleep	现在,如果你骑自行车, 你不能睡着了
402	and you can stop anywhere you want	和你可以停下来任何地方你想要的
403	and you can make some digressions and learn more.	你可以做一些分裂 和学习更多。
404	And teacher becomes an active participant with the students.	而老师成为学生们的积极参与者.
405	So you got to design your curriculum,	所以你得设计你的课程
406	design your activity for a bike tour.	设计你的自行车旅行活动。
407	That involves all the students.	这涉及到所有的学生。
408	If you do all this, you are going to engage the students.	如果你做了这一切, 你会让学生参与。
409	And when you engage the students, they learn automatically.	当你与学生接触时,他们就会自动学习。
410	That's what I have learned.	这是我学到的。
411	So my final thought is, in my opinion, real learning occurs	所以我最后的想法是,在我看来, 真正的学习发生
412	when you immerse the learner in a situation,	当你使学习者陷入困境时,
413	allow them to perform,	让他们表演,
414	give them feedback to change or adjust their behaviour.	给他们反馈 改变或调整他们的行为。
415	And that's how the real learning occurs.	真正的学习就是这样发生的。
416	And our job as educators is to create those situations.	我们作为教育者的工作就是创造这些局面。
417	Thank you.	谢谢
418	our job as educators is to create those situations.	我们作为教育者的工作就是创造这种局面。
419	Thank you.	谢谢

该视频共有字幕 419 条。解锁更多字幕为会员功能，请移动到 价格

P2 · 成为更好的教师【TED演讲】 p02 英文字幕(中文外挂) (P2)

成为更好的教师【TED演讲】 p02 英文字幕(中文外挂) (P2)

发布于 2026-09-10 · 时长 19:37

字幕摘录

时间	英文	中文
0:02	22 years ago, I was offered a job as an assistant professor	22年前,我被聘为助理教授
0:08	at a university in the state of Michigan.	在密歇根州的一所大学
0:11	It was late summer, and I had a few weeks	夏天很晚,我还有几个星期
0:13	to go before I start teaching.	在我开始教书之前去
0:17	I was excited and terrified.	我兴奋和害怕。
0:20	Excited because I always wanted to teach, and I got the job.	因为我一直想教书 我得到了这份工作
0:25	Terrified because I was not sure if I	害怕是因为我不确定自己是不是
0:30	had the knowledge, language, and communication skills to teach.	拥有传授的知识、语言和交流技能。
0:36	I wasn't too worried about the knowledge	我不太担心这些知识
0:37	because I know students did not know that material,	因为我知道学生不知道那些材料,

展开字幕全文（423 条）

序号	英文	中文
1	22 years ago, I was offered a job as an assistant professor	22年前,我被聘为助理教授
2	at a university in the state of Michigan.	在密歇根州的一所大学
3	It was late summer, and I had a few weeks	夏天很晚,我还有几个星期
4	to go before I start teaching.	在我开始教书之前去
5	I was excited and terrified.	我兴奋和害怕。
6	Excited because I always wanted to teach, and I got the job.	因为我一直想教书 我得到了这份工作
7	Terrified because I was not sure if I	害怕是因为我不确定自己是不是
8	had the knowledge, language, and communication skills to teach.	拥有传授的知识、语言和交流技能。
9	I wasn't too worried about the knowledge	我不太担心这些知识
10	because I know students did not know that material,	因为我知道学生不知道那些材料,
11	and that they don't know that I don't know the material either.	他们也不知道我也不知道材料
12	So that was OK.	所以,这是好的。
13	English was my third language, and I was not fluent.	英语是我的第三语言,我没有流利。
14	And I had an accent on top of that.	我有一个口音在上面。
15	I still have an accent.	我还有口音
16	So I wasn't sure if the students would understand me.	所以我不知道学生们是否理解我。
17	If I had a British accent, I would have kept it.	如果我有英国口音,我会留着它。
18	Anyhow, I was also worried about my language skills	总之,我也担心我的语言能力
19	and communication skills.	还有沟通技巧
20	See, when I talk about communication skills with students,	你看,当我谈论 沟通技巧与学生,
21	I was terrified to be with them talking about skills	我害怕和他们一起谈论技能
22	that I didn't have.	我没有
23	So I was so terrified.	所以我吓坏了。
24	I was sitting that summer at home thinking, my god, I made a mistake.	那个夏天我坐在家里 想着,我的上帝,我犯了一个错误。
25	I should have continued myself to be an engineer.	我应该继续当工程师
26	Why would I quit my job and become a professor?	我为什么要辞职成为教授?
27	I was depressed.	我很沮丧。
28	I was watching a movie with my daughters, a Disney movie.	我和女儿们一起看电影 迪士尼电影
29	Suddenly, I had a moment of revelation.	突然间,我有了一点启示。
30	I ran to my bathroom, stood in front of the mirror,	我跑到我的浴室,站在镜子前,
31	and said, mirror, mirror on the wall, how can I	并说,镜子,镜子 在墙上,我怎么能
32	be a better teacher in the fall?	秋天做个更好的老师?
33	And I waited.	我等着呢
34	The mirror didn't answer me.	镜未答.
35	Then I got a phone call from the department chair who hired me.	然后,我接到一个电话 从部门主席 谁雇用了我。
36	And I understood from him how the teaching system works.	我从他那里了解到教学系统是如何运作的。
37	Basically, it works like this.	基本上,它的工作是这样的。
38	You are a new teacher.	你是新老师了
39	Your department chair or the school principal	你的系主任或校长
40	will give you a piece of paper called curriculum or syllabus.	将给你一张名为课程或教学大纲的纸。
41	And it has a list of topics that you are supposed to cover.	它有一个主题列表 你应该覆盖。
42	And you are expected to cover those topics	并且你们要报道那些话题
43	in a certain amount of time, such as one semester.	在一定的时间,比如一个学期。
44	That's it.	就这样
45	You don't have to do anything other than to follow those topics.	除了跟随这些话题,你别无他法.
46	What is expected from you is to give quizzes and exams	你所期望的就是 考试和考试
47	so it's harder for the students.	所以学生们很难接受
48	How you teach, how much of a topic you cover,	你如何教书,你讲多少话题,
49	how less you cover, how fast you cover, doesn't matter.	盖多少,盖多快,无所谓.
50	It's all up to you.	皆由你决定.
51	That's how the teaching works.	师以此法.
52	And that is interesting.	这很有趣。
53	So I got this syllabus.	所以我得到了这个教学大纲。
54	And I am ready to go and teach.	我准备好去教书了
55	And in traditional teaching, that's	在传统教学中,
56	how you go on lecture in the classrooms.	如何去课堂上讲课。
57	So I am all ready.	我准备好了
58	I am going to go to teach the students.	我要去教学生。
59	And I prepared in the traditional way.	我以传统的方式准备了
60	And I prepared hard exams.	我准备了严格的考试
61	Exams are hard and unrealistic.	考试既困难又不现实.
62	In fact, it was so hard and unrealistic,	事实上,它是如此艰难和不现实,
63	I have no doubt Isaac Newton would fail the calculus	我毫不怀疑艾萨克·牛顿会辜负计算
64	class in high school.	高中班级
65	By the way, Isaac Newton invented calculus.	顺便说一句,艾萨克·牛顿发明了微积分.
66	Now, can you imagine Isaac Newton with his long hair	你能想象伊萨克·牛顿的长发
67	sitting in the back row in somebody's calculus class?	坐在后排的人的微积分课?
68	And that teacher is teaching calculus with PowerPoint.	那个老师正在用PowerPoint教授微积分。
69	Isaac 别睡着了
70	What(?
71	Don't you know calculus is a tough subject?	你难道不知道微积分是很难学的吗?
72	Pay attention, otherwise you'll fail AP calculus.	注意,否则你会不及AP微积分.
73	That's what we are doing to our students today.	这就是我们今天对我们的学生所做的。
74	Isaaac Newton和Galileo的学校 已经不给我们上课了
75	It's so tough and realistic.	坚固实相.
76	Anyhow, I go to my class.	总之,我去上课
77	I teach my students.	我教我的学生。
78	And I prepared hard.	我努力准备了
79	I work hard.	我努力地工作着
80	So my lectures come out all right.	所以我的讲座就出来了
81	My students like me.	我的学生喜欢我。
82	I get good student evaluation.	我得到很好的学生评价。
83	And I would have stayed there.	我本来会呆在那里的
84	But I felt something is missing, something	但我觉得有些东西不见了,有些东西
85	that students are not learning.	学生不学习。
86	I mean, they are doing better.	我的意思是,他们做的更好。
87	But I don't feel they're connected.	但我觉得他们没有联系
88	There is some kind of a disconnect.	有点脱节
89	Then I came across a quote by Phyllis Diller, who	后来我发现了菲利斯·迪勒的一段话
90	was a stand-up comedian.	是一个站立的喜剧演员。
91	We learn from comedians a lot.	我们从喜剧演员那里学到了很多
92	And her quote goes something like this.	她的引用是这样的
93	In the first 12 months, we teach our kids to walk and talk.	前12个月,我们教孩子们走路说话.
94	And then we tell them, sit down and shut up.	然后我们告诉他们,坐下,闭嘴。
95	Ah ha.	摆 
96	So our students, I prepare my lectures	所以,我们的学生,我准备我的讲座
97	and deliver all these lectures.	并教授所有这些教诲。
98	And I'm very excited about it.	我很兴奋
99	But the students are not responding, not learning enough.	但学生们没有反应,学习不够.
100	They are not involved.	他们不参与。
101	They are not engaged.	他们没有订婚。
102	So I realize there's something I got to do.	所以我意识到我有事要做
103	So I start out my journey of figuring out	所以我开始我的旅程 找出
104	a way to engage students.	一种吸引学生的方式
105	I came up with a few things.	我有些事情想出来
106	So I'm going to share them with you.	所以我要跟你们分享
107	The first thing is, be original.	第一件事是 要有原创性
108	Why?	为什么?
109	Well, I have 23 years of education	我受过23年的教育
110	in four different countries and three continents.	在四个不同的国家和三个大陆。
111	And I have hundreds of teachers.	我还有上百个老师
112	And I found one common thing among all bad teachers.	我发现一个常见的事情 在所有坏老师。
113	All bad teachers are boring.	坏老师都无聊
114	It doesn't matter.	没关系
115	They come from different cultural backgrounds.	他们来自不同的文化背景。
116	They have different styles.	它们有不同的风格.
117	But they're all boring.	但他们都很无聊
118	They live in their own world.	他们生活在自己的世界。
119	They communicate to themselves.	他们互相交流
120	In other words, they talk to themselves.	换句话说,他们自言自语。
121	They don't communicate with the students.	他们不与学生沟通。
122	And that was an excite.	那真是激动人心
123	Then I looked at all the good teachers.	然后我看了所有的好老师。
124	I read books about teaching.	我读过关于教学的书
125	I listened to great teachers about teaching.	我听了伟大的老师说教
126	I watched even movies.	我看过电影
127	Then I saw all great teachers that I like	之后我见到了我喜欢的优秀老师
128	are very different.	不一样
129	They spoke different languages.	他们讲不同的语言。
130	Some of them spoke very loudly.	其中一些人说话非常大声。
131	Some of them were self-spoken.	有的自言自语.
132	Some of them were very humorous.	其中一些人非常幽默。
133	Some of them were serious.	其中一些人是认真的。
134	Some of them were moving around a lot.	其中一些人经常四处活动。
135	And some of them were standing still.	其中一些人还站着。
136	In fact, I loved a teacher in Russia	其实我很喜欢俄罗斯的老师
137	who would stand still and talk softly,	他将静静地站着,轻声地说话,
138	but he would tell stories that we would be	但他会说出我们的故事
139	on the edge of our seat to listen to him.	在我们座位的边缘听他的。
140	Such an engaging speaker.	这么热心的演讲人
141	But he wasn't loud.	但他不大声。
142	He was standing still.	他站着不动
143	I thought that's a fantastic way to teach.	我觉得这是教书的好方法
144	So I tried that out in my class.	所以我在课堂上试过了
145	In 15 minutes, it was a disaster.	15分钟后,一场灾难。
146	Because I am not him.	因为我不是他。
147	I gotta move around.	我得走开
148	I gotta be loud.	我得大声点
149	So I realized the good thing about good teaching	所以我意识到好的教学是好事
150	is you be original.	你是原创的。
151	Don't copy anybody else.	不要复制别人。
152	And that's easy.	这很简单
153	That means all you have to be is be yourself.	这意味着你只需要做你自己
154	So that's the first lesson I learned.	这是我学到的第一个教训。
155	Be yourself.	做你自己。 做你自己。
156	Be original.	作原创.
157	And then the second important thing	还有第二件事
158	it occurred to me over a period of time	一段时间内我想起了
159	of teaching is renounce teaching.	教学是放弃教学。
160	Now I'm not kidding.	我不是在开玩笑
161	It sounds silly and ridiculous.	听起来很傻很可笑
162	Renounce teaching.	弃教.
163	Why?	为什么?
164	Because teaching is not learning.	因为教学不是学习。
165	Think about it.	考虑一下
166	Renounce teaching means you are recognizing the fact	放弃教学意味着你承认事实
167	teaching is not learning.	教学不是学习。
168	First, let's talk about this.	首先,让我们谈谈这个。
169	Teaching is about teachers.	教学内容为教师.
170	Learning is about students.	学习是关于学生的.
171	In traditional teaching, teaching is like giving,	在传统教学中,教学就像给予,
172	teachers giving a cup of water to the students	老师给学生一杯水
173	and learning is like students drinking	学习就像学生喝酒
174	that cup of water entirely.	这杯水完全。
175	That sounds more like a treatment than learning to me.	这听起来更像是治疗 而不是学习给我。
176	Now, if that worked, 100% of the knowledge	现在,如果成功,100%的知识
177	has been transferred to the student.	已经转移给学生。
178	Then everybody would be a student.	然后每个人都会是一个学生。
179	And that doesn't work.	这行不通
180	That means teaching is not a process	也就是说,教书不是一个过程
181	of information transfer like transferring	转让等信息转让
182	through a high speed USB drive.	通过高速USB驱动.
183	It's not like we can download something	我们又不是可以下载什么
184	into our brain very quickly,	很快进入我们的大脑,
185	like in a movie like Matrix and learn to fly a helicopter.	就像在电影中像Matrix一样 学会驾驶直升机
186	It's not.	这不是。
187	Second, learning occurs independent of teaching.	第二,学习独立于教学。
188	In fact, learning can occur independent	事实上,学习可以独立进行
189	of teaching without teacher.	没有老师的教学。
190	Think about kids walking.	想想孩子们走路
191	Do we go and tell a kid eight months old,	我们去告诉一个8个月大的孩子,
192	listen, I am going to tell you some pointers on how to walk.	听着,我要告诉你一些如何走路的指针。
193	Don't start the step.	不要开始步。
194	Now, we don't do that.	现在,我们不这样做。
195	Learning occurs without,	学习没有,
196	and that's true for all essential life skills,	对于所有必要的生活技能来说都是如此,
197	whether walking, talking, eating,	不管是走路,说话,吃饭,
198	they learn by trial and error, experimenting.	他们通过试验 错误 实验来学习
199	We can support them, we can help them,	我们可以支持他们,我们可以帮助他们,
200	but learning occurs without teaching.	但学习是没有教义的
201	And the third important part of understanding	理解的第三个重要部分
202	why teaching is not learning is your own beliefs.	为什么教学不是学习是你自己的信仰.
203	Our personal beliefs control our actions, right?	我们的个人信仰控制着我们的行动,对吧?
204	Religious beliefs or any other beliefs control our action.	宗教信仰或任何其他信仰控制着我们的行动。
205	If you think you are supposed to teach,	如果你认为你应该教书
206	then the focus is on you.	那么重点就在你身上
207	So what you are going to do is to focus on your presentation,	所以,你要做的是 专注于你的介绍,
208	on your lecture, on your exams, on your methods,	在你的讲座, 你的考试, 关于你的方法,
209	on your glory.	在你的荣耀。
210	Student learning doesn't even make that list.	学生的学习甚至没有 列出名单。
211	So the idea of teaching is not helping to learn.	故教观无助学.
212	So it is very important you renounce teaching.	所以你放弃教书很重要
213	It's in a sense like alcohol anonymous.	从某种意义上来说,它是酒匿名的.
214	If you are an alcoholic,	如果你是个酒鬼
215	and if you want to become sober, what do you do?	如果你想戒酒,你会怎么做?
216	First, acknowledge you are an alcoholic.	首先,承认你是个酒鬼。
217	So first, acknowledge teaching is not learning.	首先,承认教学不是学习。
218	And once you recognize that,	一旦你意识到这一点,
219	you can move on to the next step	你可以继续前进到下一步
220	of how you can help students to learn.	如何帮助学生学习。
221	And that would be getting to their I-level.	这将是进入他们的I级。
222	It's very easy to understand.	甚为易解.
223	We have to get to the I-level of students.	我们必须进入学生的I级.
224	How do you do that?	你怎么做到的?
225	Well, we do that in our everyday life.	我们在日常生活中就是这样
226	Think about it.	考虑一下
227	You have a child, you want to communicate with the child.	你有一个孩子,你想与孩子沟通。
228	You want to tell a story maybe,	你想说一个故事,也许,
229	you want to read a book or you want to sing a song.	想看书还是想唱歌?
230	What do you do?	你们是做什么的?
231	You get on your knees.	你给我跪下
232	So you can be at their I-level or you carry them.	所以,你可以在他们的I级 或者你携带他们。
233	So you can be at their I-level.	所以,你可以在他们的I级。
234	That's how the communication takes place,	沟通就是这样进行的
235	not from the podium to the students.	不是从讲台上对学生。
236	So get onto their I-level in our context means	因此,进入他们的I级 在我们的背景意味着
237	understanding the subject matter from students' perspective.	从学生的角度理解主题。
238	And the students' perspective is very simple.	学生的观点很简单。
239	Quite often, they don't understand why I am learning this.	他们常常不明白我为什么要学这些
240	Is there a real meaning behind it	背后有什么意义吗?
241	or is it just to make their life harder?	还是让他们的生活更加艰难?
242	Or is it, what is the real application?	还是说,真正的应用是什么?
243	Why can't we upfront and tell that?	为什么我们不能直接说出来?
244	So getting to their I-level is an important next step.	因此,进入他们的I级是一个重要的下一步。
245	And one way to practice that is,	练习的方法之一是
246	I always practice these days,	这些天我总是练习
247	is to ensure you can explain any difficult concept	即确保您能够解释任何困难的概念
248	to a fifth grader.	给一个五年级。
249	Trust me, any concept,	相信我,任何概念,
250	whether it is thermodynamics or nuclear engineering,	无论是热力学还是核工程,
251	can be explained to a fifth grader	可以向五年级学生解释
252	in simple terms in a broad way.	简而言之,从广义上讲。
253	So if you understand the subject matter,	所以如果你理解这个主题
254	you can explain to a fifth grader.	你可以向五年级学生解释
255	Today, I practice this.	今天,我练习这个。
256	Before I teach my first year, second year	在我一年级,二年级之前
257	engineering classes, I try these concepts	工程课,我试试这些概念
258	in fifth grade, eighth grade or high school	五年级、八年级或高中
259	because I am part of an outreach program.	因为我是外联计划的一部分。
260	And if you can explain to a fifth grader,	如果你能向五年级的学生解释
261	that means you are communicating the concept	这意味着你在传达这个概念
262	in a simple language without technical jargon.	在一个简单的语言中,没有技术术语。
263	So students, if there are any here,	学生们,如果这里有的话,
264	next time, if your professor says something	下次,如果你的教授说些什么
265	and you don't understand, ask them to explain again.	你不明白 让他们再解释一遍
266	If they can't explain you in a different way	如果他们不能用另一种方式解释你
267	or in a simpler way, trust me,	或者更简单一点 相信我
268	they don't understand the subject themself.	他们自己不懂这个话题
269	You are better off leaving them alone	你最好别管他们
270	and go use Google or Wikipedia, all right?	去用谷歌或维基百科,好吗?
271	The next important aspect of teaching	教学的下一个重要方面
272	or learning is to help students make mistakes.	或者学习是为了帮助学生犯错误。
273	Now, this is something well-written.	现在,这是写得很好的东西。
274	Researchers have done that.	研究人员已经这样做了。
275	Without making mistakes, you cannot learn,	不犯错,你就不能学
276	but we don't let them make mistakes.	但我们不让他们犯错误。
277	We grade them poorly.	我们给他们的分级差。
278	Here's my analogy.	这是我的类比。
279	If you don't make small mistakes	如果你不犯小错
280	and understand the consequences	并了解后果
281	in a controlled environment in your classroom,	在你教室的受控环境中
282	you are going to make big blunders in life later.	你以后会犯大错的
283	That's number one.	即第一义.
284	Number two, if you avoid those blunders,	第二 如果你能避免那些错误
285	then you are not going to take any initiative.	那你不会主动采取行动的
286	You are never going to make any important decisions in life.	你永远不会做出任何重要决定
287	And that's why making mistakes is so important.	这就是为什么犯错是如此重要。
288	To do that, you can keep your classrooms	要做到这一点,你可以保持你的教室
289	like a basketball or a soccer practice sessions.	像篮球或足球练习会。
290	You work hard, you understand your mistakes,	你努力工作,你明白你的错误
291	you exercise, you fix your mistakes,	你锻炼,修补你的错误,
292	you develop strategy, you work with your teammates,	你制定策略,与你的队友合作,
293	so you prepare for a final game.	所以你准备了最后一场比赛
294	But what is happening in our classrooms	但是我们教室里发生的事
295	is every class session is becoming like a final game.	每一个课都像最后一场比赛
296	And that's stressful, all right?	压力很大,好吗?
297	So you have to let them make mistakes.	所以你得让他们犯错
298	Now, once you can do that,	现在,一旦你能做到这一点,
299	the next most important point in my approach for teaching	我教学方法中的下一个最重要的点
300	or helping students learn	或者帮助学生学习
301	is to completely avoid the term	是完全避免术语
302	what we call don't reinvent the wheel.	我们所说的不要重塑方向盘
303	How many times you hear, don't reinvent the wheel,	你听到多少次了 别重塑车轮
304	don't reinvent the wheel?	不重塑车轮吗?
305	This is by far the most counterproductive statement	这是迄今为止最适得其反的说法
306	ever there is.	永远有。
307	If you want students to learn, help them reinvent the wheel.	如果你想让学生学习,请帮助他们重塑方向盘.
308	Every student must reinvent the wheel in their mind.	每一个学生必须重塑他们心中的轮子。
309	Can you, how can you understand something	你能理解什么吗?
310	without experiencing?	没有经历?
311	If you want to learn to ride a bike, it's not a big deal.	欲学骑自行车,不为大计.
312	Everybody rides a bike.	每个人都骑自行车。
313	But still, balancing the bike is an individual action.	但是,平衡自行车是个人行为。
314	You got to experience it.	你得体验一下
315	Nobody can substitute that for you.	没有人能代替你
316	So you have to create that experience for students, all right?	所以,你必须创造 学生的经验,好吗?
317	So reinvent the wheel means you have to reinvent	所以重塑方向盘意味着你必须重塑
318	Newton's law in your mind.	牛顿的法律在你脑海里。
319	Otherwise, it is just an equation that you memorize	否则,这只是一个公式 你记住
320	without any understanding.	没有任何理解。
321	In fact, I have absolutely no shame in admitting	其实,我完全没有羞耻的承认
322	in first grade, I did not believe the earth is round	一年级的时候,我不相信地球是圆的
323	because it didn't make any sense.	因为它没有任何意义。
324	Does it make, how do you know the earth is round?	难道你们知道大地是圆的吗?
325	Now you have pictures in the last 20, 30 years	现在你有过去20,30年的照片
326	from satellites and all that.	从卫星和这一切。
327	When I went to school, I didn't have even TV.	我上学时连电视都没有
328	We didn't know.	我们不知道。
329	So I secretly harbored this notion that the earth is flat,	所以我秘密地隐藏着地球是平坦的观念
330	but I would answer always it's round	但我总是会回答 它的圆
331	because that's what I was told.	因为这是我被告知的。
332	And many students are doing this in engineering	很多学生在工程学上都这样做
333	and every discipline, they don't believe,	他们不信任何纪律,
334	they do not understand, but they answer the questions.	他们不明白,但他们回答了问题。
335	So if you want to change that,	所以,如果你想改变这一点,
336	you have to provide them that experience.	你必须给他们提供这种经验。
337	How do you provide?	你如何提供?
338	One simple way to do that.	很简单的方法
339	Simple question, what do you think?	简单的问题 你觉得呢?
340	This one simple question I stumbled on once	这个简单的问题,我曾经碰过一次
341	and I still use it in third grade, fifth grade,	我仍然用它 在三年级,五年级,
342	high school, graduate school, I use it successfully.	高中,研究生,我成功地使用它。
343	Ask the students, what do you think?	问学生,你觉得如何?
344	Any questions, you never answer.	任何问题,你都不回答。
345	Most of the time I did this because I didn't know the answer.	大多数时候我这样做是因为我不知道答案.
346	That's, I know it.	这我知道
347	I was teaching a third grade group of students robotics.	我教了一个三年级的学生机器人组。
348	This little girl comes to me and says, Dr. Jawa,	这个小女孩来找我说,贾瓦博士,
349	my robot is not working.	我的机器人没有工作。
350	I say, what do you think?	我说,你觉得呢?
351	She thinks for a second and looks at me and says,	她想一秒钟,看着我说,
352	Dr. Jawa, I think my wires are not properly plugged in,	贾瓦博士,我想我的电线插不通
353	connected.	连接。
354	I said, okay.	我说,好吧。
355	She tries it out a few minutes later.	她几分钟后试出来。
356	Dr. Jawa, my robot is still not working.	贾瓦博士 我的机器人还没工作
357	Say, what do you think?	你说呢?
358	And she says, maybe my battery is not working.	她说,也许我的电池坏了
359	I said, okay.	我说,好吧。
360	Now, this is interesting.	现在,这是有趣的。
361	I thought she would just look at the battery level	我以为她会看电池电位
362	and say, it has enough.	说,它有足够的。
363	She looked at it, it had one bar or two bars,	她看着它,它有一个酒吧或两个酒吧,
364	not enough, I feel.	我觉得还不够
365	But she says, let me check.	但她说,让我检查一下。
366	And then she grabs another robot, changes the battery	然后她抓住另一个机器人, 改变电池
367	and finds the other robot is working.	发现另一个机器人在工作
368	So she says, Dr. Jawa, the battery is fine.	她说,贾瓦医生,电池没问题
369	I didn't even think of that solution,	我甚至没有想到这个解决方案,
370	but she's figuring out.	但是她想起来了
371	I was thinking about teaching now,	我现在在想教书
372	how to use a multimeter to a third grader	如何使用多米到三年级
373	because she's ready.	因为她准备好了
374	She's ready.	她准备好了
375	The point is we went through these interactions a few times	重点是我们经历了几次这些互动
376	and she realized there is no problem with the hardware.	她意识到硬件没有问题
377	So finally it occurred to her,	她终于想到了
378	Dr. Jawa, it has to be my program.	贾瓦博士 一定是我的节目
379	Okay.	摆
380	I didn't do anything.	我什么也没做
381	She thanked me for helping her to solve the problem.	她感谢我帮助她解决问题。
382	All I did is, what do you think?	我只是,你觉得呢?
383	I have done hundreds of these exercises in different classes	我在不同的班级里做了几百次这样的练习
384	just with the simple question, what do you think?	简单的问题 你觉得呢?
385	It makes my life easier.	这让我的生活更容易。
386	And it makes them to think.	这让他们思考。
387	And they are discovering themselves what should be done.	他们发现自己应该做什么。
388	What a great joy of discovery for them	发现他们的喜悦
389	and less work for professors.	少给教授工作
390	So what do you think is an outstanding way	所以,你认为什么是杰出的方法
391	to help our students?	帮助我们的学生?
392	And the last part of reinventing the wheel is,	发明轮子的最后一部分是,
393	I tell the students,	我告诉学生,
394	don't take the students on a bus ride.	别让学生坐公交车
395	This is from an educator called Jay Cross.	这是一位叫Jay Cross的教育家写的
396	We always take our students on a bus ride.	我们总是带学生搭公交车
397	That means I'm the driver, professor.	这意味着我是司机,教授。
398	I control where the bus goes.	我控制着巴士去的地方
399	I control its speed.	我控制着它的速度。
400	I stop where I want.	我停在我想要的地方。
401	And the students are watching.	而诸弟子皆观之.
402	It may be fun for a few minutes,	几分钟后可能会很有趣
403	but they're going to fall asleep.	但是他们会睡着的
404	What I feel is,	我的感觉是,
405	we got to take our students on a bike ride.	我们要带学生骑自行车
406	Now, if you are in a bike ride, you cannot fall asleep.	现在,如果你在骑自行车, 你不能睡着了。
407	And you can stop anywhere you want.	你也可以随便停
408	And you can make some digressions and learn more.	你可以做一些偏差 并学习更多。
409	And teacher becomes an active participant with the students.	而老师成为学生们的积极参与者.
410	So you got to design your curriculum,	所以你得设计你的课程
411	design your activity for a bike tour.	设计你的自行车旅行活动。
412	That involves all the students.	这涉及到所有的学生。
413	If you do all this, you're going to engage the students.	如果你做了这一切, 你要去接触学生。
414	And when you engage the students,	当你与学生接触,
415	they learn automatically.	他们自动学习。
416	That's what I have learned.	这是我学到的。
417	So my final thought is, in my opinion,	所以我最后的想法是 在我看来
418	real learning occurs when you immerse the learner	真正的学习发生 当你浸润学习者
419	in a situation, allow them to perform,	在某种情况下,允许他们履行,
420	give them feedback to change or adjust their behavior.	给他们反馈以改变或调整他们的行为。
421	And that's how the real learning occurs.	真正的学习就是这样发生的。
422	And our job as educators is to create those situations.	我们作为教育者的工作就是创造这些局面。
423	Thank you.	谢谢

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