.GritWhat struck me was that I.Q. was not the only difference between my best and my worst students. Some of my strongest performers did not have stratospheric I.Q. scores. Some of my smartest kids werent doing so well.我發(fā)現(xiàn)，我最好和最差的學(xué)生之間的差異 并不僅僅是智商。 有些非常優(yōu)秀的學(xué)生 智商并非特別得高 有些非常聰明的學(xué)生，學(xué)業(yè)也并非很好。And that got me thinking. The kinds of things you need to learn in seventh grade math, sure, theyre hard: ratios, decimals, the area of a parallelogram. But these concepts are not impossible, and I was firmly convinced that every one of my students could learn the material if they worked hard and long enough.這引發(fā)了我的思考。 七年級(jí)數(shù)學(xué)要學(xué)的東西 確實(shí)挺難：比例、小數(shù)、 平行四邊形的面積。 但這些概念并不是不能理解， 我也堅(jiān)信我的每一位學(xué)生 都能學(xué)會(huì)這些知識(shí)， 只要他們足夠認(rèn)真、堅(jiān)持用功。After several more years of teaching, I came to the conclusion that what we need in education is a much better understanding of students and learning from a motivational perspective, from a psychological perspective. In education, the one thing we know how to measure best is I.Q., but what if doing well in school and in life depends on much more than your ability to learn quickly and easily?教了幾年以后， 我得出一個(gè)結(jié)論： 我們的教育所需要的 是一種對(duì)學(xué)生、對(duì)學(xué)習(xí)更好的理解 從動(dòng)機(jī)的角度、 從心理的角度去理解。 在教育領(lǐng)域，我們最擅長(zhǎng)測(cè)試的指標(biāo) 是智商， 但如果說在學(xué)校和生活中的表現(xiàn)好壞 不僅僅取決于 你是否能又好又快地學(xué)習(xí)呢?So I left the classroom, and I went to graduate school to become a psychologist. I started studying kids and adults in all kinds of super challenging settings, and in every study my question was, who is successful here and why? My research team and I went to West Point Military Academy.于是，我離開了課堂， 來到了研究所，成為了一名心理學(xué)家。 我開始研究?jī)和c成人 處于各種艱巨挑戰(zhàn)中的表現(xiàn)。 在每次研究中，我關(guān)注的是： 誰會(huì)成功?爲(wèi)什麼會(huì)成功? 我和我的研究團(tuán)隊(duì)去了西點(diǎn)軍校。We tried to predict which cadets would stay in military training and which would drop out. We went to the National Spelling Bee and tried to predict which children would advance farthest in competition.我們?cè)囍A(yù)測(cè)哪些學(xué)員 能通過軍事訓(xùn)練，哪些會(huì)放棄。 我們?nèi)タ慈珖?guó)拼字比賽， 試著預(yù)測(cè)哪些孩子能在比賽中 笑到最后。We studied rookie teachers working in really tough neighborhoods, asking which teachers are still going to be here in teaching by the end of the school year, and of those, who will be the most effective at improving learning outcomes for their students?我們研究在非常艱苦的環(huán)境下 工作的新教師， 預(yù)測(cè)哪些教師在學(xué)年末時(shí) 還能堅(jiān)持在崗位上。 當(dāng)然還有，哪些教師教出的學(xué)生 成績(jī)的提高最為顯著?We partnered with private companies, asking, which of these salespeople is going to keep their jobs? And whos going to earn the most money? In all those very different contexts, one characteristic emerged as a significant predictor of success. And it wasnt social intelligence. It wasnt good looks, physical health, and it wasnt I.Q. It was grit.我們和私人公司合作， 預(yù)測(cè)哪些銷售人員能保住工作?誰能賺最多錢? 在這些非常不同的背景下， 我們發(fā)現(xiàn)有一個(gè)特質(zhì) 能夠很好地預(yù)測(cè)成功。 它不是社交能力。 不是美麗的外貌，不是健康的身體，也不是智商。 而是意志力。Grit is passion and perseverance for very long-term goals. Grit is having stamina. Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality. Grit is living life like its a marathon, not a sprint.意志力是面對(duì)長(zhǎng)遠(yuǎn)目標(biāo)時(shí)的熱情和毅力。 意志力是有耐力的表現(xiàn)。 意志力是日復(fù)一日依然對(duì)未來堅(jiān)信不已 不只是這周、 不只是這個(gè)月， 而是年復(fù)一年。用心、努力工作 來實(shí)現(xiàn)所堅(jiān)信的那個(gè)未來。 意志力是將生活看作是一場(chǎng)馬拉松，不是短跑。A few years ago, I started studying grit in the Chicago public schools. I asked thousands of high school juniors to take grit questionnaires, and then waited around more than a year to see who would graduate. Turns out that grittier kids were significantly more likely to graduate, even when I matched them on every characteristic I could measure, things like family income, standardized achievement test scores, even how safe kids felt when they were at school.幾年前，我在芝加哥公立學(xué)校 開始研究意志力。 我請(qǐng)數(shù)以千計(jì)的高中生 填寫關(guān)于意志力的問卷。 然后等了大約一年多 看看誰會(huì)畢業(yè)。 結(jié)果發(fā)現(xiàn)，意志力越堅(jiān)定的孩子 畢業(yè)的可能性明顯越高， 其他所有可能的影響因素都被考慮并排除了 比如家庭收入， 標(biāo)準(zhǔn)化測(cè)驗(yàn)的分?jǐn)?shù)， 甚至孩子們?cè)趯W(xué)校時(shí)的安全感。So its not just at West Point or the National Spelling Bee that grit matters. Its also in school, especially for kids at risk for dropping out. To me, the most shocking thing about grit is how little we know, how little science knows, about building it. Every day, parents and teachers ask me, How do I build grit in kids? What do I do to teach kids a solid work ethic? How do I keep them motivated for the long run? The honest answer is, I dont know.所以意志力并不只是在 西點(diǎn)軍校或全國(guó)拼字比賽中 非常重要。在學(xué)校， 尤其是對(duì)有輟學(xué)危險(xiǎn)的孩子來說， 意志力同樣重要。 關(guān)于意志力，最令我吃驚的事情是我們以及科學(xué)界 對(duì)于如何鍛煉意志力知之甚少。 每天，家長(zhǎng)和老師都會(huì)問我， 如何鍛煉孩子們的意志力? 我怎么教會(huì)孩子堅(jiān)實(shí)的職業(yè)道德? 怎樣才能讓他們有長(zhǎng)遠(yuǎn)的動(dòng)力?” 最誠(chéng)實(shí)的回答是，我不知道。(Laughter)(笑聲)What I do know is that talent doesnt make you gritty. Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments. In fact, in our data, grit is usually unrelated or even inversely related to measures of talent.我所知道的是，有才華不意味著就有意志力。 我們的資料非常清楚地揭示 有很多才華橫溢的人 并不能堅(jiān)持到底，實(shí)現(xiàn)承諾。 事實(shí)上，我們的研究發(fā)現(xiàn)， 意志力通常與才華無關(guān)， 有時(shí)甚至成反比。So far, the best idea Ive heard about building grit in kids is something called growth mindset. This is an idea developed at Stanford University by Carol Dweck, and it is the belief that the ability to learn is not fixed, that it can change with your effort. Dr. Dweck has shown that when kids read and learn about the brain and how it changes and grows in response to challenge, theyre much more likely to persevere when they fail, because they dont believe that failure is a permanent condition.關(guān)于鍛煉孩子們的意志， 到目前為止，我聽過的最好的方法 叫做“成長(zhǎng)型思維模式”理論。這是史丹福大學(xué)的 Carol Dweck 的研究的成果。這個(gè)理論相信 學(xué)習(xí)的能力不是一成不變的，它會(huì)由于你的努力發(fā)生變化。Dweck 博士已證明，當(dāng)孩子們 閱讀和學(xué)習(xí)大腦的相關(guān)知識(shí) 以及大腦在面對(duì)挑戰(zhàn)時(shí) 會(huì)怎樣變化和成長(zhǎng)時(shí)， 他們更有可能在失敗時(shí)繼續(xù)堅(jiān)持， 因?yàn)樗麄儾幌嘈?他們永遠(yuǎn)會(huì)失敗。So growth mindset is a great idea for building grit. But we need more. And thats where Im going to end my remarks, because thats where we are. Thats the work that stands before us. We need to take our best ideas, our strongest intuitions, and we need to test them. We need to measure whether weve been successful, and we have to be willing to fail, to be wrong, to start over again with lessons learned.所以，成長(zhǎng)型思維模式是一種鍛煉意志力的好方法。但我們還需要更多這樣的理念。而今天我的演講就到此為止，因?yàn)檫@就是我們當(dāng)下的認(rèn)知。這就是擺在我們面前的任務(wù)。 我們需要拿出我們最好的想法、最強(qiáng)的直覺 對(duì)他們進(jìn)行檢驗(yàn)。我們需要衡量我們是否取得了成功，我們必須愿意失敗、愿意犯錯(cuò)、愿意吸取教訓(xùn)并從頭開始。In other words, we need to be gritty about getting our kids grittier.換句話說，在加強(qiáng)我們孩子意志力這件事上， 我們自己也要有不懈的意志。Thank you.謝謝。TED演講：成功的關(guān)鍵不是智商，而是毅力When I was 27 years old, I left a very demanding job in management consulting for a job that was even more demanding: teaching. I went to teach seventh graders math in the New York City public schools. And like any teacher, I made quizzes and tests. I gave out homework assignments. When the work came back, I calculated grades.在我27歲的時(shí)候，我辭去了一份非常有挑戰(zhàn)性的職業(yè)企業(yè)管理咨詢，轉(zhuǎn)而投入了一份更加具有挑戰(zhàn)性的職業(yè)：教育。我來到紐約的一些公立學(xué)校 教7年級(jí)的學(xué)生的數(shù)學(xué)。和別的老師一樣，我會(huì)給學(xué)生們做小測(cè)驗(yàn)和考試，我會(huì)給他們布置家庭作業(yè)。當(dāng)這些試卷和作業(yè)收上來之后，我計(jì)算了他們的成績(jī)。What struck me was that IQ was not the only difference between my best and my worst students. Some ofmy strongest performers did not have stratospheric IQ scores. Some of my smartest kids werent doing so well. And that got me thinking. The kinds of things you need to learn in seventh grade math, sure, theyre hard: ratios, decimals, the area of a parallelogram. But these concepts are not impossible, and I was firmly convinced that every one of my students could learn the material if they worked hard and long enough.讓我震驚的是，IQ的高低并不是我最好的和最差的學(xué)生之間唯一的差別。一些在課業(yè)上表現(xiàn)很好的學(xué)生 并不具有非常高的IQ分?jǐn)?shù)。一些非常聰明的孩子反而在課業(yè)上表現(xiàn)的不那么盡如人意。這引起了我的思考。當(dāng)然，學(xué)生們?cè)?年級(jí)需要學(xué)習(xí)的東西是有難度的，像比率，小數(shù)，平行四邊形的面積計(jì)算。但是這些概念是完全可以被掌握的，我堅(jiān)信我的每一位學(xué)生 都可以學(xué)會(huì)教材內(nèi)容，只要他們肯花時(shí)間和精力的話。After several moreyears of teaching, I came to the conclusion that what we need in education is amuch better understanding of students and learning from a motivationalperspective, from a psychological perspective. In education, the one thing weknow how to measure best is IQ. But what if doing well in school and in life dependson much more than your ability to learn quickly and easily?經(jīng)過幾年教學(xué)之后，我得出一個(gè)結(jié)論，我們?cè)诮逃矫嫠枰氖菑膶W(xué)習(xí)動(dòng)力的角度和心理學(xué)的角度，對(duì)學(xué)生和學(xué)習(xí)行為進(jìn)行一次更為深刻的理解。在教育體系中，我們都知道評(píng)價(jià)優(yōu)秀學(xué)生的標(biāo)準(zhǔn) 就是IQ，但如果在學(xué)校和生活中的優(yōu)秀表現(xiàn)遠(yuǎn)不僅僅依賴于 你輕松高效學(xué)習(xí)的能力呢?So I left the classroom, and I went to graduate school to become a psychologist. I started studying kids and adults in all kinds of super challenging settings, and in every study my question was, who is successful here and why? My research team and I went to West Point Military Academy. We tried to predict which cadets would stay in military training and which would drop out. We went to the National Spelling Bee and tried to predict which children would advance farthest in competition. We studied rookie teachers working in really tough neighborhoods, asking which teachers are still going to be here in teaching by the end of the school year, and of those, who will be the most effective at improving learning outcomes for their students? We partnered with private companies, asking, which of these salespeople is going to keep their jobs? And whos going to earn the most money? In all those very different contexts, one characteristic emerged as a significant predictor of success. And it wasnt social intelligence. It wasnt good looks, physical health, and it wasnt IQ. It was grit.所有我離開了講臺(tái)，回到學(xué)校繼續(xù)攻讀心理學(xué)碩士學(xué)位。我開始研究孩子和大人，在各種非常具有挑戰(zhàn)性的情況下，以及在各項(xiàng)研究中，我的問題是誰才是成功者，為什么他們會(huì)成功?我和我的研究團(tuán)隊(duì)前往西點(diǎn)軍校展開調(diào)研，我們?cè)噲D預(yù)測(cè)哪些學(xué)員能夠耐得住軍隊(duì)的訓(xùn)練，哪些會(huì)被淘汰出局。我們前去觀摩全國(guó)拼字比賽，同時(shí)也試著預(yù)測(cè)哪些孩子會(huì)晉級(jí)到最后的比賽。我們研究在惡劣的工作環(huán)境下工作的，剛?cè)胄械睦蠋煟儐査麄兡男├蠋煕Q定會(huì)在學(xué)年結(jié)束后繼續(xù)留下來任教，以及他們之中誰能最快地 提高學(xué)生的學(xué)習(xí)成績(jī)。我們與私企合作，向他們?cè)儐柲男╀N售人員可以保住工作，哪些可以賺錢最多?在所有那些不同的情境下，一種性格特征凸顯了出來，這種特征在很大程度上預(yù)示了成功。而且它并不是社交智力。不是漂亮的外表，強(qiáng)健的體魄，也不是很高的IQ，它是毅力。Grit is passion and perseverance for very long-term goals. Grit is having stamina. Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality. Grit is living life like its a marathon, not a sprint.毅力是對(duì)長(zhǎng)遠(yuǎn)目標(biāo)的激情和堅(jiān)持，毅力是擁有持久的恒勁，毅力是你對(duì)未來的堅(jiān)持，日復(fù)一日不是僅僅持續(xù)一個(gè)星期或者一個(gè)月，而是幾年甚至幾十年努力奮斗著讓自己的夢(mèng)想變?yōu)楝F(xiàn)實(shí)。毅力是把生活當(dāng)成一場(chǎng)馬拉松而不是一次短跑。A few years ago, I started studying grit in the Chicago public schools. I asked thousands of high school juniors to take grit questionnaires, and then waited around more than a year to see who would graduate. Turns out that grittier kids were significantly more likely to graduate, even when I matched them on every characteristic I could measure, things like family income, standardized achievement test scores, even how safe kids felt when they were at school. So its not just at WestPoint or the National Spelling Bee that grit matters. Its also in school, especially for kids at risk for dropping out. To me, the most shocking thing about grit is how little we know, how little science knows, about building it. Every day, parents and teachers ask me, How do I build grit in kids? What do I do to teach kids a solid work ethic? How do I keep them motivated for the long run? The honest answer is, I dont know. What I do know is that talent doesnt make you gritty. Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments. In fact, in our data, grit is usually unrelated or even inversely related to measures of talent.幾年前，在芝加哥的公立學(xué)校里，我開始研究毅力。我對(duì)上千名初中生進(jìn)行了關(guān)于毅力的問卷調(diào)查，然后等候了一年多，來看最終哪些學(xué)生能畢業(yè)。結(jié)果證明那些更具毅力的學(xué)生 在畢業(yè)的概率上占絕對(duì)優(yōu)勢(shì)，即使是在同樣可以量化的外在因素下 像家庭收入，標(biāo)準(zhǔn)化成績(jī)測(cè)驗(yàn)的分?jǐn)?shù)，甚至是孩子們?cè)趯W(xué)校能獲得多少安全感之類，仍是有毅力的學(xué)生更容易畢業(yè)所有不僅僅是在西點(diǎn)軍校里或者全國(guó)拼字比賽上才需要毅力。在學(xué)校亦是如此，尤其是對(duì)于那些徘徊在輟學(xué)邊緣的孩子們。對(duì)于我自己來說，關(guān)于毅力最讓我震驚的事情莫過于對(duì)于毅力，我們知之甚少，在培養(yǎng)毅力上，科學(xué)對(duì)理解的認(rèn)識(shí)又是何等貧乏。每天都有家長(zhǎng)和老師來問我，“我怎樣做才能培養(yǎng)孩子的毅力呢?該做些什么才能教授給孩子們真正的職業(yè)道德?又該怎樣調(diào)動(dòng)他們長(zhǎng)期的積極性呢?”老實(shí)說，我不知道。(笑聲) 我所知道的是，才華并不能使你堅(jiān)韌不拔。我們的數(shù)據(jù)十分清楚地表明，有許多才華橫溢的人，他們都無法堅(jiān)持兌現(xiàn)自己的承諾。事實(shí)上，根據(jù)我們的數(shù)據(jù)來看，毅力通常與其他因素?zé)o關(guān)， 甚至與才華的衡量標(biāo)準(zhǔn)背道而馳。So far, the best idea Ive heard about building grit in kids is something called growth mindset. This is an idea developed at Stanford University by Carol Dweck, and it is the belief that the ability to learn is not fixed, that it can change with your effort. Dr. Dweck has shown that when kids read and learn about the brain and how it changes and grows in response to challenge, theyre much more likely to persevere when they fail, because they dont believe that failure is a permanent condition.到目前為止，我所聽說過的在孩子身上培養(yǎng)堅(jiān)韌品質(zhì)最有效的方法叫“成長(zhǎng)型思維模式。”斯坦福大學(xué)卡洛杜威克提出過一個(gè)觀點(diǎn)，他相信人的學(xué)習(xí)能力是可變的，它隨著你的努力程度而變化。杜威克教授表示，當(dāng)孩子們閱讀和學(xué)習(xí)有關(guān)大腦的知識(shí)以及它在面對(duì)挑戰(zhàn)時(shí)所發(fā)生的變化和成長(zhǎng)情況，他們失敗之后更容易堅(jiān)持下去，因?yàn)樗麄儾幌嘈艜?huì)一直失敗下去。So growth mindset is a great idea for building grit. But we need more. And thats where Im going to end my remarks, because thats where we are. Thats the work that stands before us. We need to take our best ideas, our strongest intuitions, and we need to test them. We need to measure whether weve been successful, and we have to be willing to fail, to be wrong, to start over again with lessons learned.因此，成長(zhǎng)性思維模式對(duì)培養(yǎng)毅力大有裨益。但是我們需要更多。我決定在此結(jié)束我的評(píng)論，因?yàn)槲覀冋诮?jīng)歷著這一切。這是眼前所面臨的工作。我們要拿出最好的想法和最強(qiáng)的直覺，我們要對(duì)他們進(jìn)行實(shí)踐。我們需要估量這一切是否成功 同時(shí)還要渴望對(duì)失敗和錯(cuò)誤，要從這些失敗中汲取經(jīng)驗(yàn)重新再來。In other words, we need to be gritty about getting our kids grittier.換句話說，我們只有自己變得更有毅力，才能讓我們的孩子變得更有毅力。TED英語(yǔ)演講：請(qǐng)相信你可以進(jìn)步The power of yet.專注過程，而不是結(jié)果。I heard about a high school in Chicago where students had to pass a certain number of courses to graduate, and if they didnt pass a course, they got the grade Not Yet. And I thought that was fantastic, because if you get a failing grade, you think, Im nothing, Im nowhere. But if you get the grade Not Yet you understand that youre on a learning curve. It gives you a path into the future.我聽說，在芝加哥有一所高中， 那兒的學(xué)生畢業(yè)前要通過一系列課程， 如果某一門課沒有通過， 成績(jī)就是暫未通過。 我想，這真是個(gè)絕妙的做法， 因?yàn)椋绻隳抽T課的成績(jī)不及格， 你會(huì)想，我什么都不是，我什么都沒有學(xué)到。 但如果你的成績(jī)是暫未通過， 你會(huì)明白，學(xué)習(xí)的步伐并沒有停下， 你還需逐步向前，爭(zhēng)取未來。Not Yet also gave me insight into a critical event early in my career, a real turning point. I wanted to see how children coped with challenge and difficulty, so I gave 10-year-olds problems that were slightly too hard for them. Some of them reacted in a shockingly positive way. They said things like, I love a challenge, or, You know, I was hoping this would be informative. They understood that their abilities could be developed. They had what I call a growth mindset. But other students felt it was tragic, catastrophic. From their more fixed mindset perspective, their intelligence had been up for judgment and they failed. Instead of luxuriating in the power of yet, they were gripped in the tyranny of now.暫未通過也讓我聯(lián)想起一件尤為重要的 發(fā)生在我職業(yè)生涯初期的事情， 這件事對(duì)我而言是一個(gè)轉(zhuǎn)折點(diǎn)。 當(dāng)時(shí)，我想探究 孩子是如何應(yīng)對(duì)挑戰(zhàn)和困難的， 因此，我讓一些10歲大的孩子 嘗試解決一些對(duì)于他們而言 稍稍偏難的問題。 一些孩子積極應(yīng)對(duì)的方式讓我感到震驚。 他們會(huì)這樣說， 我喜歡挑戰(zhàn)， 或說，你知道的，我希望能有所獲。 這些孩子明白，他們的能力是可以提升的。 他們有我所說的成長(zhǎng)型思維模式。 但另一些孩子覺得面對(duì)這些難題 是不幸，宛如面對(duì)一場(chǎng)災(zāi)難。 從他們的固定型思維角度來看， 他們的才智受到了評(píng)判， 而他們失敗了。 他們不懂得享受學(xué)習(xí)的過程， 而只盯住眼前的成與敗，So what do they do next? Ill tell you what they do next. In one study, they told us they would probably cheat the next time instead of studying more if they failed a test. In another study, after a failure, they looked for someone who did worse than they did so they could feel really good about themselves. And in study after study, they have run from difficulty. Scientists measured the electrical activity from the brain as students confronted an error. On the left, you see the fixed mindset students. Theres hardly any activity. They run from the error. They dont engage with it. But on the right, you have the students with the growth mindset, the idea that abilities can be developed. They engage deeply. Their brain is on fire with yet. They engage deeply. They process the error. They learn from it and they correct it.這些孩子們后面表現(xiàn)如何? 讓我告訴你他們的表現(xiàn)。 在一項(xiàng)研究中，他們告訴我們， 如果他們某次考試未通過， 他們很可能會(huì)在下次考試中作弊，而不是更加努力地學(xué)習(xí)。 在另一項(xiàng)研究中，他們掛了一門后， 他們會(huì)找到那些考得還不如他們高的孩子， 以尋求自我安慰。 后續(xù)的研究陸續(xù)表明，他們會(huì)逃避困難。 科學(xué)家們監(jiān)測(cè)了學(xué)生們面對(duì)錯(cuò)誤時(shí)的 腦電活動(dòng)圖像。 在左側(cè)，是固定型思維模式的學(xué)生， 幾乎沒有什么活動(dòng)。 他們?cè)阱e(cuò)誤面前選擇了逃避。 他們沒有積極地投入。 但請(qǐng)看右側(cè)，這是成長(zhǎng)型思維模式的學(xué)生， 這些學(xué)生相信能力會(huì)通過鍛煉得以提升。 他們積極地應(yīng)對(duì)錯(cuò)誤。 他們的大腦在高速運(yùn)轉(zhuǎn)， 他們積極地投入， 他們剖析錯(cuò)誤， 從中學(xué)習(xí)，最終訂正。How are we raising our children? Are we raising them for now instead of yet? Are we raising kids who are obsessed with getting As? Are we raising kids who dont know how to dream big dreams? Their biggest goal is getting the next A or the next test score? And are they carrying this need for constant validation with them into their future lives? Maybe, because employers are coming to me and saying, we have already raised a generation of young workers who cant get through the day without an award.如今我們是如何教育孩子的呢? 是教育他們專注眼前，而不是注重過程嗎? 我們培育了一些迷戀刷A的孩子們嗎? 我們培育了沒有遠(yuǎn)大理想的孩子們嗎? 他們最遠(yuǎn)大的目標(biāo)就是再拿一個(gè)A， 心里所想的就是下一次考試嗎? 他們?cè)诮窈蟮纳钪校家苑謹(jǐn)?shù)的高低 來評(píng)判自己?jiǎn)? 或許是的，因?yàn)槠髽I(yè)雇主們跑來找我， 說我們養(yǎng)育的這新一代走上工作崗位的人， 如果不給他們獎(jiǎng)勵(lì)， 他們一天都過不下去。So what can we do? How can we build that bridge to yet?我們?cè)撛趺醋瞿? 如何讓孩子注重過程而不是結(jié)果呢?Here are some things we can do. First of all, we can praise wisely, not praising intelligence or talent. That has failed. Dont do that anymore. But praising the process that kids engage in: their effort, their strategies, their focus, their perseverance, their improvement. This process praise creates kids who are hardy and resilient.我們可以做這樣幾件事。 首先，我們可以有技巧地去表?yè)P(yáng)： 不去表?yè)P(yáng)天分或才智， 這行不通。 不要再這樣做了。 而是要對(duì)孩子積極投入的過程進(jìn)行表?yè)P(yáng)： 他們的努力與策略， 他們的專注、堅(jiān)持與進(jìn)步。 對(duì)過程的表?yè)P(yáng) 會(huì)塑造孩子的韌性。There are other ways to reward yet. We recently teamed up with game scientists from the University of Washington to create a new online math game that rewarded yet. In this game, students were rewarded for effort, strategy and progress. The usual math game rewards you for getting answers right right now, but this game rewarded process. And we got more effort, more strategies, more engagement over longer periods of time, and more perseverance when they hit really, really hard problems.還有其他的辦法來獎(jiǎng)勵(lì)過程。 最近，我們與來自華盛頓大學(xué)的 游戲研究者合作， 制作了一款獎(jiǎng)勵(lì)過程的數(shù)學(xué)游戲。 在這個(gè)游戲中，學(xué)生們因他們的 努力、策略與進(jìn)步而受到獎(jiǎng)勵(lì)。 通常的數(shù)學(xué)游戲中， 玩家只有在解得正確答案后 才能得到獎(jiǎng)勵(lì)， 但這個(gè)游戲獎(jiǎng)勵(lì)過程。 隨著游戲的深入， 孩子們更加努力， 想出更多的策略， 身心更加投入， 當(dāng)遇到尤為困難的問題時(shí)， 他們也展現(xiàn)了更為持久的韌勁。Just the words yet or not yet, were finding, give kids greater confidence, give them a path into the future that creates greater persistence. And we can actually change students mindsets. In one study, we taught them that every time they push out of their comfort zone to learn something new and difficult, the neurons in their brain can form new, stronger connections, and over time they can get smarter.我們發(fā)現(xiàn)，注重過程的思維模式， 會(huì)賦予孩子們更多自信， 指引他們不斷向前，越發(fā)堅(jiān)持不懈。 事實(shí)上，我們能夠改變學(xué)生的思維模式。 在一項(xiàng)研究中，我們告訴學(xué)生們， 每當(dāng)他們迫使自己走出舒適區(qū)， 學(xué)習(xí)新知識(shí)，迎接新挑戰(zhàn)， 大腦中的神經(jīng)元會(huì)形成新的 更強(qiáng)的連接， 他們會(huì)逐漸變得越來越聰明。Look what happened: in this st