在英语学习的过程，大家想要尽可能的提高英语水平的话，进行英语演讲不仅是对自己水平的测验，同时也是对自己英语水平提高的做法，问渠那得清如许，为有源头活水来，这里是人美心善的小编给大家整理的ted演讲稿中英对照【优秀9篇】，希望对大家有一些参考价值。
TED（指technology, entertainment, design在英语中的缩写，即技术、娱乐、设计）是美国的一家私有非营利机构，该机构以它组织的TED大会著称。TED诞生於1984年，其发起人是里查德·沃曼。
【TED01】Chris Anderson：谈科技的长尾理论-09-10
【TED02】Frederick Balagadde：谈微芯片上的生物实验室2013-09-11
【TED03】Jimmy Wales：关于维基百科诞生的演讲2013-09-12
【TED04】Gary Wolf：数据化的自我2013-09-13
【TED05】Peter Gabrie：用视频与不公平作斗争2013-09-14
【TED06】Derek Sivers：下定的目標可別告訴別人2013-09-15
【TED07】Seth Priebatsch：世界第一的遊戲社交圈2013-09-18
【TED08】Julian Treasure：保持聽力的八個步驟2013-09-19
【TED09】Mechai Viravaidya：保險套先生如何讓泰國變得更好2013-09-20
【TED10】Steven Johnson：偉大創新的誕生2013-09-21
【TED11】Ze Frank's：傑·法蘭克大玩網路2013-09-22
【TED12】Craig Vente：克萊格-溫特爾揭開合成生命的面紗2013-09-23
【TED13】Eric Mead：安慰劑魔法2013-09-24
【TED14】Lee Hotz：帶你走入南極的時光機中2013-09-25
【TED15】NicMarks：快樂星球指數2013-09-26
【TED16】Seth.Berkley：愛滋病病毒與流感。—.疫苗的策略2013-09-27
【TED17】Jessa Gamble：我们的自然睡眠周期2013-09-28
【TED18】StanleyMcChrystal：聆听，学习。才能领导2013-09-29
【TED19】Graham Hill：我為什麼要在上班日吃素2013-09-30
【TED20】Ken Robinson：推動學習革命2013-10-01
【TED21】Fabian Hemmert：未來手機的形狀變化2013-10-02
【TED22】弗兰斯·德瓦尔：动物中道德行为2013-10-03
【TED23】布莱恩·高德曼：我们能否谈论医生所犯的错误2013-10-04
【TED24】Sheryl WuDunn：本世紀最大的不公平2013-10-05
【TED25】Dan Cobley：物理教我有關行銷的事2013-10-08
【TED26】Carne Ross：獨立外交組織2013-10-09
【TED27】Kevin Stone：生物性關節置換的未來2013-10-10
【TED28】Matt Ridley：當腦中的概念交配起來2013-10-11
【TED29】Caroline Phillips：绞弦琴入门2013-10-14
【TED30】Dimitar Sasselov：發現數百顆類似地球的行星2013-10-15
【TED31】Jason Clay：知名品牌如何幫助拯救生物多樣性2013-10-16
【TED32】Chris Anderson：線上影片如何驅動創新2013-10-17
【TED33】Ellen Gustafson：肥胖。颻餓=全球糧食議題2013-10-18
【TED34】Tan Le：解讀腦電波的頭戴式耳機2013-10-19
【TED35】Rory Sutherland：思考角度决定一切2013-10-25
【TED36】Andy Puddicombe：只需专注10分钟2013-10-26
【TED37】Lisa Bu：书籍如何成为心灵解药2013-10-27
【TED38】Ramsey激发学习兴趣的3条黄金法则2013-10-28
【TED39】Marcel Dicke：我们为什么不食用昆虫呢？2013-10-29
【TED40】薛晓岚：轻松学习阅读汉字！2013-10-30
【TED41】马特·卡茨：尝试做新事情30天2013-10-31
【TED42】马特：想更幸福吗？留在那一刻2013-11-01
【TED43】贝基·布兰顿：我无家可归的一年2013-11-02
【TED44】凯瑟琳·舒尔茨：犯错的价值2013-11-03
【TED45】Stefan Sagmeister：休假的力量2013-11-04
【TED46】苏珊·凯恩：内向性格的力量2013-11-05
【TED47】Diana Laufenberg：怎样从错误中学习2013-11-06
【TED48】罗恩·古特曼：微笑背后隐藏的力量2013-11-07
【TED49】阿曼达·帕尔默：请求的艺术2013-11-08
【TED50】德雷克·西弗斯：如何发起一场运动2013-11-09
【TED51】坎迪·张：在死之前，我想。2013-11-10
【TED52】Kiran Bir Sethi：让小孩学会承担2013-11-11
【TED53】比班·基德龙：电影世界共通的奇迹2013-11-12
【TED54】提姆·哈福德：试验，排除错误和万能神力2013-11-13
【TED55】Alexander Tsiaras ：可视化记录婴儿受孕到出生2013-11-14
【TED56】Larry Smith：你为何不会成就伟业2013-11-15
【TED57】Keith Chen：你存钱的能力跟你用的语言有关？2013-11-16
【TED58】Cesar Kuriyama：每天一秒钟2013-11-17
【TED59】Michael Norton：如何买到幸福2013-11-18
【TED60】奈吉尔·马什：如何实现工作与生活的平衡2013-11-19
【TED61】罗兹·萨维奇：我为什么划船横渡太平洋2013-11-20
【TED62】Jay Walker：世界英语热2013-11-21
【TED63】帕特里夏·瑞安：不要固执于英语！2013-11-22
【TED64】皮柯·耶尔：家在何方？2013-11-23
【TED65】Charmian Gooch：认识世界级贪腐的幕后黑手2013-11-24
【TED66】Richard St. John：8个成功秘笈2013-11-25
【TED67】Judy MacDonald Johnston：为生命的终结做好准备2013-11-26
【TED68】Sherry Turkle：保持联系却仍旧孤单2013-11-27
【TED69】利普·辛巴杜：健康的时间观念2013-11-28
【TED70】David Pogue：十条黄金省时技巧小贴士2013-11-29
【TED71】Philip Zimbardo：男性的衰落？2013-12-01
【TED72】Rives 的凌晨4点2013-12-02
【TED73】Reggie Watts：用最有趣的方法让你晕头转向2013-12-03
【TED74】丹·丹尼特：我们的意识2013-12-04
【TED75】丹尼尔·科恩：为了更好地辩论2013-12-05
【TED76】迈克尔·桑德尔：失落了的民主辩论艺术2013-12-06
【TED77】Hadyn Parry：通过基因重组用蚊子抗击疾病2013-12-07
【TED78】Hannah Brencher：给陌生人的情信2013-12-08
【TED79】Ivan Krastev：没有信任，民主能继续存在么？2013-12-09
【TED80】Arianna Huffington：睡眠促进成功2013-12-10
【TED81】尼克·博斯特罗姆：我们的大问题2013-12-11
【TED82】Dan Barber：我如何爱上一条鱼2013-12-12
【TED83】Miguel Nicolelis：一只猴子用意念控制一个机器人2013-12-13
【TED84】Kakenya Ntaiya：一位要求学校教育的女孩2013-12-14
【TED85】Kevin Breel：一个抑郁喜剧演员的自白2013-12-15
【TED86】莱斯莉·黑索顿：怀疑乃信仰之关键2013-12-16
【TED87】比尔迪曼：我的多调人声2013-12-17
【TED88】布莱恩·格林恩：谈“弦理论”2013-12-18
【TED89】Jacqueline Novogratz：过一种沉浸的人生2013-12-19
【TED90】Ben Dunlap：谈对人生的热情2013-12-20
【TED91】博妮·柏索：细菌是怎样交流的？2013-12-21
【TED92】大卫·克里斯汀：宏观历史2013-12-22
【TED93】Christien Meindertsma：一头猪的全球化旅程2013-12-23
【TED94】大卫·布莱恩：我如何做到水下屏气17分钟2013-12-24
【TED95】包拉托：错觉中的视觉真相2013-12-25
【TED96】Read Montague：我们从5000个大脑中学到了什么2013-12-26
【TED97】邹奇奇：大人能从小孩身上学到什么2013-12-27
Why TED talks are better than the last speech you sat through
世上最好的演讲：TED演讲吸引人的秘密
Think about the last time you heard someone give a speech, or any formal presentation. Maybe it was so long that you were either overwhelmed with data, or you just tuned the speaker out. If PowerPoint was involved, each slide was probably loaded with at least 40 words or figures, and odds are that you don't remember more than a tiny bit of what they were supposed to show.
回想一下你上次聆听某人发表演讲或任何正式陈述的情形。它也许太长了，以至于你被各种数据搞得头昏脑胀，甚或干脆不理会演讲者。如果演讲者使用了PPT文档，那么每张幻灯片很可能塞入了至少40个单词或数字，但你现在或许只记得一丁点内容。
Pretty uninspiring, huhTalk Like TED: 9 Public-Speaking Secrets of The World's Best Mindsexamines why in prose that's as lively and appealing as, well, a TED talk. Timed to coincide with the 30th anniversary in March of those now-legendary TED conferences, the book draws on current brain science to explain what wins over, and fires up, an audience -- and what doesn't. Author Carmine Gallo also studied more than 500 of the most popular TED speeches (there have been about 1,500 so far) and interviewed scores of the people who gave them.
相当平淡，是吧？《像TED那样演讲：全球顶级人才九大演讲秘诀》(Talk Like TED: 9 Public-Speaking Secrets of The World's Best Minds)一书以流畅的文笔审视了为什么TED演讲如此生动，如此引人入胜。出版方有意安排在今年3月份发行此书，以庆贺如今已成为经典的TED大会成立30周年。这部著作借鉴当代脑科学解释了什么样的演讲能够说服听众、鼓舞听众，什么样的演讲无法产生这种效果。
Much of what he found out is surprising. Consider, for instance, the fact that each TED talk is limited to 18 minutes. That might sound too short to convey much. Yet TED curator Chris Anderson imposed the time limit, he told Gallo, because it's “long enough to be serious and short enough to hold people's attention ... By forcing speakers who are used to going on for 45 minutes to bring it down to 18, you get them to think about what they really want to say.” It's also the perfect length if you want your message to go viral, Anderson says.
他挖出了不少令人吃惊的演讲策略。例如，每场TED演讲都被限制在18分钟以内。听起来太过短暂，似乎无法传达足够多讯息。然而，TED大会策办人克里斯安德森决议推行这项时间限制规则，因为“这个时间长度足够庄重，同时又足够短，能够吸引人们的注意力。通过迫使那些习惯于滔滔不绝讲上45分钟的嘉宾把演讲时间压缩至18分钟，你就可以让他们认真思考他们真正想说的话，”他对加洛说。此外，安德森说，如果你希望你的讯息像病毒般扩散，这也是一个完美的时间长度。
Recent neuroscience shows why the time limit works so well: People listening to a presentation are storing data for retrieval in the future, and too much information leads to “cognitive overload,” which gives rise to elevated levels of anxiety -- meaning that, if you go on and on, your audience will start to resist you. Even worse, they won't recall a single point you were trying to make.
最近的神经科学研究说明了为什么这项时间限制产生如此好的效果：聆听陈述的人们往往会存储相关数据，以备未来检索之用，而太多的信息会导致“认知超负荷”，进而推升听众的焦虑度。它意味着，如果你说个没完没了，听众就会开始抗拒你。更糟糕的是，他们不会记得你努力希望传递的信息点，甚至可能一个都记不住。
“Albert Einstein once said, 'If you can't explain it simply, you don't understand it well enough,'
” Gallo writes, adding that the physicist would have applauded astronomer David Christian who, at TED in , narrated the complete history of the universe -- and Earth's place in it -- in 17 minutes and 40 seconds.
“爱因斯坦曾经说过，‘要是你不能言简意赅地解释某种理论，那就说明你自己都还没有理解透彻，’”加罗写道。他还举例说，物理学家或许会大加赞赏天文学家大卫克里斯蒂安在TED大会上发表的演讲。克里斯蒂安在这个演讲中完整地讲述了宇宙史及地球在宇宙的地位，整场演讲用时只有17分40秒。
Gallo offers some tips on how to boil a complex presentation down to 18 minutes or so, including what he calls the “rule of three,” or condensing a plethora of ideas into three main points, as many top TED talkers do. He also notes that, even if a speech just can't be squeezed down that far, the effort alone is bound to improve it: “Your presentation will be far more creative and impactful simply by going through the exercise.”
如何把一个复杂的陈述压缩至18分钟左右？加洛就这个问题提供了一些小建议，其中包括他所称的“三的法则”。具体说就是，把大量观点高度浓缩为三大要点。TED大会上的许多演讲高手就是这样做的。他还指出，即使一篇演讲无法提炼到这样的程度，单是这番努力也一定能改善演讲的效果：“仅仅通过这番提炼，你就可以大大增强陈述的创造性和影响力。”
Then there's PowerPoint. “TED represents the end of PowerPoint as we know it,” writes Gallo. He hastens to add that there's nothing wrong with PowerPoint as a tool, but that most speakers unwittingly make it work against them by cluttering up their slides with way too many words (40, on average) and numbers.
另一个建议与PPT文档有关。“TED大会象征着我们所知的PPT文档正走向终结，”加洛写道。他随后又马上补充说，作为工具的PowerPoint本身并没有什么错，但大多数演讲者为他们的幻灯片塞进了太多的单词（平均40个）和数字，让这种工具不经意间带来了消极影响。
The remedy for that, based on the most riveting TED talks: If you must use slides, fill them with a lot more images. Once again, research backs this up, with something academics call the Picture Superiority Effect: Three days after hearing or reading a set of facts, most people will remember about 10% of the information. Add a photo or a drawing, and recall jumps to 65%.
最吸引人的TED演讲为我们提供了一个补救策略：如果你必须使用幻灯片，务必记得要大量运用图像资源。这种做法同样有科学依据，它就是研究人员所称的“图优效应”(Picture Superiority Effect)：听到或读到一组事实三天后，大多数人会记得大约10%的信息。而添加一张照片或图片后，记忆率将跃升至65%。
One study, by molecular biologist John Medina at the University of Washington School of Medicine, found that not only could people recall more than 2,500 pictures with at least 90% accuracy several days later, but accuracy a whole year afterward was still at about 63%.
华盛顿大学医学院(University of Washington School of Medicine)分子生物学家约翰梅迪纳主持的研究发现，几天后，人们能够回想起超过2,500张图片，准确率至少达到90%；一年后的准确率依然保持在63%左右。
That result “demolishes” print and speech, both of which were tested on the same group of subjects, Medina's study indicated, which is something worth bearing in mind for anybody hoping that his or her ideas will be remembered.
梅迪纳的研究表明，这个结果“完胜”印刷品和演讲的记忆效果（由同一组受试者测试）。任何一位希望自己的思想被听众铭记在心的演讲者或许都应该记住这一点。
邹奇奇，一个华裔小姑娘。12岁的时候在 TED 发表演讲，名字叫：What adults can learn from kids? 大人应当从小孩身上学习什么？演讲中，她代表孩子们发声，希望大人可以相信孩子、给孩子们期待，因为他们将是这个世界的引领者。以下是本次演讲的节选。
【演讲节选】
I appreciate your attention today, because to show that you truly care, you listen. But there's a problem with this rosy picture of kids being so much better than adults. Kids grow up and become adults just like you. (Laughter) Or just like you, really?
我非常感谢你们今天来听我的演讲，因为那说明你们真的在乎，你们在倾听。但是对于“孩子比大人好太多” 这件事仍有一个问题。孩子们长大会变成像你们一样的成人。(笑声)就像你们这样，真的吗？
The goal is not to turn kids into your kind of adult, but rather better adults than you have been, which may be a little challenging considering your guys credentials, but the way progress happens is because new generations and new eras grow and develop and become better than the previous ones.It's the reason we're not in the Dark Ages anymore. No matter your position of place in life, it is imperative to create opportunities for children so that we can grow up to blow you away.
最终的目标并不是把孩子变成你们这种大人，而是变成比你们更好的大人，考虑到你们已经是比较成功的成人，这可能有一点难度。但是这个过程在发生，因为新的一代的成长和发展并变得比前一辈更好。这就是我们不再处于黑暗时代的原因。不论你处于生生活中何种状态，为你的孩子创造机会很重要，这样他们才能超越你们。
Adults and fellow TEDsters, you need to listen and learn from kids and trust us and expect more from us. You must lend an ear today, because we are the leaders of tomorrow, which means we're going to be taking care of you when you're old and senile. No, just kidding. No, really, we are going to be the next generation, the ones who will bring this world forward.
大人和TED的关注者们，你们需要从孩子那里倾听和学习，相信我们并且给我们更多期待。你们今天必须倾听我们，因为我们是明天的领导者，因为我们会在你们年老力衰的时候照顾你们。不，开个玩笑。不，说真的，我们将会成为推动这个世界前进的下一代。
And, in case you don't think that this really has meaning for you, remember that cloning is possible, and that involves going through childhood again, in which case, you'll want to be heard just like my generation. Now, the world needs opportunities for new leaders and new ideas. Kids need opportunities to lead and succeed. Are you ready to make the match? Because the world's problems shouldn't be the human family's heirloom.
然而，如果您认为这个对您来说没有意义，请记住克隆是可能的，那意味着你们将再次体验童年，您会像我们这一代人一样，渴望被倾听。现在，世界应当为新的领导者和新思想提供机会。孩子们需要机会去领导和成功。你准备好与时俱进了吗？因为我们不应当将前人的错误传递给下一代。
【演讲者介绍】
Adora Svitak: A prolific short story writer and blogger since age seven, Adora Svitak (now 16) speaks around the United States to adults and children as an advocate for literacy.
邹奇奇：一个多产的短篇故事作者，自7岁起便开始写博客，邹奇奇(今年16岁)作为文学爱好者巡回美国各地演讲。
TED: 怎样从错误中学习
Diana Laugenberg: How to learn From mistakes
讲者分享了其多年从教中所认识到的一从错误中学习的观念“允许孩子失败，把失败视为学习的一部分”，以及从教育实践中学到的三件事：“1.体验学习的过程 2.倾听学生的声音 3.接纳错误的失败。”
TED演讲文本：
0:15
I have been teaching for a long time, and in doing so have acquired a body of knowledge aboutkids and learning that I really wish more people would understand about the potential ofstudents. In 1931, my grandmother -- bottom left for you guys over here -- graduated from theeighth grade. She went to school to get the information because that's where the informationlived. It was in the books; it was inside the teacher's head; and she needed to go there to getthe information, because that's how you learned. Fast-forward a generation: this is the one-roomschoolhouse, Oak Grove, where my father went to a one-room schoolhouse. And he again hadto travel to the school to get the information from the teacher, stored it in the only portablememory he has, which is inside his own head, and take it with him, because that is howinformation was being transported from teacher to student and then used in the world. When Iwas a kid, we had a set of encyclopedias at my house. It was purchased the year I was born,and it was extraordinary, because I did not have to wait to go to the library to get to theinformation. The information was inside my house and it was awesome. This was different thaneither generation had experienced before, and it changed the way I interacted with informationeven at just a small level. But the information was closer to me. I could get access to it.
1:34
In the time that passes between when I was a kid in high school and when I started teaching,we really see the advent of the Internet. Right about the time that the Internet gets going as aneducational tool, I take off from Wisconsin and move to Kansas, small town Kansas, where Ihad an opportunity to teach in a lovely, small-town, rural Kansas school district, where I wasteaching my favorite subject, American government. My first year -- super gung-ho -- going toteach American government, loved the political system. Kids in the 12th grade: not exactly allthat enthusiastic about the American government system. Year two: learned a few things -- hadto change my tactic. And I put in front of them an authentic experience that allowed them tolearn for themselves. I didn't tell them what to do or how to do it. I posed a problem in front ofthem, which was to put on an election forum for their own community.
2:27
They produced flyers. They called offices. They checked schedules. They were meeting withsecretaries. They produced an election forum booklet for the entire town to learn more abouttheir candidates. They invited everyone into the school for an evening of conversation aboutgovernment and politics and whether or not the streets were done well, and really had thisrobust experiential learning. The older teachers -- more experienced -- looked at me and went,
“Oh, there she is. That's so cute. She's trying to get that done.” (Laughter)
“She doesn't knowwhat she's in for.” But I knew that the kids would show up, and I believed it, and I told themevery week what I expected out of them. And that night, all 90 kids -- dressed appropriately,doing their job, owning it. I had to just sit and watch. It was theirs. It was experiential. It wasauthentic. It meant something to them. And they will step up.
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From Kansas, I moved on to lovely Arizona, where I taught in Flagstaff for a number of years,this time with middle school students. Luckily, I didn't have to teach them American teach them the more exciting topic of geography. Again,
“thrilled” to learn. But what wasinteresting about this position I found myself in in Arizona, was I had this really extraordinarilyeclectic group of kids to work with in a truly public school, and we got to have these momentswhere we would get these opportunities. And one opportunity was we got to go and meet PaulRusesabagina, which is the gentleman that the movie “Hotel Rwanda” is based after. And hewas going to speak at the high school next door to us. We could walk there. We didn't evenhave to pay for the buses. There was no expense cost. Perfect field trip.
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The problem then becomes how do you take seventh- and eighth-graders to a talk aboutgenocide and deal with the subject in a way that is responsible and respectful, and they knowwhat to do with it. And so we chose to look at Paul Rusesabagina as an example of a gentlemanwho singularly used his life to do something positive. I then challenged the kids to identifysomeone in their own life, or in their own story, or in their own world, that they could identify thathad done a similar thing. I asked them to produce a little movie about it. It's the first time we'ddone this. Nobody really knew how to make these little movies on the computer, but they wereinto it. And I asked them to put their own voice over it. It was the most awesome moment ofrevelation that when you ask kids to use their own voice and ask them to speak for themselves,what they're willing to share. The last question of the assignment is: how do you plan to useyour life to positively impact other peopleThe things that kids will say when you ask them andtake the time to listen is extraordinary.
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Fast-forward to Pennsylvania, where I find myself today. I teach at the Science LeadershipAcademy, which is a partnership school between the Franklin Institute and the school district ofPhiladelphia. We are a nine through 12 public school, but we do school quite differently. I movedthere primarily to be part of a learning environment that validated the way that I knew that kidslearned, and that really wanted to investigate what was possible when you are willing to let go ofsome of the paradigms of the past, of information scarcity when my grandmother was in schooland when my father was in school and even when I was in school, and to a moment when wehave information surplus. So what do you do when the information is all around youWhy doyou have kids come to school if they no longer have to come there to get the information
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In Philadelphia we have a one-to-one laptop program, so the kids are bringing in laptops withthem everyday, taking them home, getting access to information. And here's the thing that youneed to get comfortable with when you've given the tool to acquire information to students, isthat you have to be comfortable with this idea of allowing kids to fail as part of the learningprocess. We deal right now in the educational landscape with an infatuation with the culture ofone right answer that can be properly bubbled on the average multiple choice test, and I amhere to share with you: it is not learning. That is the absolute wrong thing to ask, to tell kids tonever be wrong. To ask them to always have the right answer doesn't allow them to learn. Sowe did this project, and this is one of the artifacts of the project. I almost never show them offbecause of the issue of the idea of failure.
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My students produced these info-graphics as a result of a unit that we decided to do at the endof the year responding to the oil spill. I asked them to take the examples that we were seeing ofthe info-graphics that existed in a lot of mass media, and take a look at what were theinteresting components of it, and produce one for themselves of a different man-made disasterfrom American history. And they had certain criteria to do it. They were a little uncomfortablewith it, because we'd never done this before, and they didn't know exactly how to do it. Theycan talk -- they're very smooth, and they can write very, very well, but asking them tocommunicate ideas in a different way was a little uncomfortable for them. But I gave them theroom to just do the thing. Go create. Go figure it out. Let's see what we can do. And thestudent that persistently turns out the best visual product did not disappoint. This was done inlike two or three days. And this is the work of the student that consistently did it.
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And when I sat the students down, I said, “Who's got the best one” And they immediatelywent, “There it is.” Didn't read anything. “There it is.” And I said,
“Well what makes it great”And they're like,
“Oh, the design's good, and he's using good color. And there's some ...
” Andthey went through all that we processed out loud. And I said, “Go read it.” And they're like, “Oh,that one wasn't so awesome.” And then we went to another one -- it didn't have great visuals,but it had great information -- and spent an hour talking about the learning process, because itwasn't about whether or not it was perfect, or whether or not it was what I could create. Itasked them to create for themselves, and it allowed them to fail, process, learn from. And whenwe do another round of this in my class this year, they will do better this time, because learninghas to include an amount of failure, because failure is instructional in the process.
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There are a million pictures that I could click through here, and had to choose carefully -- this isone of my favorites -- of students learning, of what learning can look like in a landscape wherewe let
go of the idea that kids have to come to school to get the information, but instead, askthem what they can do with it. Ask them really interesting questions. They will not disappoint.Ask them to go to places, to see things for themselves, to actually experience the learning, toplay, to inquire. This is one of my favorite photos, because this was taken on Tuesday, when Iasked the students to go to the polls. This is Robbie, and this was his first day of voting, and hewanted to share that with everybody and do that. But this is learning too, because we askedthem to go out into real spaces.
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The main point is that, if we continue to look at education as if it's about coming to school to getthe information and not about experiential learning, empowering student voice and embracingfailure, we're missing the mark. And everything that everybody is talking about today isn'tpossible if we keep having an educational system that does not value these qualities, becausewe won't get there with a standardized test, and we won't get there with a culture of one rightanswer. We know how to do this better, and it's time to do better.
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我从事教师工作很长一段时间了， 而在我教书的过程当中 我学了很多关于孩子与学习的知识 我非常希望更多人可以了解 学生的潜能。 1931年，我的祖母 从你们那边看过来左下角那位-- 从八年级毕业。 她上学是去获取知识 因为在过去，那是知识存在的地方 知识在书本里，在老师的脑袋里， 而她需要专程到学校去获得这些知识， 因为那是当时学习的途径 快进过一代： 这是个只有一间教室的学校，Oak Grove， 我父亲就是在这间只有一个教室的学校就读。 而同样的，他不得不去上学 以从老师那儿取得知识， 然后将这些知识储存在他唯一的移动内存，那就是他自己的脑袋里， 然后将这些随身携带， 因为这是过去知识被传递的方式 从老师传给学生，接着在世界上使用。 当我还小的时候， 我们家里有一套百科全书。 从我一出生就买了这套书， 而那是非常了不起的事情， 因为我不需要等着去图书馆取得这些知识， 这些信息就在我的屋子里 而那真是太棒了。 这是 和过去相比，是非常不同的 这改变了我和信息互动的方式 即便改变的幅度很小。 但这些知识却离我更近了。 我可以随时获取它们。
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在过去的这几年间 从我还在念高中 到我开始教书的时候， 我们真的亲眼目睹网络的发展。 就在网络开始 作为教学用的工具发展的时候， 我离开威斯康辛州 搬到勘萨斯州，一个叫勘萨斯的小镇 在那里我有机会 在一个小而美丽的勘萨斯的乡村学区 教书， 教我最喜欢的学科 “美国政府” 那是我教书的第一年，充满热情，准备教“美国政府” 我当时热爱教政治体系。 这些十二年级的孩子 对于美国政府体系 并不完全充满热情。 开始教书的第二年，我学到了一些事情，让我改变了教学方针。 我提供他们一个真实体验的机会 让他们可以自主学习。 我没有告诉他们得做什么，或是要怎么做。 我只是在他们面前提出一个问题， 要他们在自己的社区设立一个选举论坛。
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他们散布传单，联络各个选举办公室， 他们和秘书排定行程， 他们设计了一本选举论坛手册 提供给全镇的镇民让他们更了解这些候选人。 他们邀请所有的人到学校 参与晚上的座谈 谈论政府和政治 还有镇里的每条街是不是都修建完善， 学生们真的得到强大的体验式学习。 学校里比较资深年长的老师 看着我说 “喔，看她，多天真呀，竟想试着这么做。” (大笑)
“她不知道她把自己陷入怎么样的局面” 但我知道孩子们会出席 而我真的这样相信。 每个礼拜我都对他们说我是如何期待他们的表现。 而那天晚上，全部九十个孩子 每个人的穿戴整齐，各司其职，完全掌握论坛 我只需要坐在一旁看着。 那是属于他们的夜晚，那是经验，那是实在的经验。 那对他们来说具有意义。 而他们将会更加努力。
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离开堪萨斯后，我搬到美丽的亚利桑纳州， 我在Flagstaff小镇教了几年书， 这次是教初中的学生。 幸运的，我这次不用教美国政治。 这次我教的是更令人兴奋的地理。 再一次，非常期待的要学习。 但有趣的是 我发现在这个亚历桑纳州的教职 我所面对的 是一群非常多样化的，彼此之间差异悬殊的孩子们 在一所真正的公立学校。 在那里，有些时候，我们会得到了一些机会。 其中一个机会是 我们得以和Paul Russabagina见面， 这位先生 正是电影“卢安达饭店”根据描述的那位主人翁 他当时正要到隔壁的高中演讲 我们可以步行到那所学校，我们甚至不用坐公共汽车 完全不需要额外的支出，非常完美的校外教学
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然后接着的问题是 你要怎么和七八年级的学生谈论种族屠杀 用怎么样的方式来处理这个问题 才是一种负责任和尊重的方式， 让学生们知道该怎么面对这个问题。 所以我们决定去观察PaulRusesabagina是怎么做的 把他当作一个例子 一个平凡人如何利用自己的生命做些积极的事情的例子。 接着，我挑战这些孩子，要他们去找出 在他们的。生命里，在他们自己的故事中，或是在他们自己的世界里， 找出那些他们认为也做过类似事情的人。 我要他们为这些人和事迹制作一部短片。 这是我们第一次尝试制作短片。 没有人真的知道如何利用电脑制作短片。 但他们非常投入，我要他们在片子里用自己的声音。 那实在是最棒的启发方式 当你要孩子们用他们自己的声音 当你要他们为自己说话， 说那些他们愿意分享的故事。 这项作业的最后一个问题是 你打算怎么利用你自己的生命 去正面的影响其他人 孩子们说出来的那些话 在你询问他们后并花时间倾听那些话后 是非常了不起的。
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快进到宾州，我现在住的地方。 我在科学领导学院教书， 它是富兰克林学院 和费城学区协同的合办的。 我们是一间9年级到级的公立高中， 但我们的教学方式很不一样。 我起初搬到那里 是为了亲身参与一个教学环境 一个可以证实我所理解孩子可以有效学习方式的方式， 一个愿意探索 所有可能性的教学环境 当你愿意放弃 一些过去的标准模式， 放弃我祖母和我父亲上学的那个年代 甚至是我自己念书的那个年代，因为信息的稀缺， 到一个我们正处于信息过剩的时代。 所以你该怎么处理那些环绕在四周的知识你为什么要孩子们来学校如果他们再也不需要特意到学校获得这些知识
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在宾州，我们有一个人人有笔记本的项目， 所以这些孩子每天带着他们笔记本电脑， 带着电脑回家，随时学习知识。 有一件事你需要学着适应的是 当你给了学生工具 让他们可以自主取得知识， 你得适应一个想法 那就是允许孩子失败 把失败视为学习的一部分。 我们现在面对教育大环境 带着一种 迷恋单一解答的文化 一种靠选择题折优的文化， 而我在这里要告诉你们， 这不是学习。 这绝对是个错误 去要求孩子们永远不可以犯错。 要求他们永远都要有正确的解答 而不允许他们去学习。 所以我们实施了这个项目， 这就是这个项目中一件作品。 我几乎从来没有展示过这些 因为我们对于错误与失败的观念。
【采访导读】1993年，比尔·盖茨夫妇把在海滩上散步，做了一个重大的决定：将微软公司挣得的财富回报社会。在与克里斯安德森的谈话中，夫妇俩谈论了他们在比尔和梅琳达·盖茨基金会的工作，他们的婚姻，他们的孩子，他们的失败，还有他们回馈社会获得的满足感。
【采访内容节选】
Melinda Gates: This is in Africa, our very first trip, the first time either of us had ever been to Africa, in the fall of 1993. We were already engaged to be married. We married a few months later, and this was the trip where we really went to see the animals and to see the savanna. It was incredible. Bill had never taken that much time off from work. But what really touched us, actually, were the people, and the extreme poverty. We started asking ourselves questions. Does it have to be like this?
梅琳达·盖茨：这是我们第一次旅行，在非洲拍的。我们俩都是第一次去非洲，那是1993年的秋天，我们已经订婚。几月后，我们结婚了，我们想通过这次旅行看看野生动物和热带草原。真是太美了。比尔和我从来没有放过这么长的假。但是真正让我们深受触动的是那儿的人，那儿的贫穷。我们开始扪心自问，一切只能是这样吗？
Bill Gates: Well, we decided that we'd pick two causes, whatever the biggest inequity was globally, and there we looked at children dying, children not having enough nutrition to ever develop, and countries that were really stuck, because with that level of death, and parents would have so many kids that they'd get huge population growth, and that the kids were so sick that they really couldn't be educated and lift themselves up. So that was our global thing, and then in the U.S., both of us have had amazing educations, and we saw that as the way that the U.S. could live up to its promise of equal opportunity is by having a phenomenal education system, and the more we learned, the more we realized we're not really fulfilling that promise.
比尔·盖茨：我们决定选择两个方面：任何世界上最不公平的事，这指的是垂死的儿童，营养跟不上的儿童，因为高死亡率发展停滞不前的国家，国家人口剧长，孩子病得太重，他们没法受教育养活自己。这是世界的情况，而在美国，我们夫妻俩都受过良好的教育，我们看到美国实现“机会平等”这一承诺的途径就是其良好的教育体系。我们了解的越多，就越深刻地意识到我们并没有完全兑现我们的承诺。
So this is a story largely of vaccines. Smallpox was killing a couple million kids a year. That was eradicated, so that got down to zero. Measles was killing a couple million a year. That's down to a few hundred thousand. Anyway, this is a chart where you want to get that number to continue, and it's going to be possible, using the science of new vaccines, getting the vaccines out to kids. We can actually accelerate the progress.
所以这个故事主要说的是疫苗。以前，每年有几百万的儿童死于天花。现在我们摆脱它了，死亡数变成了零。每年有百万人死于麻疹，现在这个数字是几十万。总之，在这张图表中，如果你让数字继续下去，就有可能利用新疫苗技术为儿童提供疫苗。我们可以加快这个进程。
Because we built this thing together from the beginning, it's this great partnership. I had that with Paul Allen in the early days of Microsoft. I had it with Steve Ballmer as Microsoft got bigger, and now Melinda, and in even stronger, equal ways, is the partner, so we talk a lot about which things should we give more to, which groups are working well? … …She's got a lot of insight. She'll sit down with the employees a lot. We'll take the different trips she described. So there's a lot of collaboration. I can't think of anything where one of us had a super strong opinion about one thing or another?
因为我们从零开始建立了它，这是一种绝妙的伙伴关系。微软早期，我曾和保罗·艾伦有那种伙伴关系。微软的成长期我有史蒂夫·巴摩，现在微软更强了，梅琳达以一种更稳固，更平等的方式成为了我的伙伴。我们谈论了很多，哪些事情更应该重视，哪一个团队运作的很好？她有很多深刻见解。她能和员工打成一片。我们各自出行，就像她说的，我们也有很多合作。我想不出有哪件事一方的主张特别强烈。
Well, I would say a huge lesson for us out of the early work is we thought that these small schools were the answer, and small schools definitely help. They bring down the dropout rate. They have less violence and crime in those schools. But the thing that we learned from that work, and what turned out to be the fundamental key, is a great teacher in front of the classroom. If you don't have an effective teacher in the front of the classroom, I don't care how big or small the building is, you're not going to change the trajectory of whether that student will be ready for college.
我想说的是一个深刻的教训，工作早期，我们以为小规模的学校就是解决办法，当然小规模学校有一定作用，可以减少辍学率。学校内的暴力事件和犯罪比较低。但是我们从工作中学到的，也是最重要的一件事就是课堂上必须有个好老师。如果没有有效率的老师，无论教室大或小，你都不可能改变学生是否已经准备好上大学的轨迹。
ted励志演讲2017
假如生活是一本书，而你是作者，那么你会希望自己编写出怎样的故事？而当年正是这个想法改变了我的人生。
我在炎热的拉斯维加斯的沙漠中长大，我所向往的是自由自在的生活。我做着周游世界的白日梦，想象着能够住在下雪的地方，并把所有想讲的故事一一拍摄出来。19岁那年，高中毕业后的一天，我真的去了下雪的地方，成为了一名按摩治疗师。这份工作只需要用到手，旁边就是按摩桌。那时的我能去任何地方。这是人生中第一次，我感到自由、独立、安全。生活就在我的掌控之中。
但这时我的生活出现了逆转。一天我感觉自己的了流感便提早回到了家，可是不到24小时，我住进了医院，要靠呼吸机维持生命，并且被告知只有不到2%的存活可能。几天之后，我陷入了昏迷，医生诊断为病毒性脑膜炎，一种疫苗可以预防的血液感染。在接下去的两个半月里，我失去了脾脏、肾脏，失去了左耳的听力，两腿膝盖以下被截肢。当我的父母用轮椅把我从医院推出来的时候，我感觉自己像是被拼起来的玩具人。
那时我以为最坏的日子已经结束了，但是几周之后，当我第一次看到我的新腿，这才意识到远没有结束。我的支撑棒是笨重的金属块，它用管子与踝关节和黄色的橡胶脚固定在一起，从脚趾到踝关节上凸出来的橡胶线，看上去像静脉。我不知道自己想要什么，但绝对不会是这个。当时我的妈妈在我身旁，我们抱头痛哭，泪如雨下。
后来，我戴上这粗短的腿站了起来，那可真是太疼了，行动也不利索。我在想，天哪，我要怎么靠这些假肢周游世界？怎么过我想要的充满奇遇和有故事的生活？怎么再去滑雪？那天一到家我就爬上了床。此后几个月，生活都如此，我彻底失去了信念，逃避现实，对假肢置之不理，我在身体上和精神上彻底地崩溃了。
但是我知道，生活总要继续，为了过下去，我必须得跟过去的amy告别，学着接纳新的amy。我忽然明白，我的身高不必再是固定的5英尺5英寸(1.68m)，相反，我想多高就多高，想多矮就多矮，这完全取决于我跟谁约会。如果我去滑雪，那么脚再也不会被冻到。最大的好处是，我的脚能做成任意大小，穿进商场里的任何打折靴子。我做到了，这是没脚的好处！
这时我问自己，生活该怎么过？假如我的人生是一本书，而我是作者，那么我希望自己拥有怎样的故事？我开始做白日梦，我梦到和小时候一样，幻想自己优雅地走来走去，可以自由地帮助身边的其他人，可以去快乐地滑雪。我不能眼睁睁看着自己一点点消磨时间，我要去感觉，去感觉风拂过我的面庞，感觉我的心跳加速。似乎从那时开始，我的人生开始了新的 篇章。
四个月后，我回到了滑雪场，事情没有想象中那么顺利，我的膝盖和踝关节没办法弯曲。在上行的索道上，有一刻我吓到了所有的滑雪者，我的脚和滑雪板绑在一起飞下了山坡，可我还在山顶上。我当时很震惊，和其他滑雪者一样震惊，但是没有灰心。我知道只有找到合适的脚，我才能再来滑雪。这一次我学到，我们人生的局限和障碍，只会造成两种结局：要么让我们停滞不前，要么逼我们迸发出巨大的创造力。
我研究了一年，依然没有弄清楚要用哪种脚，也没找到任何能帮到我的厂商，所以我决定自己做。我和我的假肢制造商一起随机地装配零件，我们做了一双能滑雪的脚。你看，生锈的螺栓、橡胶、木头和亮粉色胶带，虽然简陋但我能变换指甲油的颜色哦！这些假肢是我收到最好的21岁生日礼物。
后来我爸爸给了我一个肾，让我又可以追梦了。我开始滑雪，回去工作，然后回到学校。在XX年的时候我参与投资了一个专为青年残疾人服务的非营利组织，让他们能参与到极限运动中来。后来，我有幸去到南非，帮助那里成千上万的孩子穿上鞋子使他们能够走路上学。再后来，去年二月，我赢回两座世界滑雪锦标赛金牌，这使我成为世界上滑雪排名最高的女残疾选手。
XX年前，我失去了双脚，我不知道能做什么。但如果今天你问我，是否愿意回头，让我的人生再回到原来的轨道，我的答案是：no!因为我的脚没有让我失去能力，而是逼我依靠自己的想象力，相信各种可能性，让我相信想象力可以作为工具，打破任何藩篱。因为在我们的意识深处，我们可以做任何事，成为任何人。所以请永远地相信梦想，直面恐惧。让我们活出自我，超越极限！
虽然今天的主题是关于创新，我的故事看似跑题，但我不得不说，在我的人生里，创新是唯一的可能。因为我的经历让我了解到，那些痛苦与厄运看似是生活的终结，但也正是想象力和故事开始的地方。
所以我今天想告诉你们的是，不要把人生中的挑战和困难当做坏事，相反你应从正面去看待它们，让它们作为点亮你我想象力的美好礼物。它会帮助我们超越自我、飞跃藩篱，看人生的阻碍到底能为我们带来哪种惊喜。
励志的名言警句
1、一个有志气的人，他为之奋斗的目标应该是远大的，高尚的，而决不是被私利障住眼睛的懦夫。——殷庆功
2、燕雀安知鸿鹄之志。——司马迁
3、失败也是我需要的，它和成功对我一样有价值。——爱迪生
4、面对悬崖峭壁，一百年也看不出一条缝来，但用斧凿，36、得进一寸进一寸，得进一尺进一尺，不断积累，飞跃必来，突破随之。——华罗庚
5、什么叫做失败？失败是到达较佳境地的第一步。——菲里浦斯
6、志不可一日坠，心不可一日放。——王豫
7、凡事都要脚踏实地去作，不驰于空想，不骛于虚声，而惟以求真的态度作踏实的工夫。以此态度求学，则真理可明，以此态度作事，则功业可就。——李大钊
8、锲而舍之，朽木不折；锲而不舍，金石可镂。——荀况
9、天才是百分之一的灵感加百分之九十九的汗水。——爱迪生
10、三军可夺帅也，匹夫不可夺志也。——孔丘
11、进则安居以行其志，退则安居以修其所未能，则进亦有为，退亦有为也。——张养浩
12、船在汹涌的波浪中行驶，固然是危险的事，但只要把舵者善于应付，未尝不可化险为夷，渡过大洋，安登彼岸。一个年轻人的就业，也是如此，四周都为困难所包围，你得镇静应付，把层层障碍打破，便发现你的康庄大道。你须知道，老天决不辜负有心人的上进志向，除非你畏难苟安，无毅力应付，结果才覆败。——戴尔·卡耐基
13、人无善志，虽勇必伤。——《淮南子》
14、虽有天下易生之物也，一日曝之，十日寒之，未有能生者也。——孟轲
15、目标越接近，困难越增加。——歌德
16、真正的才智是刚毅的志向。——拿破仑
17、当我们只遇到逆风行舟的时候，我们调整航向迂回行驶就可以了；但是，当海面上波涛汹涌，而我们想停在原地的时候，那就要抛锚。当心啊，年轻的舵手，别让你的缆绳松了，别让你的船锚动摇，不要在你没有发觉以前，船就漂走了。——卢梭
18、愿相会于中华腾飞世界时。——周恩来
19、会当凌绝顶，一览众山小。——杜甫
20、一个人的人生幸福，只靠道德方面的努力是不够的，我们必须经常描绘自己将来的幸福形象，并依靠万能的潜意识来帮忙实现。潜意识一旦接受事情后，就会想尽办法去实现它，之后你只要安心等待，就可以了。——世界着名研究精神法则、潜意识权威 乔瑟夫·摩菲
21、盛年不重来，一日难再晨，及时宜自勉，岁月不待人。——陶潜
22、只有把抱怨环境的心情，化为上进的力量，才是成功的保证。——罗曼·罗兰
23、白首壮心驯大海，青春浩气走千山。——林伯渠
24、勿问成功的秘诀为何，且尽全力做你应该做的事吧。——美华纳
25、古之立大事者，不惟有超世之才，亦必有坚忍不拔之志。——苏轼
over the ne_t five minutes, my intention is to transform your relationship with sound. let me start with the observation that most of the sound around us is accidental, and much of it is unpleasant. (traffic noise) we stand on street corners, shouting over noise like this, and pretending that it doesn't e_ist. well, this habit of suppressing sound has meant that our relationship with sound has become largely unconscious.
there are four major ways sound is affecting you all the time, and i'd like to raise them in your consciousness today. first is physiological. (loud alarm clocks) sorry about that. i've just given you a shot of cortisol, your fight/flight hormone. sounds are affecting your hormone secretions all the time, but also your breathing, your heart rate -- which i just also did -- and your brainwaves.
it's not just unpleasant sounds like that that do it. this is surf. (ocean waves) it has the frequency of roughly 12 cycles per minute. most people find that very soothing, and, interestingly, 12 cycles per minute is roughly the frequency of the breathing of a sleeping human. there is a deep resonance with being at rest. we also associate it with being stress-free and on holiday.
the second way in which sound affects you is psychological. music is the most powerful form of sound that we know that affects our emotional state. (albinoni's adagio) this is guaranteed to make most of you feel pretty sad if i leave it on. music is not the only kind of sound, however, which affects your emotions.
natural sound can do that too. birdsong, for e_ample, is a sound which most people find reassuring. (birds chirping) there is a reason for that. over hundreds of thousands of years we've learned that when the birds are singing, things are safe. it's when they stop you need to be worried.
the third way in which sound affects you is cognitively. you can't understand two people talking at once (“if you're listening to this version of”) (“me you're on the wrong track.”) or in this case one person talking twice. try and listen to the other one. (“you have to choose which me you're going to listen to.”)
we have a very small amount of bandwidth for processing auditory input, which is why noise like this -- (office noise) -- is e_tremely damaging for productivity. if you have to work in an open-plan office like this, your productivity is greatly reduced. and whatever number you're thinking of, it probably isn't as bad as this. (ominous music) you are one third as productive in open-plan offices as in quiet rooms. and i have a tip for you. if you have to work in spaces like that, carry headphones with you, with a soothing sound like birdsong. put them on and your productivity goes back up to triple what it would be.
the fourth way in which sound affects us is behaviorally. with all that other stuff going on, it would be amazing if our behavior didn't change. (techno music inside a car) so, ask yourself: is this person ever going to drive at a steady 28 miles per hour? i don't think so. at the simplest, you move away from unpleasant sound and towards pleasant sounds. so if i were to play this -- (jackhammer) -- for more than a few seconds, you'd feel uncomfortable; for more than a few minutes, you'd be leaving the room in droves. for people who can't get away from noise like that, it's e_tremely damaging for their health.
and that's not the only thing that bad sound damages. most retail sound is inappropriate and accidental, and even hostile, and it has a dramatic effect on sales. for those of you who are retailers, you may want to look away before i show this slide. they are losing up to 30 percent of their business with people leaving shops faster, or just turning around on the door. we all have done it, leaving the area because the sound in there is so dreadful.
i want to spend just a moment talking about the model that we've developed, which allows us to start at the top and look at the drivers of sound, analyze the soundscape and then predict the four outcomes i've just talked about. or start at the bottom, and say what outcomes do we want, and then design a soundscape to have a desired effect. at last we've got some science we can apply. and we're in the business of designing soundscapes.
just a word on music. music is the most powerful sound there is, often inappropriately deployed. it's powerful for two reasons. you recognize it fast, and you associate it very powerfully. i'll give you two e_amples. (first chord of the beatles' “a hard day's night”) most of you recognize that immediately. the younger, maybe not. (laughter) (first two notes of “jaws” theme) and most of you associate that with something! now, those are one-second samples of music. music is very powerful. and unfortunately it's veneering commercial spaces, often inappropriately. i hope that's going to change over the ne_t few years.
let me just talk about brands for a moment, because some of you run brands. every brand is out there making sound right now. there are eight e_pressions of a brand in sound. they are all important. and every brand needs to have guidelines at the center. i'm glad to say that is starting to happen now. (intel ad jingle) you all recognize that one. (nokia ringtone) this is the most-played tune in the world today. 1.8 billion times a day, that tune is played. and it cost nokia absolutely nothing.
just leave you with four golden rules, for those of you who run businesses, for commercial sound. first, make it congruent, pointing in the same direction as your visual communication. that increases impact by over 1,100 percent. if your sound is pointing the opposite direction, incongruent, you reduce impact by 86 percent. that's an order of magnitude, up or down. this is important. secondly, make it appropriate to the situation. thirdly, make it valuable. give people something with the sound. don't just bombard them with stuff. and, finally, test and test it again. sound is comple_. there are many countervailing influences. it can be a bit like a bowl of spaghetti: sometimes you just have to eat it and see what happens.
so i hope this talk has raised sound in your consciousness. if you're listening consciously, you can take control of the sound around you. it's good for your health. it's good for your productivity. if we all do that we move to a state that i like to think will be sound living in the world. i'm going to leave you with a little bit more birdsong. (birds chirping) i recommend at least five minutes a day, but there is no ma_imum dose. thank you for lending me your ears today. (applause)
I was one of the only kids in college who had a reason to go to the P.O. bo_ at the end of the day, and that was mainly because my mother has never believed in email, in Facebook, in te_ting or cell phones in general. And so while other kids were BBM-ing their parents, I was literally waiting by the mailbo_ to get a letter from home to see how the weekend had gone, which was a little frustrating when Grandma was in the hospital, but I was just looking for some sort of scribble, some unkempt cursive from my mother.
And so when I moved to New York City after college and got completely sucker-punched in the face by depression, I did the only thing I could think of at the time. I wrote those same kinds of letters that my mother had written me for strangers, and tucked them all throughout the city, dozens and dozens of them. I left them everywhere, in cafes and in libraries, at the U.N., everywhere. I blogged about those letters and the days when they were necessary, and I posed a kind of crazy promise to the Internet: that if you asked me for a hand-written letter, I would write you one, no questions asked. Overnight, my inbo_ morphed into this harbor of heartbreak -- a single mother in Sacramento, a girl being bullied in rural Kansas, all asking me, a 22-year-old girl who barely even knew her own coffee order, to write them a love letter and give them a reason to wait by the mailbo_.
Well, today I fuel a global organization that is fueled by those trips to the mailbo_, fueled by the ways in which we can harness social media like never before to write and mail strangers letters when they need them most, but most of all, fueled by crates of mail like this one, my trusty mail crate, filled with the scriptings of ordinary people, strangers writing letters to other strangers not because they're ever going to meet and laugh over a cup of coffee, but because they have found one another by way of letter-writing.
But, you know, the thing that always gets me about these letters is that most of them have been written by people that have never known themselves loved on a piece of paper. They could not tell you about the ink of their own love letters. They're the ones from my generation, the ones of us that have grown up into a world where everything is paperless, and where some of our best conversations have happened upon a screen. We have learned to diary our pain onto Facebook, and we speak swiftly in 140 characters or less.
But what if it's not about efficiency this time? I was on the subway yesterday with this mail crate, which is a conversation starter, let me tell you. If you ever need one, just carry one of these. (Laughter) And a man just stared at me, and he was like, “Well, why don't you use the Internet?” And I thought, “Well, sir, I am not a strategist, nor am I specialist. I am merely a storyteller.” And so I could tell you about a woman whose husband has just come home from Afghanistan, and she is having a hard time unearthing this thing called conversation, and so she tucks love letters throughout the house as a way to say, “Come back to me. Find me when you can.” Or a girl who decides that she is going to leave love letters around her campus in Dubuque, Iowa, only to find her efforts ripple-effected the ne_t day when she walks out onto the quad and finds love letters hanging from the trees, tucked in the bushes and the benches. Or the man who decides that he is going to take his life, uses Facebook as a way to say goodbye to friends and family. Well, tonight he sleeps safely with a stack of letters just like this one tucked beneath his pillow, scripted by strangers who were there for him when.
These are the kinds of stories that convinced me that letter-writing will never again need to flip back her hair and talk about efficiency, because she is an art form now, all the parts of her, the signing, the scripting, the mailing, the doodles in the margins. The mere fact that somebody would even just sit down, pull out a piece of paper and think about someone the whole way through, with an intention that is so much harder to unearth when the browser is up and the iPhone is pinging and we've got si_ conversations rolling in at once, that is an art form that does not fall down to the Goliath of “get faster,” no matter how many social networks we might join. We still clutch close these letters to our chest, to the words that speak louder than loud, when we turn pages into palettes to say the things that we have needed to say, the words that we have needed to write, to sisters and brothers and even to strangers, for far too long. Thank you. (Applause) (Applause)
Teachers need real feedback
老师需要真正的教学反馈
Everyone needs a coach.
It doesn't matter whether you're a basketball player, a tennis player, a gymnast or a bridge player.
(Laughter)
每一个人都需要一位教练。
无论你是篮球运动员， 网球运动员，体操选手 或者是打桥牌的。
(笑声)
My bridge coach, Sharon Osberg, says there are more pictures of the back of her head than anyone else's in the world.
(Laughter) Sorry, Sharon.
Here you go.
我的桥牌教练，Sharon Osberg， 说包含她后脑勺的照片 比世界上其他任何人的都多。
(笑声) 抱歉，Sharon。
这张应该可以了。
We all need people who will give us feedback.
That's how we improve.
Unfortunately, there's one group of people who get almost no systematic feedback to help them do their jobs better, and these people have one of the most important jobs in the world.
I'm talking about teachers.
When Melinda and I learned how little useful feedback most teachers get, we were blown away.
Until recently, over 98 percent of teachers just got one word of feedback: Satisfactory.
If all my bridge coach ever told me was that I was “satisfactory,” I would have no hope of ever getting better.
How would I know who was the best? How would I know what I was doing differently? Today, districts are revamping the way they evaluate teachers, but we still give them almost no feedback that actually helps them improve their practice.
Our teachers deserve better.
The system we have today isn't fair to them.
It's not fair to students, and it's putting America's global leadership at risk.
So today I want to talk about how we can help all teachers get the tools for improvement they want and deserve.
我们都需要能给我们反馈信息的人。
这是我们不断自我发展的方式。
遗憾的是，有一群人几乎收不到系统化的反馈信息来提高他们的工作效率， 而这一群人从事着世界上最重要的职业之一。
我指的就是老师们。
当Melinda和我了解到 大部分老师得到的有用的反馈有多么少时， 我们惊呆了。
直到最近，超过98%的老师 得到的反馈只包含一个词： 满意。
如果我的桥牌教练只跟我说 我的表现“令人满意”， 我永远也不可能变得更好。
我怎么知道谁是最好的？ 我怎么知道什么事我做的和别人不一样？ 现在，各个校区都在改进 评估教师的方式， 但是我们仍给他们很少能够 提高他们工作水平的反馈信息。
我们的教师应该受到更好的对待。
今天我们在用的系统对他们不公平。
这系统对学生也不公平， 而且置美国的全球领导地位于水深火热之中。
因此今天我想讲讲我们如何能帮助所有的老师 获得他们想要而且值得获得的提高自己的工具。
Let's start by asking who's doing well.
Well, unfortunately there's no international ranking tables for teacher feedback systems.
So I looked at the ountries whose students erform well academically, and looked at what they're doing to help their teachers improve.
Consider the rankings for reading proficiency.
The U.S.isn't number one.
We're not even in the top 10.
We're tied for 15th with Iceland and Poland.
Now, out of all the places that do better than the U.S.
in reading, how many of them have a formal system for helping teachers improve? Eleven out of 14.
The U.S.
is tied for 15th in reading, but we're 23rd in science and 31st in math.
So there's really only one area where we're near the top, and that's in failing to give our teachers the help they need to develop their skills.
我们先来问问谁做得比较好。
遗憾的是，国际上没有一个用来给评估老师的系统分等级的标准。
所以我看了看那些拥有学术表现非常好的学生的国家， 然后看看他们在做什么 来帮助他们的教师提高教学水平。
我们来看看阅读水平的排名。
美国并不是第一。
我们甚至连前十都没能进入。
我们和冰岛以及波兰并列排名第15名。
在阅读水平方面 做得比美国出色的地方中 又有多少个拥有能帮助教师提高自己的正规流程？ 11个。
在阅读方面美国并列第15名， 但在科学与数学方面我们分别排在第23名与第31名。
因此我们只有一个方面排名比较靠前， 而那就是无法提供给教师 发展自己所需要的帮助。
Let's look at the best academic performer: the province of Shanghai, China.
Now, they rank number one across the board, in reading, math and science, and one of the keys to Shanghai's incredible success is the way they help teachers keep improving.
They made sure that younger teachers get a chance to watch master teachers at work.
They have weekly study groups, where teachers get together and talk about what's working.
They even require each teacher to observe and give feedback to their colleagues.
我们来看看学业上表现最好的地区： 中国的上海。
他们在阅读，数学以及科学等所有方面排名都是第一， 而上海能有这种令人惊讶的成功的关键之一就在于他们帮助教师不断自我发展的方式。
他们确保年轻的教师有机会看到资深教师授课。
他们每周都有让老师聚在一起并讨论哪些教学方法比较有用的学习会。
他们甚至要求每位老师观察他的同事并给他们反馈信息。
You might ask, why is a system like this so important? It's because there's so much variation in the teaching profession.
Some teachers are far more effective than others.
In fact, there are teachers throughout the country who are helping their students make extraordinary gains.
If today's average teacher could become as good as those teachers, our students would be blowing away the rest of the world.
So we need a system that helps all our teachers be as good as the best.
也许你会问，为什么这样的系统那么重要？ 这是因为在教师这个职业中有太多的不同。
有的教师的教学效率远远超过其他教师。
事实上，在全国各地有一些老师正在帮助他们的学生实现难以想象的巨大进步。
如果今天的普通老师能和那些老师一样好， 我们的学生就可以在全世界独领风骚了。
因此我们需要一个能使我们每一位教师和最好的教师一样好的系统。
What would that system look like? Well, to find out, our foundation has been working with 3,000 teachers in districts across the country on a project called Measures of Effective Teaching.
We had observers watch videos of teachers in the classroom and rate how they did on a range of practices.
For example, did they ask their students challenging questions? Did they find multiple ways to explain an idea? We also had students fill out surveys with questions like, “Does your teacher know when the class understands a lesson?” “Do you learn to correct your mistakes?”
这样一个系统会是什么样子的？ 为了查明这个事情，我们的基金会和全国各个校区的3000多名老师合作开展了一个叫“有效教育方式”(MET)的项目。
我们派遣观察员观看老师在教学中的录像 并且评估他们所做的一系列事情。
举例来说，他们有没有问学生 具有挑战性的问题？ 他们有没有找到多种方式来解释一个概念？ 我们也让学生做包含如 “你的老师是否知道 整个班级听懂了一堂课？” “你是否学会了改正错误？”等问题的问卷。
And what we found is very exciting.
First, the teachers who did well on these observations had far better student outcomes.
So it tells us we're asking the right questions.
And second, teachers in the program told us that these videos and these surveys from the students were very helpful diagnostic tools, because they pointed to specific places where they can improve.
I want to show you what this video component of MET looks like in action.
(Music)(音乐)
结果令我们非常惊喜。
首先，在这些评测中表现很好的老师所教出来的学生也更好。
这说明我们问的问题是对的。
其次，参与这个项目的老师告诉我们 这些录像以及向学生发放的调查问卷是非常有用的诊断工具， 因为它们指明了教师们能够改进的具体环节。
我想让你们看看MET中的视频部分 是什么样的。
(Video) Sarah Brown Wessling: Good morning everybody.
Let's talk about what's going on today.
To get started, we're doing a peer review day, okay? A peer review day, and our goal by the end of class is for you to be able to determine whether or not you have moves to prove in your essays.
(录像)Sarah Brown Wessling: 大家早上好。
让我们说说今天干些什么。
首先，今天将会是一个“同学互评日”。
这个“同学互评日”的目的就是在下课前 大家可以好好判断 自己作文是不是经得起推敲。
My name is Sarah Brown Wessling.
I am a high school English teacher at Johnston High School in Johnston, Iowa.
我在爱荷华州的Johnston的Johnston高中担任英语老师。
Turn to somebody next to you.
Tell them what you think I mean when I talk about moves to prove.
I've talk about --
转向你们身边的一个人。
告诉他们你认为我说“经得起推敲”时我是什么意思。
我曾说过--
I think that there is a difference for teachers between the abstract of how we see our practice and then the concrete reality of it.
我认为对于老师而言， 我们对我们的表现的抽象看法 和实际情况是有区别的。
Okay, so I would like you to please bring up your papers.
好的，请你们拿出你们的纸张。
I think what video offers for us is a certain degree of reality.
You can't really dispute what you see on the video, and there is a lot to be learned from that, and there are a lot of ways that we can grow as a profession when we actually get to see this.
I just have a flip camera and a little tripod and invested in this tiny little wide-angle lens.
At the beginning of class, I just perch it in the back of the classroom.
It's not a perfect shot.
It doesn't catch every little thing that's going on.
But I can hear the sound.
I can see a lot.
And I'm able to learn a lot from it.
So it really has been a simple but powerful tool in my own reflection.
我认为视频给我们展现了某种程度的现实。
你无法对你在视频中看到的表示异议， 你从中能学到很多， 而且当我们看到它时我们看到有很多方式 能让我们的职业水平更上一层楼。
我只有这个轻按相机和这个小小的三脚架 并再花了一点钱买了这个微小的广角镜。
在开始上课的时候，我就把相机放在教室的后面。
视角并非完美。
它没法捕捉到发生的每一件事。
但我能听见声音。
我能看到很多。
而且我能从中学到很多。
因此它成了一个用于自我反思的简单而强大的工具。
All right, let's take a look at the long one first, okay?
好的，我们先看看比较长的一段，怎么样？
Once I'm finished taping, then I put it in my computer, and then I'll scan it and take a peek at it.
If I don't write things down, I don't remember them.
一旦录完了，我就把它放到电脑里， 扫描一下然后看一眼。
如果我不把东西写下来我就无法记住它们。
So having the notes is a part of my thinking process, and I discover what I'm seeing as I'm writing.
I really have used it for my own personal growth and my own personal reflection on teaching strategy and methodology and classroom management, and just all of those different facets of the classroom.
因此记笔记也是我思考过程中的一部分， 而当我在做记录时我也就发现了我在看的是什么。
我把它用于我的个人成长 以及关于教学方式， 教学原则，课堂管理等 各种各样的和课堂有关的方面的个人反思。
I'm glad that we've actually done the process before so we can kind of compare what works, what doesn't.
我很高兴我们以前做过类似的事情 所以我们能通过比较得出孰优孰劣。
I think that video exposes so much of what's intrinsic to us as teachers in ways that help us learn and help us understand, and then help our broader communities understand what this complex work is really all about.
I think it is a way to exemplify and illustrate things that we cannot convey in a lesson plan, things you cannot convey in a standard, things that you cannot even sometimes convey in a book of pedagogy.
我觉得视频揭示了 大量的所对我们老师而言 从根本上帮助我们学习和理解的方式方法， 并且也帮助社会理解这个复杂的工作究竟是干嘛的。
我认为这展现了一些事情 他们是我们无法用教学计划， 一个标准，甚至一个关于教育学的。书 来表达的。
Alrighty, everybody, have a great weekend.
I'll see you later.
好了，大家，祝你们周末愉快。
下次见。
[Every classroom could look like that]
[每一个教室都能像那样]
(Applause)(掌声)
Bill Gates: One day, we'd like every classroom in America to look something like that.
But we still have more work to do.
Diagnosing areas where a teacher needs to improve is only half the battle.
We also have to give them the tools they need to act on the diagnosis.
If you learn that you need to improve the way you teach fractions, you should be able to watch a video of the best person in the world teaching fractions.
比尔 盖茨：我们希望有一天全美的教室 都可以像这样。
但我们还有很多事要做。
梳理出一位老师在什么地方需要改进 只是战斗的一半。
我们还要给他们能让他们基于诊断结果 采取措施的工具。
如果你知道你要提高自己 教分数的方式， 你应该可以看一段 世上最好的人教分数的视频。
So building this complete teacher feedback and improvement system won't be easy.
For example, I know some teachers aren't immediately comfortable with the idea of a camera in the classroom.
That's understandable, but our experience with MET suggests that if teachers manage the process, if they collect video in their own classrooms, and they pick the lessons they want to submit, a lot of them will be eager to participate.
所以说建立一个完整的能给予老师 反馈信息以及自我发展手段的系统不会简单。
比如说，我知道一些老师 对于在教室中放一个摄像机这样的想法 感到不舒适。
这是可以理解的，但是我们在MET中的经验 说明了如果老师们能忍受这一个过程， 如果他们在教室中录制视频， 然后选择他们想提交的视频， 很多老师会踊跃参与。
Building this system will also require a considerable investment.
Our foundation estimates that it could cost up to five billion dollars.
Now that's a big number, but to put it in perspective, it's less than two percent of what we spend every year on teacher salaries.
建立这样一个体系也会需要大量的投资。
我们的基金会估计会花费多至50亿美元。
这是一个庞大的数字，但如果我们换一个视角来看， 这比我们每年付给老师的工资 的2%还要少。
The impact for teachers would be phenomenal.
We would finally have a way to give them feedback, as well as the means to act on it.
这样一个系统对于老师的影响是无法估量的。
我们终于会有一个能给他们反馈信息， 并让他们照此采取措施的方式。
But this system would have an even more important benefit for our country.
It would put us on a path to making sure all our students get a great education, find a career that's fulfilling and rewarding, and have a chance to live out their dreams.
This wouldn't just make us a more successful country.
It would also make us a more fair and just one, too.
但是这样一个系统对我们国家 的好处会更大。
它会让我们走上一条能确保 我们的学生能收到良好教育， 找到一份报酬丰厚而且令人满意的事业， 并且让他们有机会实现自己的梦想的道路。
这不仅会使我们的国家更成功。
这也会使我们的国家更充满公平与正义。
I'm excited about the opportunity to give all our teachers the support they want and deserve.
I hope you are too.
我为能给老师们 他们想要且应得的支援的机会感到欣喜。
我希望大家也是。
谢谢。
Thank you.