TED英语演讲：请相信你可以进步

　　生活是一场马拉松比赛，并不是100米跑。文化教育应当注重的到底是这一场马拉松比赛的最后也是全过程呢?卡罗尔·德韦克科学研究「成长型思维方式」觉得他们每一个人全是可以根据锻练人的大脑，来提高学习培训和处理问题的工作能力。驱使自身走出舒适区，学习培训新专业知识，迎来挑战，人的大脑中的神经细胞会生成新的、更强的联接，大家会在这个环节中显得愈来愈聪慧。下边是我们为大家搜集有关TED英语演讲：请相信你可以进步，热烈欢迎参考参照。

　　中英文对照：

　　The power of yet.

　　潜心全过程，而不是结论。

　　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.

　　听说，在纽约有一所普通高中，那里的学员大学毕业前应根据一系列课程内容，假如某一门课沒有根据，考试成绩便是「尚未根据」。我觉得，这真的是个绝佳的作法，由于，假如你某门课的考试成绩不过关，你能想，我什么都不是，我什么都没有学习到。但当你的成果是「尚未根据」，你能搞清楚，学习培训的节奏并没停住，你还是需逐渐往前，争得将来。

　　"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."

　　「尚未根据」也要我感悟到一件至关重要的、产生在我职业发展前期的事儿，这件事情对我来说是一个大转折。那时候，我觉得研究小孩是怎么看待考验和艰难的，因而，我让一些10岁大的小孩试着处理一些针对许多人来讲稍稍难度偏大的问题。一些小孩从容应对的方法要我觉得吃惊。她们会那样说，「我很喜欢考验，」或说，「你了解的，希望能有一定的获。」

　　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 hadbeen up for judgment and they failed. Instead of luxuriating in the power ofyet, they were gripped in the tyranny of now.

　　这种小孩搞清楚，她们的功能是可以提高的。她们有我常说的成长型思维方式。但另一些小孩感觉应对这种问题是悲剧，犹如应对一场灾祸。从她们的固定不动型逻辑思维视角看来，她们的智谋遭受了评定，而她们失败了。他们不知道享有学习知识的全过程，而只盯紧面前的成与败。

　　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.

　　这种小朋友们后边主要表现怎样?让我告诉你她们的主要表现。在一项科学研究中，她们告知大家，假如她们一次测试未根据，她们很可能会在下一次测试中舞弊，而不是更为勤奋地学习培训。在另一项科学研究中，她们挂掉一门后，她们会寻找这些考试能够顺利通过还不及她们高的小孩，以寻找调整情绪。后面的科学研究相继说明，她们会躲避艰难。

　　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.

　　专家检测了大学生们应对问题时的脑电波主题活动图象。在左边，是固定不动型思维方式的学员，几乎没什么主题活动。她们在不正确眼前挑选 了躲避。她们沒有积极地资金投入。但可以看右边，这也是成长型思维方式的学员，这种学员坚信工作能力会根据训练得到提高。她们积极地解决不正确。她们的人的大脑在高速运行，她们积极地资金投入，她们分析不正确，从这当中学习培训，最后更正。

　　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?

　　现如今我们都是怎样教育孩子的呢?是文化教育她们潜心面前，而不是重视全过程吗?大家打造了一些痴迷刷A的小朋友们吗?大家打造了沒有远大目标的小朋友们吗?她们比较远大的目的便是再拿一个A，内心所感的便是下一次测试吗?

　　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.

　　她们在以后的生活中，都以成绩的大小来衡量自身吗?也许是的，由于公司顾主们跑来找我聊，说大家抚养的这新一代踏入岗位的人，假如不给她们奖赏，她们一天都撑不下去。

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

　　大家该怎么做呢?怎么让小孩重视全过程而不是结果呢?

　　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.

　　我们可以做那样一些事。最先，我们可以有方法地去夸奖：没去夸奖天赋或智谋，这难以实现。千万别那样进行了。反而是要对小孩积极主动资金投入的流程开展夸奖：她们的勤奋与对策，她们的潜心、坚持不懈与发展。对流程的夸奖，会营造小孩的延展性。

　　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.

　　也有其余的办法来奖赏全过程。近期，我们与来源于华盛顿大学的手机游戏学者协作，制做了一款奖赏全过程的数学游戏。在这个游戏中，学员们因她们的勤奋、对策与发展而遭受奖赏。通常的数学游戏中，游戏玩家仅有在解手标准答案后能够获得奖赏，但这个游戏奖励全过程。伴随着网络游戏的深层次，小朋友们更为勤奋，想到大量的对策，心身更为资金投入，当碰到尤其艰难的问题时，她们也呈现了更加长久的韧性。

　　Just the words"yet" or "not yet," we're finding, give kids greaterconfidence, 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 zone to learn something new anddifficult, the neurons in their brain can form new, stronger connections, andover time they can get smarter.

　　大家发觉，重视全过程的思维方式，会授予小朋友们大量自信心，引导它们持续往前，愈发锲而不舍。实际上，大家可以更改学员的思维方式。在一项科学研究中，大家告知学员们，每每她们驱使自身走出舒适区，学习培训新专业知识，迎来挑战，人的大脑中的神经细胞会生成新的、更强的联接，她们会渐渐变的愈来愈聪慧。

　　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.

　　看一下后边发生什么事吧：在此项探究中，沒有接纳成长型思维方式练习的学员，在这里一艰难的转折期，考试成绩不断下降，但这些受到该练习的学员，考试成绩强悍反跳，卓有有起色。现如今，大家已确认这一结果，根据不计其数个宝宝的案例，尤其是一些在学习上挣脱的小孩。

　　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.

　　那咱们就来谈一谈文化教育公平吧。在咱们我国，有一些特殊地域的小孩一直在学习上处在中下游，例如，内市区的小孩，或印地安人居留地里的小孩。一直以来这儿的小孩都没有什么有起色， 以至于许多人觉得没的救了。可是当教育学家们将小孩的思想变化为成长型思维方式时，文化教育公平完成了。

　　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.

　　举一些事例吧。纽约市哈莱姆区的一所幼稚园的同学在一年的時间内，我国水平考试(NationalAchievement Test) 考试成绩飞越到前百分之五。这种小孩中有很多在入校时乃至还不容易拿笔。一年以内，远远地落伍的南布朗克斯区的四年级学员，其规范数学课检测考试成绩飙升到美国纽约州全部四年级学员的第一名。在一年到一年半的時间内， 某印地安人居留地的一所学校里的学生成绩从我区铺底到遥遥领先，而这一区包含了西雅图市的富庶地区。印第安人小孩击败了「微软公司」小孩。

　　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.

　　这得到建立的缘故，是勤奋与艰难的作用在小孩心中中发生了更改。在这之前，勤奋与艰难让她们觉得自身很笨，让她们想舍弃，但现如今，恰好是勤奋与艰难让她们人的大脑中的神经细胞得到产生新的联接，更强的连接。恰好是在这个环节中，她们越来越愈来愈聪慧。

　　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."

　　近期，我得到一个13岁男孩儿的来信。他说道，「我的亲爱的德韦克专家教授，我赏析你的作品，由于两者都根据靠谱的科学实验，因而，我决定将你的方式 付诸行动。我更刻苦地学习培训，更认真位于好与亲人的关联，与学生的关联，而在那些层面我还拥有长足的进步。如今我才意识到，以往消耗了过多性命。」

　　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.

　　使我们不会再消耗性命， 由于，即然我们知道 工作能力可以提高，那麼，日常生活在一个能激起发展并让这一切越来越很有可能的地点便是每一个孩子的支配权。

　　Thank you.(Applause)

　　感谢。(欢呼声)