下面向大家介绍的是一位来自 next we have, from
教育研究院的教授 the graduate school of Education
她非常热衷于研究 someone who is very interested in quote
人们是怎样学习的 how people learn things
以及谁能够帮助人们学习 and what anyone can do to help
她是对这一领域批 she is pioneer the work on
判性探索的先锋 the critical exploration
即寻找途径驱使学习 the process of finding ways to drive learners
者径直接触所学 into direct contact with the subject matter
对象的过程 they are studying in
并且寻找到了推动非盈利 and has founded critical explorers on
批判性探索 non-profit
的批判性探索者 to promote critical exploration
我们非常荣幸地欢迎 we are proud to welcome speaking on
Eleanor Duckworth教授给我们带 confusion, play and postponing certainty
来名为 混乱 游戏和确定性延迟 a great inspiration of mind,
这个伟大的鼓舞人心的演讲 professor Eleanor Duckworth
掌声有请 let's here for her
谢谢大家 thank you very much
作为一位教师 as a teacher and the member
以及人类社会的一员 of the human community
我要做一个特定的假设 I make certain assumptions
我假设我们想引导学生前来感受 I assume that we want students to
他们心灵的力量 come to feel the power of their minds
感受他们的创造性能力 and of their creative capacities
我假设你想让学生去理解如何 I assume you want students understanding
变得更加自信和复杂以及他们的 to be deep confident and complex
表达方式如何 and their means of expression
变得多样化和微妙 to be varied and nuanced
我假设你想让学生们 I assume you want students to
发展对社区的 develop the sense of community
责任感 民主承诺 responsibility, democratic commitment
以及社会正义感 and social justice
我对目前院校改革 so I am very disturbed
的政策感到十分困惑 by the current policies labeled school reform
越来越多时间用来考试 more and more time taking tests
越来越少的时间用来学习 less and less time learning
越来越多的简单答案 more and more simple-write answers
越来越少的复杂性 less and less complexity
越来越多的智力习俗 more and more intellectual orthodoxy
越来越少的多样性 less and less diversity as assigned here
我要说 let me say
我非常钦佩教育一些教师 how deeply I admire those school teachers
他们保留了宽广视野 who maintaining larger visions
留在教室里 staying in the classrooms
知道他们的所作所为对学生们 knowing how important to these
意味着什么 to the students for them to be there
尽最大的努力达到他们的极限 doing everything they can to get around the edges
以及去做那些他们需要做的事 while also doing what's required of them
你能为政治目的做得远比 you create more for political purposes
为了教育目的多 than for educational ones also in passing
让我来告诉你 let me point out how few of notice to
联邦计划的名字和追逐胜利 contradiction between
的竞赛之间存在分歧的 the names of federal programs, nor trial left
被人关注的程度 behind and race to the top
是多么的匮乏 race, racing that meeting
更不要说学生 no one behind
被剥夺了接受 neverthelesss to say students have been
良好教育的情况了 deprived of their right to good education
我还想说教师们不仅 I'd also like to say that teachers have been
被剥夺了职业的尊严 deprived not only their professional dignity
还有从事 but for me even more regrettable of knowing
这一职业的乐趣 the joy that their work could bring them
我想谈谈教师们如果不是 I want to talk about how teaching can be
受到很多限制 and even not would be
而是很多支持的话 if teachers were offered support
那将会是一个什么情景 a lot of support instead of a lot of constrains
多年来我还是一个心理系 my question over the years first
学生时的问题 as students of cognitive psychology
然后正如Peter所说 and then the students of teaching as Pete
对学生的教育是教会他们如何 r said is how do people learn things
学习的过程和别人能帮助些什么 and what can anyone do to help
我演讲的题目 混乱 游戏和 and my title, confusion, play and
确定性延迟 postponing certainty
指向一个我所熟知的 names what I have learned
重要的学习和教育 of important characteristics
相关的特性 of learning and teaching
我可以将数量的东西放到前面 I could put figuring things out at head of all
其余的源于我们的研究成果 the others derived from starting point
而且我们的副标题是如果你幸运 and my subtitle is if you are lucky
你就能教学 you'll get to teach
所以我说教育是 so I can say that teaching
帮助人们学习 to be helping people learn
不是直接告诉他们你所知道的 not standing in telling people what you know
我认为教学的关键在于使得 the key as I have seen is the aim for
学习者直接 putting learners directly
接触被学对象的目的 in touch with the subject matter
不是被学对象的文字表述 not with words about the subject matter
这无关乎学习对象和学习者 it's not a matter of mediating
之间的媒介 between the subject matter and the learners
这也无关乎指出他们是如何考虑 it is not a matter of telling them how they
学习对象的 think about it
而是将学习者和学习对象本身 but keeping learner directly in touch
紧紧联系在一起 with the subject matter itself
学习对象本身才是权威 and the subject matter becomes the authority
让我举一个例子 let me give an example
Chanel教育九年级英语 this Chanel taught ninth grade English
在Boston的一所普通高中 in a regular Boston high school
她写过关于怎么 she has written about working on poetry
教学生 for one five period studying three poems
学习英语诗歌 during that time
学生中三分之二的人 yo two thirds of the students
英语是他们的第二或第三语言 English is their second or third language
她选择用成绩最靠后的同学 she chose to do the work with students
作为试验的对象 from the lowest four tracks
鼓励他们学习 confident their work with
以此证明她的观点 help her counter the idea
选择的学生的水平 the level that the students assigned
和他们的自身能力没有关系 has any correlation with innate ability
这里是他们开始学的诗 here is the poem they started with in that
从那个开始 学生们开始读给 period after the students read it to themselves
自己听 以下是他们起初的反应 these were their first responses
我不懂这个 I don't get this
他们不押韵啊 they don't rhyme
这个说不通 太傻了 they don't make sense it's silly
这个说不通 简直愚蠢 it doesn't make sense, it's stupid
它太夸张了 it's exaggerating too much
我是说 可以夸张 I mean it can exaggerate
但是它要能有内涵 but it got to make sense
它太蠢了 我不知道 我讨厌它 it's stupid I don't know I just don't like it
这些会让大部分的老师却步 this would discourage most teachers
但是Chanel写到 but Chanel writes
我看到了我料想到的情景 I feel be around the photo ground
这些诗歌 she had hoped by violating their expectations
使用语言营造的画面 of what language dose
并不是孩子们 the poem would bring those expectations
希望看到的画面 to light
而且 她依靠那首诗 and she had relied on that poem
来做这些 to do just that
然后叫她的学生们继续 and then to get the students moving on
她知道 她需要找到一些东西 she knew she needed to find something
来让这些孩子有感触 that did make sense to each of them
而再次 她又依靠这些诗 and again she relied on the pome
她要这些学生大声的朗读 she asked the students to read it aloud
这些朗读让有些学生 and that reading moved several of
对这些对他们可能 the students
是愚蠢的东西 to further a fuller realization of what seems
发生了些感触 stupid to them
这些诗里面有些是他们 the poem had pieces they didn't connected
在其他地方不曾遇到的场景 with one and another
一个学生说情节本来应该是 one student said the plot supposed to be
一个主要的东西 one main thing
但是这诗的情节是分散的 but this stuff is separating
像是很多东西 is like different stuffs
她让James展示下 she asked James to show what
这些对他来诗中不同的氛围是什么 the different pieces were for him
他看了下诗 然后说 he looked at the poem and then replied
就像在结束 在开始 在中间 like around the end, the starting, the middle
在任何地方 我也不懂 like everywhere I don't know
然后Chanel让他就展示一个氛围 and Chanel said just show me one piece
然后是其他跟前面这个 and then what another pieces
不关联的环境 that doesn't go with it
然后他们开始发言 and so they got started
他们大部分人找到了一些要点 most of them found some cohesion up
例如你弄湿了女人的棕色袋子 through you wet a brown bag of woman
然后他们努力地想要将 and they started a hard job of pulling it
这些拼凑在一起 all together
他们在某些诗 there are wonderful moment
的段落上 throw the many sessions
体会到了一些完美的瞬间 they spent on this poem
还有一些别的东西 among other things
我喜欢看到他们的不懈努力 I loved to see their persistence
就算是进展艰难 even though going is tough
这里有一段对话 here is one conversation
我想每个人为她起立 I think everybody standing up for her
因为她如此美丽 她是垃圾 because she is beautiful, no, she is garbage
哦 也许她很可怜 oh, maybe she is poor
可是他们为她起立 and they are standing up for her
这太奇怪了 this is too confusing, yeah, too confusing
我们最后讨论这个问题 we should talk about this one before the end
就是说在研究的第四周 they meant in the fourth week of the study
而不是在最开始 instead of the beginning
随后 当他们掌握 我的意思是 later on, when they master I mean
当他们了解的更好后 when they get better at this
开始的确困难重重 it's too hard to start with
他们中有一个人说 and laughingly one of them said
我们从玫瑰是蓝色的部分开始 we should start with roses flowers were blue
我有过这样一个体验 I had another moment
他们对于等待她的想法很迷惑 they puzzling over waiting
他们中的一个建议说 for her mind and one of them suggested
他们叫这个Lucille Clifton that they call this Lucille Clifton
的这首诗 解释一下 the poet, for an explanation
但是一段时间过后 那个想法 but a moment later that thought
被Markle的精彩的 is overtaken by Markle's
演讲所引用 astonishing statement
它不一定是一个女人或者男人 it doesn't have to be a woman or a man
它可能是我们森林的毁灭 it could be the destruction of our forest
或者是某些东西 or something
那些变坏的 或者是 农民 something turning down or farmer
或者是某些东西 or something
那些让其他同学开始惊讶的事 the other student turned to stare at him
这种想法让中间段落部分 this thought took center stage stay there for
停留了很久 a long time
强迫他的学生们沉浸到 compelling the students back into
诗篇的正文中 the poem's text
来寻找支持他们观点的东西 to find the support for their points of view
是的 但是她不说农民 或别的 yeah but she didn't say farmer or anything
她说起了土豆皮 she says potato peels
没有人能理解 no one got right here
Markle说它不一定要是女人 Markle says it doesn't have to be a woman
而且有人说了 and one says
它可以是森林 yeah, Markle says it could be forest
或是其他什么 or something
好吧 它不能是因为它说 well it couldn't be because when it says
当我看着你 当我看着你 when I watch you when I watch you
你不可能是将森林拟人化 you can't refer to a forest like that
好像它可以是个人一样 as it would have be a person
这样就太夸张了 that is too much of exaggeration
他们看着的是树 they are watching the trees and
说着等待着你的心灵 says waiting for your mind
同时Markle指出 不 Chanel and Markle one point no Chanel
要他接着读 asked him go ahead no what?
他说它不一定要是 he says it still doesn't have
一个女人 to be a woman Ma'am
所以这场关于诗的研究继续 so this intense study of the pome goes on
我想指出Nodo给予了Markle I want to point Nodo gives Markle a
一点小小的帮助 little support
Nodo说 Markle说 或者可能 Nodo says it Markle says or could be
他们在讨论着一些植物的类型 some type of vegetable they are talking about
我是很严肃的 因为你 I am serious because you
可能在诗里面是一个夸张的修辞 could be exaggerating in a poem
Markle回应到 可能是任何事 Markle responded yeah could be anything
Chanel写到它的最后一句话 Chanel writes it took his last statement with
使用了同情的 可能 这个词 sympathetic could to make me realize
来让我意识Markle提出的到 the normality
这个问题的普遍性 of the question that Markle was raising
他不是在说诗中的 你 he is not saying that “you” in the poem
一定意味着什么东西 does mean anything
他说的是可能会 她接着写道 he saying it could, she goes on
我将他的问题看做如下 I interpreted his question as follows
一旦语言超出了直接指出的边界 once language moves beyond the boundaries
一旦变得形象 of direct referring once become figurative
我们怎么样来确保它们传递 how do we secure its meaning
了正确的信息 如果它可以解释 if it could mean anything
为任何东西 怎么决定它为何意 how do we determinate what it does mean
研究接着进行 但是我会停下来 the study kept going, but I'll stop here
我想强调的是这些有权威的诗 I want to emphasize how the poem with
不是老师们的作品 the authority here, not the teacher
但是老师们有义务要做的事很难 the teacher had hard work to do
他们不是要说教 but it wasn't their work to
他们自己的观点 explaining their own ideas
也不是教科书的 也不是课表的 or those of textbook or curriculum or
也不是文学专家的 the literary authorities
而是让这些学生们亲自与诗 it was work keeping the student connected
的本身发生连接 to the poem itself
她对于与好诗的力量是很有信心 she had faith in the power of good poem
她对于学生的智力也很有 and she had faith in the power of
信心 students' minds
这两种信心将这些同学 and that double faiths brought the students
带到到了问题的核心 to the very heart of the matter
这种很自然的诗的语言的运用 the very nature of poetic use of the language
我也想指出 I also want to point out
学生们的成长 how deeply growth those students were
这对于我来说是在我自己的 this was the most powerful to me about
教学中最有趣的地方 this teaching
我们有时候看着 in my own teaching we sometimes
镜子中的自己 look at the mirrors
而问题则像是 question being
我们在观察它 但我们没有观察 what we see in it when we are not looking
我们自己 at ourselves
会导致实验的更严重的问题 serious questions lead to experiments
有一个很有趣的特点 have a very playful character
从一个依据 来考察一个观点 standing on the table to check out one idea
用来证实着另外一个观点 lie on the floor to demonstrate another
我最喜欢的这个工作的画面 one of my favorite images from this work is
是印度来的 那里记录了些东西 from India where to track the sidelines
可以解释我所提出的问题 in order to figure out the problem I had set
脱掉了美丽围巾的 the woman that take off
女人又 their long beautiful scarfs
将它们系好 and tied them together
把它们从镜子伸展向观察的人 stretching from mirror to viewer
从镜子到观察的物体 and mirror to object
这样来使用着 there are joys about using their
他们的围巾是有乐趣的 scarfs this way
但是原因不是乐趣 but the reason wasn't joy
这不是一个要他们找出 it wasn't a play they were order to figure out
我们要使用的镜子的游戏 the mirrors that was what we were to hand
这个镜子的工作可能很深刻 this mirror work also can go very deep
追求着他们的实验 pursuing their experimental
进行的既小心又有趣 crashing with care as well as playfulness
另外一个小组怀疑光线是不是 another group wondered if light is waves
就是他们所处在的波 what's the media that they are in
如果它是实体粒子 那他们为啥 if it is particles why don't they
不相互遮挡 band off each other
然后使得画面变得凌乱 and mass up on the images
一个关于月球周期的研究 a study in the habits of the moon
学生将他们的起床时间 students voluntarily set their alarm clock
设置在凌晨三点 at three in the morning
来检查预言 to check out the prediction about
月亮会在哪 where it will being
它看起来会怎么样 what will it look like
July来到班上帮我向 July come to class to help me show
我的学生中的成年人展示 my adults students
多少孩子能够认出他们自己来 how much kids can figure out by themselves
而且这些孩子一小时 and the children work for an hour
做一个题 on one problem
记录显示 50个人在看着 volume say, with 50 people watching
因为我想要解决 because I want to resolve the
这个矛盾 contradiction through
他们将他们自己融入其中 they get themselves into it
你能想象出来一个伟大的方式来 can you imagine a great way
过你的工作人生吗 to spend your working life
将同学们加入到我们的研究问题 joining students into your subject matter
中来 看他们是什么想法 seeing what their ideas are
见证这些成长 witnessing the struggles
这些看法 这些不折的努力 the insights, the perseverance
这些好玩的 the playfulness
让你们自己和他们的观点 offer an reaching your own
相互碰撞 point of view with theirs
这是引人入胜的 极其美妙 it is engrossing, and fascinating
又很神奇的 and exhilarating
我希望 你们 孩子们 老师们 I wish it for you, and I wish it for children
在我们的学校中也能体会到这些 and teachers in our schools right now
谢谢 thank you!