TED 英语演讲：犯错吧我支持你
在学校学习知识的时候，老师担心学生记住错误的东西，所以总是教
给他们正确的知识。但其实，偶尔留有犯错的机会，也许更能让人领悟。
下面是小编为大家收集关于 TED英语演讲：犯错吧，我支持你，欢迎借鉴
参考。 犯错吧，我支持你 I have been teaching for a long
time, and in doing so have acquired a body of knowledge about
kids and learning that I really wish more people would
understand about the potential of students. In 1931, my
grandmother -- bottom left for you guys over here -- graduated
from the eighth grade. She went to school to get the information
because that's where the information lived. It was in the books;
it was inside the teacher's head; and she needed to go there to
get the information, because that's how you learned. Fast-
forward a generation: this is the one-room schoolhouse, Oak
Grove, where my father went to a one-room schoolhouse. And he
again had to travel to the school to get the information from
the teacher, stored it in the only portable memory he has, which
is inside his own head, and take it with him, because that is
how information was being transported from teacher to student
and then used in the world. When I was 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 the information. The information was
inside my house and it was awesome. This was different than
either generation had experienced before, and it changed the way
I interacted with information even at just a small level. But
the information was closer to me. I could get access to it.
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
。 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 an educational tool, I take off from Wisconsin and move to
Kansas, small town Kansas, where I had an opportunity to teach
in a lovely, small-town, rural Kansas school district, where I
was teaching my favorite subject, American government. My first
year -- super gung-ho -- going to teach American government,
loved the political system. Kids in the 12th grade: not exactly
all that enthusiastic about the American government system. Year
two: learned a few things -- had to change my tactic. And I put
in front of them an authentic experience that allowed them to
learn for themselves. I didn't tell them what to do or how to do
it. I posed a problem in front of them, which was to put on an
election forum for their own community. 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。
They produced flyers. They called offices. They checked
schedules. They were meeting with secretaries. They produced an
election forum booklet for the entire town to learn more about
their candidates. They invited everyone into the school for an
evening of conversation about government and politics and
whether or not the streets were done well, and really had this
robust 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
know what she's in for." But I knew that the kids would show up,
and I believed it, and I told them every 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 was authentic. It
meant something to them. And they will step up. 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。 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 government. Could teach them the
more exciting topic of geography. Again, "thrilled" to learn.
But what was interesting about this position I found myself in
in Arizona, was I had this really extraordinarily eclectic group
of kids to work with in a truly public school, and we got to
have these moments where we would get these opportunities. And
one opportunity was we got to go and meet Paul Rusesabagina,
which is the gentleman that the movie "Hotel Rwanda" is based
after. And he was going to speak at the high school next door to
us. We could walk there. We didn't even have to pay for the
buses. There was no expense cost. Perfect field trip. 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 The problem then becomes how
do you take seventh- and eighth-graders to a talk about genocide
and deal with the subject in a way that is responsible and
respectful, and they know what to do with it. And so we chose to
look at Paul Rusesabagina as an example of a gentleman who
singularly used his life to do something positive. I then
challenged the kids to identify someone in their own life, or in
their own story, or in their own world, that they could identify
that had done a similar thing. I asked them to produce a little
movie about it. It's the first time we'd done this. Nobody
really knew how to make these little movies on the computer, but
they were into it. And I asked them to put their own voice over
it. It was the most awesome moment of revelation 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 use your life to
positively impact other people? The things that kids will say
when you ask them and take the time to listen is extraordinary.
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 Paul Rusesabagina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。 Fast-forward to Pennsylvania, where I
find myself today. I teach at the Science Leadership Academy,
which is a partnership school between the Franklin Institute and
the school district of Philadelphia. We are a nine through 12
public school, but we do school quite differently. I moved there
primarily to be part of a learning environment that validated
the way that I knew that kids learned, and that really wanted to
investigate what was possible when you are willing to let go of
some of the paradigms of the past, of information scarcity when
my grandmother was in school and when my father was in school
and even when I was in school, and to a moment when we have
information surplus. So what do you do when the information is
all around you? Why do you have kids come to school if they no
longer have to come there to get the information? 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 20xx年级的公立高中， 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? In Philadelphia we have a one-to-one laptop
program, so the kids are bringing in laptops with them everyday,
taking them home, getting access to information. And here's the
thing that you need to get comfortable with when you've given
the tool to acquire information to students, is that you have to
be comfortable with this idea of allowing kids to fail as part
of the learning process. We deal right now in the educational
landscape with an infatuation with the culture of one right
answer that can be properly bubbled on the average multiple
choice test, and I am here to share with you: it is not
learning. That is the absolute wrong thing to ask, to tell kids
to never be wrong. To ask them to always have the right answer
doesn't allow them to learn. So we did this project, and this is
one of the artifacts of the project. I almost never show them
off because of the issue of the idea of failure. 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。 My students produced these info-
graphics as a result of a unit that we decided to do at the end
of the year responding to the oil spill. I asked them to take
the examples that we were seeing of the info-graphics that
existed in a lot of mass media, and take a look at what were the
interesting components of it, and produce one for themselves of
a different man-made disaster from American history. And they
had certain criteria to do it. They were a little uncomfortable
with it, because we'd never done this before, and they didn't
know exactly how to do it. They can talk -- they're very smooth,
and they can write very, very well, but asking them to
communicate ideas in a different way was a little uncomfortable
for them. But I gave them the room to just do the thing. Go
create. Go figure it out. Let's see what we can do. And the
student that persistently turns out the best visual product did
not disappoint. This was done in like two or three days. And
this is the work of the student that consistently did it. 我
的学生们制作了这些信息图表 结果是我们决定以这个汇报作为我们学年
的总结报告 内容是回应漏油事件。 我要求他们拿 他们看过的资讯图表
当做范例 就是在媒体里展示的那些信息图表， 仔细看看那里头什么是有
趣的， 然后自己设计一个 以美国历史中其他的人为灾难为主题。 我为
这项作业设了一些其他的条件 他们觉得这个作业有些困难， 因为我们从
来没有出过这样的作业,而他们不完全知道要怎么进行。 他们可以谈论这
议题,相当顺畅， 他们也能写得非常非常得好， 但当被要求要用一种其
他的方式来表达想法的时候 他们有点无所适从。 但我给了他们空间去做
这个作业。 去创造,去自己发现该怎么做。 让我们拭目以待我们可以完
成些什么。 最后那些总是 呈现最佳视觉效果作品的学生,这次也没有让
人失望 这个作品大概花了两三天的时间 而这是来自一个经常很棒得完成
作业的学生。 And when I sat the students down, I said, "Who's
got the best one?" And they immediately went, "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 ... " And they 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 it wasn't about whether or not it was
perfect, or whether or not it was what I could create. It asked
them to create for themselves, and it allowed them to fail,
process, learn from. And when we do another round of this in my
class this year, they will do better this time, because learning
has to include an amount of failure, because failure is
instructional in the process. 然后当我要所有学生坐下来,我问他
们"谁交出了最好的作品?" 他们立刻指着这个作品回答"这件" 他们并没
有细读其中的内容,就回答了"这件" 然后我说,"那么,是什么因素让这个
作品这么好?" 他们回答说,"喔,设计得很好,他用了很好的颜色组合,还有
一些..." 他们分别说了想法,我们一起讨论了之后 我说,"现在去读读内
容" 接着他们说"喔,现在看起来好像其实没有那么好" 后来我们谈到另外
一个作业-- 那个作品没有很好的视觉设计,但是有非常好的资讯内容--
我们接着花了大概一个小时来讨论这个学习过程， 因为那并不是关于哪
个作品比较完美， 或是我能或不能创造出这样的东西; 这作业是要他们
为自己创作。 这作业也让他们有失败的可能， 消化思考之后,从失败中
学习。 今年,当我们又再一次尝试类似的作业， 他们都将会比去年做的
更好。 因为学习 必须包含一定程度的失败， 因为失败具有教学意义 在
学习的过程中。 There are a million pictures that I could
click through here, and had to choose carefully -- this is one
of my favorites -- of students learning, of what learning can
look like in a landscape where we let go of the idea that kids
have to come to school to get the information, but instead, ask
them 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, to play, to inquire. This is one of my favorite
photos, because this was taken on Tuesday, when I asked the
students to go to the polls. This is Robbie, and this was his
first day of voting, and he wanted to share that with everybody
and do that. But this is learning too, because we asked them to
go out into real spaces. 我有上百万个照片 可以展示， 可我得小
心的选择--好,这是我最喜欢的一张-- 学生正在学习的照片， 学习可以
是什么样子 在一个我们放弃传统观念的环境中 学生非得来学校以获得知
识这样的想法， 取而代之,问他们,他们可以利用这些知识来做些什么?
问他们真正有趣的问题。 他们不会让人失望。 要求他们去不同的地方，
去亲眼见识不同的事情， 去真正的体验学习， 去玩,去查询。 这是我最
喜欢的照片之一 因为这是一张星期二照的照片， 当我要求学生们去投票
。 这是 Robbie,这是他第一次投票， 而他想要和大家分享这个投票的经
历。 但这也是学习， 因为我们要他们到外头真实的世界去。 The
main point is that, if we continue to look at education as if
it's about coming to school to get the information and not about
experiential learning, empowering student voice and embracing
failure, we're missing the mark. And everything that everybody
is talking about today isn't possible if we keep having an
educational system that does not value these qualities, because
we won't get there with a standardized test, and we won't get
there with a culture of one right answer. We know how to do this
better, and it's time to do better. 重点是 如果我们继续把教育
当作是要来学校 取得知识 而不是体验学习的过程， 倾听学生的声音,接
纳错误和失败， 我们将会误解上学的意义。 而今天每个人在谈论的每件
事情 都将不可能达成,如果我们继续这样的教育系统 而不重视这些价值
， 因为我们是不可能依靠标准化测试， 一种只有一个标准答案的文化是
没有办法引领我们达到目标的。 我们知道怎么样可以做得更好， 而现在
,需要做得更好的时刻到了。 《犯错吧，我支持你》观后感 人无
完人。当妈妈您望女成风，要求孩子做个完美的人时，是否想过我还是个
孩子。妈妈，每个人都会不小心做错事，所以请允许我犯错。 当别人
的孩子犯错时，妈妈都会在我面前说：如果我的孩子也犯这样的错，我一
定会狠狠的打他。虽说您是在恐吓我，但也如您所愿，我的确被吓倒了。
但您是否想过您的成就之后就是我和您的距离越来越远了。 在刚上四
年级时，我第一次当寄宿生，以前还在您手掌心游戏，不管在哪儿，都能
看到您的关心和照顾。但此时都独立了，感觉什么都不对劲，在稀里糊涂
之中，到了周三，所有的生活费都花光了，我去食堂老板借手机打电话给
爸爸，叫他钱送进来。果然，就在中午，钱就寄别人进来了。我以为这件
事就完了，但等我周五回家时，迎来的不是您心疼的慰问，而是一顿臭骂
。到晚饭时，就是您的长篇大论。由这一件小事讲到了将来，讲到了您的
苦，讲到了如果没有您我会怎样，但您没注意到我挤在眼睛里的泪水，已
经无法控制了。为了不让您看到我的样子，我放下碗筷，起身就走，还没
走两三步，我的泪水已经划过了鼻间。我躲到房间里，抹干了泪水，装作
无事，打算与您长期作战，只为证明这是一件小事。但您也不屈服，奉陪
到底。于是我们就这样吵吵闹闹过了三四天，不知怎么回事，我们就和好
了。但您仍说了一句让我痛心的话：以后再这样，可不是现在这么简单了
。 我是小孩，我会犯错，但我也会改正，我需要的是您的体谅，朝暮
相处的母亲啊，您是否听到您女儿多年的呐喊?
