本系列英文內(nèi)容來自https://www.edx.org/course/the-science-of-learning-what-every-teacher-should-know羽峰，翻譯是自己練習(xí)趟咆，如有發(fā)現(xiàn)不妥請(qǐng)批評(píng)指正添瓷！
Growth Mindsets & Learning
成長(zhǎng)思維與學(xué)習(xí)
How many times have you heard someone say, I'm just not good at math? Or, I'm terrible at this, I will never get it.
你有多少次聽到有人說，我不擅長(zhǎng)數(shù)學(xué)值纱？或者鳞贷，我數(shù)學(xué)很糟糕，我永遠(yuǎn)都學(xué)不會(huì)虐唠。
What about, oh, you're a natural at that, or, she's such a gifted musician.
還有搀愧，哦，你天生擅長(zhǎng)那個(gè)疆偿，或者咱筛，她是一個(gè)如此天才的音樂家。
These statements represent a point of view that assumes high performance and achievement are due mostly to talent, innate ability, or intelligence.
這些陳述代表了一種觀點(diǎn)杆故，假設(shè)高績(jī)效和成就主要是由于人才迅箩，先天能力或智力〈︻酰【英語帶著assume說明這后面的是假設(shè)的不是事實(shí)饲趋，中文無法區(qū)別】
Students may even believe those are qualities we're either born with or not.
學(xué)生甚至可能會(huì)相信這些是我們本質(zhì)，不論是否生來就具有的撤蟆。
Stanford professor Carol Dweck and her collaborators call this perspective a fixed mindset.
斯坦福大學(xué)教授卡羅爾Dweck和她的合作者稱這種觀點(diǎn)是固定思維奕塑。
The belief that our level of ability or intelligence is essentially unchanging, and that some simply have more than others.
我們認(rèn)為我們的能力或智力水平基本上不變，而且有些人天生比其他人擁有更多的能力家肯。
On the other hand, you've probably also heard people say things like, I know I can get better at this.
另一方面龄砰，你可能也聽過人們說過的話，我知道我可以在這方面做得更好息楔。
Just give me a little more time.
多給我一點(diǎn)時(shí)間寝贡。
Or, he got where he is through hard work.
或者，他通過辛勤工作得到了他的位置值依。
Or, she's fearless.
或者圃泡，她是無所畏懼的。
She never seems to worry about making mistakes.
她似乎從不擔(dān)心犯錯(cuò)誤愿险。
These statements reflect an alternate view, one Dweck refers to as a growth mindset.
這些陳述反映了另一種觀點(diǎn)颇蜡，Dweck稱其為成長(zhǎng)性思維。
The belief that ability and intelligence are changeable, and that we can increase them.
相信能力和智慧是可變的辆亏，我們可以使它們成長(zhǎng)风秤。
In other words, this view asserts that high performance is due mostly to hard work and persistence.
換句話說，這種觀點(diǎn)認(rèn)為扮叨，高績(jī)效主要是由于艱苦的工作和堅(jiān)持缤弦。
During the last 30 years, scores of research studies in school settings, often involving rigorous randomized trials, longitudinal tracking, and carefully-controlled interventions, have shown that student mindsets, their beliefs about intelligence and ability, have important implications for their academic performance.
在過去的30年中，在學(xué)校環(huán)境下的研究數(shù)據(jù)（通常包括嚴(yán)格的隨機(jī)試驗(yàn)彻磁，縱向追蹤和仔細(xì)控制的干預(yù)）表明碍沐，學(xué)生的思維方式狸捅，他們對(duì)智力和能力的信念對(duì)他們的學(xué)習(xí)成績(jī)有重要影響。
And among the most striking conclusions is that students who possess a growth mindset, that is, students who believe their intelligence can grow as they learn, frequently perform at higher levels than those who don't.
最引人注目的結(jié)論是累提，擁有成長(zhǎng)性思維的學(xué)生尘喝，即相信自己的智力能夠在學(xué)習(xí)中成長(zhǎng)的學(xué)生，經(jīng)常表現(xiàn)得比那些認(rèn)為智力不會(huì)成長(zhǎng)的學(xué)生更高斋陪。
Let's begin by looking at one of the studies demonstrating that growth mindsets help students learn.
讓我們先看看其中一項(xiàng)研究表明增長(zhǎng)思維能夠幫助學(xué)生學(xué)習(xí)朽褪。
In 2007, researchers from Stanford and Columbia Universities began to follow almost 400 students as they entered junior high school.
2007年，斯坦福大學(xué)和哥倫比亞大學(xué)的研究人員在進(jìn)入初中時(shí)開始追蹤近400名學(xué)生无虚。
Now, any transition like that can prove difficult.
現(xiàn)在缔赠，像這樣的轉(zhuǎn)變可能會(huì)很困難。
As students enter middle school, high school, or college, they're suddenly confronted with increasingly complex and unfamiliar work.
隨著學(xué)生進(jìn)入初中骑科，高中或大學(xué)橡淑，他們突然面臨日益復(fù)雜和陌生的工作。
The whole experience can leave them feeling vulnerable and unsure.
整個(gè)經(jīng)歷可能讓他們感到脆弱和不確定咆爽。
Therefore, it's reasonable to conclude that student mindsets might have some influence on how well they transition.
因此梁棠，有理由得出結(jié)論認(rèn)為，學(xué)生的思維方式可能對(duì)他們過渡的好壞有一定影響斗埂。
To test this hypothesis, these brand-new seventh graders were given an assessment that measured, in a valid and reliable way, whether they possessed fixed or growth mindsets.
為了驗(yàn)證這個(gè)假設(shè)符糊，這些全新的七年級(jí)學(xué)生得到了一個(gè)評(píng)估，以一種有效和可靠的方式衡量他們到底是有固定的還是增長(zhǎng)的思維模式呛凶。
It's important to note the students in both groups had entered junior high with similar achievement scores in math grades in the years prior.
值得注意的是男娄，兩組的學(xué)生在進(jìn)入初中之前的幾年數(shù)學(xué)成績(jī)都很相近⊙。【表達(dá)研究數(shù)據(jù)的可信度模闲，可研究性】
So, what happened to those students over the next two years? Those with growth mindsets showed continuous improvement, while those with fixed mindsets didn't.
那么，接下來兩年這些學(xué)生發(fā)生了什么崭捍？有成長(zhǎng)思維的人表現(xiàn)出持續(xù)的改善尸折，而有固定思維的人則沒有。
Also, as shown in this graph, a gap in their math performances, as measured by grades and achievement, developed and continued to widen between the groups during the two years they were studied.
此外殷蛇，如圖所示实夹，按照年級(jí)和成績(jī)衡量，他們的數(shù)學(xué)成績(jī)差距在他們所研究的兩年期間在各組之間形成并持續(xù)擴(kuò)大粒梦。
The results are striking and important to us as teachers.
結(jié)果對(duì)于作為教師的我們而言非常引人注目非常重要亮航。
What was it that helped some to excel in the midst of challenges, while others lagged behind? Through interviews with the students, the researchers discovered some noteworthy differences.
有什么能幫助一些人在挑戰(zhàn)中脫穎而出将塑，而其他人卻落后了妖异？通過與學(xué)生面談榆浓，研究人員發(fā)現(xiàn)了一些值得注意的差異章蚣。
The growth mindset students valued hard work as a way to improve.
成長(zhǎng)性思維的學(xué)生把努力工作當(dāng)作改善的方式。
If they performed poorly, for example, they more often said they'd work harder the next time, perhaps also trying a different strategy.
例如弯院，如果他們表現(xiàn)不佳枢析，他們更多時(shí)候會(huì)說他們會(huì)在下一次更努力抵乓，也許還會(huì)嘗試不同的策略叼旋〕鸲撸【好像是這樣的，我從來不認(rèn)為自己不能考上LSAT夫植，哪怕這個(gè)考試被妖魔化到一定程度讹剔，所以當(dāng)我做的不好的時(shí)候，我就開始研究自己的學(xué)習(xí)方法详民，以及外部因素延欠，內(nèi)因外因一起作用】
And for them, mistakes and struggle along the way signaled something positive, that they were learning.
對(duì)他們來說，一路上的錯(cuò)誤和奮斗表明了他們正在學(xué)到新知識(shí)的積極的信號(hào)沈跨。
Grades were still important to them, sure, but it was the learning that mattered most.
當(dāng)然由捎，成績(jī)對(duì)他們來說依然重要，但最重要的是學(xué)習(xí)饿凛。
On the other hand, the fixed mindset students felt that smart people didn't have to try hard, and for them, setbacks weren't chances to work harder or differently.
另一方面狞玛，固定心態(tài)的學(xué)生認(rèn)為聰明的人不需要努力【我也曾經(jīng)認(rèn)為天才就是天才，現(xiàn)在改觀了涧窒，天才只是舊有的知識(shí)積累的比我多而已】心肪，對(duì)他們來說，挫折不是更難或不同的工作機(jī)會(huì)纠吴。
Instead, they were a signal of their low ability, something they felt they couldn't much change.
相反硬鞍，他們把挫折當(dāng)成是他們能力低的信號(hào)，他們認(rèn)為他們無法改變戴已。
As a result, these fixed mindset students often responded very differently to difficult situations.
因此固该，這些固定的思維方式的學(xué)生往往對(duì)困難的情況做出的反應(yīng)非常不同。
They often avoided challenges for fear of failure.
由于害怕失敗糖儡，他們經(jīng)常避免挑戰(zhàn)伐坏。
And if they did perform poorly, they were less likely to try harder the next time.
如果他們的表現(xiàn)不佳，他們下次不太可能加倍努力休玩。
In some instances, they even said they would study less in the future.
在某些情況下著淆，他們甚至表示他們未來會(huì)減少學(xué)習(xí)量∷┌蹋【哎呀好可怕的惡性循環(huán)啊】【越是覺得難越是不想碰永部，是不是就是這可怕的思維，還好我懸崖勒馬】
Here's another crucial finding: Other studies have shown that fixed mindset students often hide their effort, worried it will confirm their low ability.
這是另一個(gè)重要的發(fā)現(xiàn)：其他研究表明呐矾，固化思維的學(xué)生經(jīng)常隱藏自己的努力苔埋，擔(dān)心它會(huì)證實(shí)他們的能力低下⊙逊福【嗯所以我把自己的努力公開组橄，時(shí)間和積累的力量是巨大的】
They tend to attribute their failures to external sources, placing the blame on teachers or tests rather than on themselves.
他們傾向于將失敗歸因于外部來源荞膘，將責(zé)任歸咎于教師或考試而不是自己。
And they self-handicap.
他們自我妨礙玉工。
If they don't try hard, then they'll have a comforting reason for later poor performance.
如果他們不努力羽资，那么他們會(huì)為后來的糟糕表現(xiàn)提供一個(gè)令人安慰的理由。
It was no surprise, then, that the two groups of students in the study performed quite differently over those two years, as you can see in the math grades depicted in the graph.
毫不奇怪遵班，正如您在圖表中所描繪的數(shù)學(xué)成績(jī)中所見屠升，在這兩年中，研究中的兩組學(xué)生的表現(xiàn)完全不同狭郑。
Notice that they begin from similar points, but diverge thereafter.
請(qǐng)注意腹暖，他們的分?jǐn)?shù)從類似的起點(diǎn)開始，但之后出現(xiàn)偏離翰萨。
As a teacher, I find this research remarkable.
作為一名教師脏答，我發(fā)現(xiàn)這項(xiàng)研究是非凡的。
Few things are as important in life as pushing through challenges, learning from mistakes, and being willing to risk failure.
生活中幾乎沒有什么事情像挑戰(zhàn)極限亩鬼，從錯(cuò)誤中學(xué)習(xí)殖告，并愿意承擔(dān)失敗的風(fēng)險(xiǎn)一樣重要。
And yet some students, even some of my most capable, too often do just the opposite.
然而辛孵，有些學(xué)生丛肮，即使是我最有能力的一些學(xué)生，也經(jīng)常會(huì)做相反的事情魄缚。
Dweck's framework helps make sense of why students respond in such starkly different ways.
Dweck的框架有助于理解為什么學(xué)生會(huì)有如此完全不同的方式做出回應(yīng)宝与。
If we believe that mistakes are chances to learn, we're more likely to be okay with failure and just try harder the next time.
如果我們相信錯(cuò)誤是學(xué)習(xí)的機(jī)會(huì)，那么我們更有可能在失敗后很好冶匹，下一次就會(huì)更加努力习劫。【從失敗中學(xué)習(xí)嚼隘，傳記的挑選也是诽里，看那些充滿錯(cuò)誤挫折的傳記而不是滿篇歌頌】
But if struggling is a sign that we're not smart and we can't get better, that is a really scary message.
但是，如果掙扎表明我們不聰明飞蛹，我們無法變得更好谤狡，那是一個(gè)非常可怕的信息卧檐。
And so, fixed mindset students may spend enormous energy on ways to not feel bad about themselves, rather on learning and growing.
所以墓懂，固化思維的學(xué)生可能會(huì)花費(fèi)巨大的精力不要對(duì)自己感到不好，而不是去學(xué)習(xí)和成長(zhǎng)霉囚。
We've seen what can happen to students in just two years.
我們已經(jīng)看到在短短兩年內(nèi)學(xué)生會(huì)發(fā)生什么捕仔。【是啊過去那么多年的無效學(xué)習(xí)，可見我浪費(fèi)了多少生命榜跌，but后面還很長(zhǎng)】
Imagine the cumulative effect of a lifetime of such decisions.
想象一下這些決定在一生的累積效應(yīng)闪唆。【是啊前面是一輩子的話钓葫，后面還有幾輩子呢】
So, can we help our students who enter the year with fixed mindsets? The answer seems to be yes.
那么悄蕾，我們可以幫助那些入學(xué)時(shí)帶著固化思維模式的學(xué)生嗎？答案似乎是肯定的瓤逼。
Many studies have focused on interventions, teaching students about the plasticity of the brain and malleability of intelligence, and that effort and hard work lead to higher performance.
許多研究集中于干預(yù)措施笼吟，教導(dǎo)學(xué)生關(guān)于大腦的可塑性和智力的延展性，以及努力和辛勤工作會(huì)導(dǎo)致更高的表現(xiàn)霸旗。
These programs have been delivered in various ways, by teachers, peer mentors, and even online programs, such as Brainology, developed by Dweck and her colleagues.
這些課程以各種方式由教師，同伴導(dǎo)師甚至在線課程（如Dweck及其同事開發(fā)的Brainology）提供戚揭。
The results from over 30 years all point to the growth mindset as a powerful factor in enhancing the performance of a wide variety of students of all ages and backgrounds.
30多年來的結(jié)果都表明诱告，成長(zhǎng)性思維是增強(qiáng)各種年齡和背景的學(xué)生表現(xiàn)的有力因素。
Interventions have even been shown to help close achievement gaps for girls in math, and students of color in a number of academic contexts.
甚至已經(jīng)發(fā)現(xiàn)干預(yù)措施有助于彌補(bǔ)女生在數(shù)學(xué)學(xué)習(xí)上的和許多學(xué)術(shù)背景下的不同種族的學(xué)生的成績(jī)差距民晒。
In his recent book, Peak: Secrets from the New Science of Expertise, Anders Ericcson summarizes a related line of research similar to the role of growth mindset in enhancing our students' academic performance.
在Peak最近出版的書：來自新科學(xué)的秘訣”一書中精居，Anders Ericcson總結(jié)了一系列相似的研究成果，類似于成長(zhǎng)思維在提高學(xué)生學(xué)習(xí)成績(jī)方面的作用潜必。
Ericcson describes decades of research on the development of expertise, revealing that, in almost every domain, it is not innate talent or intelligence that mostly determines whether someone becomes an expert.
Ericcson描述了幾十年來對(duì)專業(yè)知識(shí)發(fā)展的研究靴姿，揭示出幾乎在所有領(lǐng)域，主要決定某人是否成為專家的并不是天生的才能或智慧磁滚。
Rather, Erikkson demonstrates that the primary determiner of why some people develop into world-class experts is actually something he calls deliberate practice.
相反佛吓，Erikkson表明，為什么有些人發(fā)展成為世界級(jí)專家的主要決定因素實(shí)際上是他所謂的刻意練習(xí)垂攘。
Deliberate practice is a special form of learning, and includes regular spaced practice with timely and informative feedback, all invariably overseen by a mentor, coach, or teacher.
刻意練習(xí)是一種特殊的學(xué)習(xí)形式维雇，包括定期的練習(xí)和及時(shí)的信息反饋，所有這些練習(xí)都由導(dǎo)師晒他，教練或老師進(jìn)行總監(jiān)督吱型。
So, what's this have to do with our students? It's true, we're not developing world-class experts in various professional fields, at least not yet.
那么，這與我們的學(xué)生有什么關(guān)系陨仅？確實(shí)津滞，我們不是在各個(gè)專業(yè)領(lǐng)域培養(yǎng)世界級(jí)專家，至少目前還沒有灼伤。
But we are striving to develop expert learners at whatever age we encounter them.
但我們正努力在培養(yǎng)專家級(jí)學(xué)習(xí)者無論我們遇到他們時(shí)他們多大年紀(jì)触徐。【所以什么時(shí)候都不晚饺蔑，這不是雞湯】
And by helping them develop a growth mindset, emphasizing hard work and effective effort, we significantly increase the chances they'll become high performers in school and beyond.
通過幫助他們培養(yǎng)成長(zhǎng)思維锌介，強(qiáng)調(diào)勤奮和有效的努力，我們顯著增加了他們成為學(xué)校內(nèi)外優(yōu)秀表現(xiàn)者的機(jī)會(huì)。
In other words, effective effort in the academic realm is analogous to deliberate practice in the development of expert performers.
換句話說孔祸，學(xué)術(shù)領(lǐng)域的有效努力類似于專家表演者發(fā)展中的刻意練習(xí)隆敢。
Next, we'll discuss strategies for developing the growth mindset in our students.
下次課程，我們將討論在學(xué)生中培養(yǎng)成長(zhǎng)思維的策略崔慧。
