Ramsey Musallam在Ted演講: 激發(fā)學(xué)生學(xué)習(xí)興趣的3條黃金法則(中英)

"受一個(gè)生死悠關(guān)的大手術(shù)的啟發(fā)，化學(xué)老師Ramsey Musallam終于從10年的“偽教學(xué)”中解脫出來(lái)，并明白了教育工作者的真正的職責(zé)在于激發(fā)學(xué)生的好奇心。在這個(gè)有趣和很有個(gè)性的演講中，Musalam為我們列出了喚醒學(xué)生想象力、激發(fā)學(xué)生學(xué)習(xí)興趣和引導(dǎo)學(xué)生探索世界的三條黃金法則。

Ramsey Musallam: 3 rules to spark learning激發(fā)學(xué)生學(xué)習(xí)興趣的3條黃金法則
英語(yǔ)演講稿帶翻譯

I teach chemistry.
我是一名化學(xué)老師。

(Explosion)
（爆炸聲）

All right, all right. So more than just explosions, chemistry is everywhere. Have you ever found yourself at a restaurant spacing out just doing this over and over? Some people nodding yes. Recently, I showed this to my students, and I just asked them to try and explain why it happened. The questions and conversations that followed were fascinating. Check out this video that Maddie from my period three class sent me that evening.
大家沒(méi)嚇著吧！ 除了爆炸， 化學(xué)在我們生活中隨處可見(jiàn)。 你有沒(méi)有試過(guò)在餐廳里空閑無(wú)聊時(shí) 一遍又一遍的玩這個(gè)東西呢？ 我看到有人點(diǎn)頭了。 最近，我給我的學(xué)生們做了上面那個(gè)實(shí)驗(yàn)， 并要求學(xué)生們自己動(dòng)手去體驗(yàn)并解析這一現(xiàn)象為何發(fā)生。 在實(shí)驗(yàn)中，學(xué)生們提出的問(wèn)題和進(jìn)行的對(duì)話 很有意思。 請(qǐng)看一下這個(gè)， 這是我第三節(jié)課上的學(xué)生Maddie，在當(dāng)天晚上發(fā)給我的。

(Clang) (Laughs)
（鐺）（笑聲）

Now obviously, as Maddie's chemistry teacher, I love that she went home and continued to geek out about this kind of ridiculous demonstration that we did in class. But what fascinated me more is that Maddie's curiosity took her to a new level. If you look inside that beaker, you might see a candle. Maddie's using temperature to extend this phenomenon to a new scenario.
當(dāng)然了，作為Maddie的化學(xué)老師， 我非常欣慰她放學(xué)回家后還繼續(xù)研究， 并演示了一個(gè)這么好玩的實(shí)驗(yàn)。 這個(gè)實(shí)驗(yàn)跟我們?cè)谡n堂上做的差不多。 但最吸引我的是， Maddie的好奇心將她的化學(xué)學(xué)習(xí)提升到了一個(gè)新的高度。 如果你認(rèn)真看一下那個(gè)燒杯， 你會(huì)看到一根蠟燭。 Maddie在實(shí)驗(yàn)中使用了溫度， 對(duì)課堂上學(xué)到的實(shí)驗(yàn)賦予了新意。

You know, questions and curiosity like Maddie's are magnets that draw us towards our teachers, and they transcend all technology or buzzwords in education. But if we place these technologies before student inquiry, we can be robbing ourselves of our greatest tool as teachers: our students' questions. For example, flipping a boring lecture from the classroom to the screen of a mobile device might save instructional time, but if it is the focus of our students' experience, it's the same dehumanizing chatter just wrapped up in fancy clothing. But if instead we have the guts to confuse our students, perplex them, and evoke real questions, through those questions, we as teachers have information that we can use to tailor robust and informed methods of blended instruction.
要知道，像Maddie這樣帶著疑問(wèn)并懷有一顆好奇心， 是讓學(xué)生更親近老師的一種魔力 他們超脫了所有教學(xué)技術(shù) 和高大空的流行語(yǔ)。 如果我們?cè)趯W(xué)生提問(wèn)之前，就把這些技術(shù)呈現(xiàn)出來(lái) 我們將毀掉我們作為老師 手中最強(qiáng)大的武器——學(xué)生們的疑問(wèn)。 比如說(shuō)，在教室里借助移動(dòng)電子設(shè)備 將一堂沉悶的課快速講完 或許會(huì)節(jié)省些老師進(jìn)行指導(dǎo)的時(shí)間， 但是，如果這是學(xué)生在課堂上所能收獲的體驗(yàn)， 那這種照本宣科的無(wú)趣 只是華而不實(shí)的教學(xué)罷了。 但是，如果我們有膽量 去引起學(xué)生們的疑問(wèn)，讓他們感到困惑， 喚起他們提出真正的問(wèn)題， 然后從他們的問(wèn)題里，老師可以得到很多信息 來(lái)幫助作些調(diào)整教學(xué) 采用多樣化的教學(xué)方法

So, 21st-century lingo jargon mumbo jumbo aside, the truth is, I've been teaching for 13 years now, and it took a life-threatening situation to snap me out of 10 years of pseudo-teaching and help me realize that student questions are the seeds of real learning, not some scripted curriculum that gave them tidbits of random information.
這樣，21世紀(jì)的那些術(shù)語(yǔ)行話就不會(huì)像魔咒一樣難懂了。 事實(shí)是，今年是我從教的第13個(gè)年頭， 我曾碰到過(guò)一件生死悠關(guān)的事 才將我從10年的偽教學(xué)中拉了出來(lái) 我這才明白，學(xué)生帶著疑問(wèn)來(lái)學(xué)習(xí)的心態(tài) 才能使他們學(xué)習(xí)到真正有意義的東西 而不是照本宣科的課程， 課程本身只能給學(xué)生提供一些隨機(jī)的信息而已。

In May of 2010, at 35 years old, with a two-year-old at home and my second child on the way, I was diagnosed with a large aneurysm at the base of my thoracic aorta. This led to open-heart surgery. This is the actual real email from my doctor right there. Now, when I got this, I was -- press Caps Lock -- absolutely freaked out, okay? But I found surprising moments of comfort in the confidence that my surgeon embodied. Where did this guy get this confidence, the audacity of it?
2010年5月份，當(dāng)時(shí)我35歲， 我已經(jīng)有個(gè)2歲大的孩子，我的第二個(gè)孩子也即將出生， 當(dāng)時(shí)我被診斷為患有大動(dòng)脈瘤 這個(gè)腫瘤長(zhǎng)在我的胸主動(dòng)脈上。 因此，我要需做一個(gè)開(kāi)腔手術(shù)。 這就是當(dāng)時(shí)我的醫(yī)生寫給我的電子郵件。 當(dāng)我收到他的郵件時(shí)，我的頭都大了 當(dāng)時(shí)真的完全被嚇壞了！ 但我還是得到些許意外的安慰 這種安慰來(lái)源于我的外科醫(yī)生的自信心。 他的自信心來(lái)是打哪兒來(lái)的呢？來(lái)自于他的大膽嗎？

So when I asked him, he told me three things. He said first, his curiosity drove him to ask hard questions about the procedure, about what worked and what didn't work. Second, he embraced, and didn't fear, the messy process of trial and error, the inevitable process of trial and error. And third, through intense reflection, he gathered the information that he needed to design and revise the procedure, and then, with a steady hand, he saved my life.
我問(wèn)他這個(gè)問(wèn)題，他跟我講了三件事情。 他說(shuō)，第一，他的好奇心驅(qū)使他去 就手術(shù)的程序預(yù)設(shè)了很多硬性問(wèn)題， 把各種可行和不可行的方案全都想遍了。 第二，不要害怕逃避，要勇于面對(duì) 嘗試與錯(cuò)誤中的各種冗雜問(wèn)題， 和不可避免的過(guò)程。 第三，通過(guò)緊張有致的綜合思考， 他獲取了他所需的信息 以此來(lái)設(shè)計(jì)和修改手術(shù)的進(jìn)程， 最后，他胸有成竹地幫我做了手術(shù)，救了我一命。

Now I absorbed a lot from these words of wisdom, and before I went back into the classroom that fall, I wrote down three rules of my own that I bring to my lesson planning still today. Rule number one: Curiosity comes first. Questions can be windows to great instruction, but not the other way around. Rule number two: Embrace the mess. We're all teachers. We know learning is ugly. And just because the scientific method is allocated to page five of section 1.2 of chapter one of the one that we all skip, okay, trial and error can still be an informal part of what we do every single day at Sacred Heart Cathedral in room 206. And rule number three: Practice reflection. What we do is important. It deserves our care, but it also deserves our revision. Can we be the surgeons of our classrooms? As if what we are doing one day will save lives. Our students our worth it. And each case is different.
我從他充滿智慧的言語(yǔ)中學(xué)到很多， 那年秋季，在我回校上課前， 我也給自己的教學(xué)定了三條規(guī)則， 至今，我一直在我的教學(xué)中遵循這三條規(guī)則。 第一條規(guī)則：把學(xué)生的好奇心放在第一位。 學(xué)生的問(wèn)題是幫助教師進(jìn)行重要學(xué)習(xí)指導(dǎo)的窗口， 而不是反其道而行之。 第二條規(guī)則：勇于面對(duì)各種冗雜。 我們都是教師。我們知道學(xué)習(xí)絕非易事。 這是因?yàn)椋茖W(xué)的方法已經(jīng)寫在 課本第五頁(yè)的第一章第一部分的第二節(jié)里了 而這章又剛好是我們跳過(guò)不講的： 試錯(cuò)法（通過(guò)反復(fù)試驗(yàn)來(lái)消除誤差）。 這種方法仍然是 我們每天在圣心大教堂206室里 所采用的一種非正規(guī)方法。 第三條：實(shí)踐反思。 我們做的是重要的事。它值得我們關(guān)注， 而且也值得我們?nèi)ミM(jìn)行修正。 我們這些老師能不能成為課堂中的外科醫(yī)生呢？ 我們所教的東西或許在將來(lái)的某一天可能會(huì)救別人一命。 我們的學(xué)生，我們得珍惜。 而每個(gè)個(gè)體都是不同的。

(Explosion)
（爆炸聲）

All right. Sorry. The chemistry teacher in me just needed to get that out of my system before we move on.
對(duì)不起，太大聲了。 作為化學(xué)老師，我得先做好這三點(diǎn) 然后才能教好學(xué)生。

So these are my daughters. On the right we have little Emmalou -- Southern family. And, on the left, Riley. Now Riley's going to be a big girl in a couple weeks here. She's going to be four years old, and anyone who knows a four-year-old knows that they love to ask, "Why?" Yeah. Why. I could teach this kid anything because she is curious about everything. We all were at that age. But the challenge is really for Riley's future teachers, the ones she has yet to meet. How will they grow this curiosity?
這是我的兩個(gè)女兒的照片。 右邊那個(gè)是Emmalou——南方家族的人。 左邊那位是Riley。 再過(guò)幾周，Riley就要成為一個(gè)大女孩了。 她的4歲生日快到了， 眾所周知，一個(gè)4歲的孩子 總是喜歡問(wèn)：“為什么？” 對(duì)。他們喜歡問(wèn)這個(gè)問(wèn)題。 我可以教給我女兒任何東西 因?yàn)樗龑?duì)什么都感興趣。 我們所有人在4歲時(shí)都這樣的。 但是Riley未來(lái)的老師 將要面臨很大的挑戰(zhàn)了， 他們會(huì)怎樣來(lái)培養(yǎng)她的好奇心呢？

You see, I would argue that Riley is a metaphor for all kids, and I think dropping out of school comes in many different forms -- to the senior who's checked out before the year's even begun or that empty desk in the back of an urban middle school's classroom. But if we as educators leave behind this simple role as disseminators of content and embrace a new paradigm as cultivators of curiosity and inquiry, we just might bring a little bit more meaning to their school day, and spark their imagination.
其實(shí)，我在用Rildy來(lái)喻指所有的孩子。 我知道，輟學(xué)會(huì)以各種形式出現(xiàn)—— 比如高中學(xué)生還沒(méi)開(kāi)學(xué)就輟學(xué)了， 或者市區(qū)中學(xué)教室里后排空著的課桌。 但是如果我們不僅僅是扮演 知識(shí)傳播者的角色， 而且還開(kāi)創(chuàng)一種新的教學(xué)模式 去激發(fā)學(xué)生的好奇心和探究興趣， 我們將會(huì)為學(xué)生的求學(xué)帶來(lái)更多意義 喚醒他們的想象力。

Thank you very much.
非常感謝你們。

(Applause)
（掌聲）

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