TED+成长性思维+Carol Deweck+The Power of Yet

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TED+成长性思维+Carol Deweck+The Power of Yet

fixed mindset

growth mindset

I heard about a high school in Chicago where students had to pass a certain number of courses to graduate, and if they didn't pass a course, they got the grade "Not Yet." And I thought that was fantastic, because if you get a failing grade, you think, I'm nothing, I'm nowhere. But if you get the grade "Not Yet" you understand that you're on a learning curve. It gives you a path into the future.

我听说,在芝加哥有一所高中,那儿的学生毕业前要通过一系列课程,如果某一门课没有通过, 成绩就是「暂未通过」。我想,这真是个绝妙的做法,因为,如果你某门课的成绩不及格, 你会想,我什么都不是,我什么都没有学到。如果你的成绩是「暂未通过」,你会明白,学习的步伐并没有停下,你还需逐步向前,争取未来。

"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.

「暂未通过」也让我联想起一件尤为重要的、发生在我职业生涯初期的事情,这件事对我而言是一个转折点。当时,我想探究孩子是如何应对挑战和困难的,因此,我让一些10岁大的孩子尝试解决一些对于他们而言,稍稍偏难的问题。一些孩子积极应对的方式让我感到震惊。他们会这样说, 「我喜欢挑战」,或说,「你知道的,我希望能有所获。」这些孩子明白,他们的能力是可以提升的。他们有我所说的成长型思维模式。但另一些孩子觉得面对这些难题是不幸的,宛如面对一场灾难。从他们的固定型思维角度来看,他们的才智受到了评判, 而他们失败了。他们不懂得享受学习的过程,而只盯住眼前的成与败。

So what do they do next? I'll 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. There's hardly any activity. They run from the error. They don't 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.

这些孩子们后面表现如何?让我告诉你他们的表现。在一项研究中,他们告诉我们, 如果他们某次考试未通过,他们很可能会在下次考试中作弊, 而不是更加努力地学习。在另一项研究中,他们挂了一门后,他们会找到那些考得还不如他们高的孩子,以寻求自我安慰。后续的研究陆续表明, 他们会逃避困难。科学家们监测了学生们面对错误时的脑电活动图像。在左侧,是固定型思维模式的学生,几乎没有什么活动。他们在错误面前选择了逃避。他们没有积极地投入。但请看右侧,这是成长型思维模式的学生,这些学生相信能力会通过锻炼得以提升。他们积极地应对错误,他们的大脑在高速运转,他们积极地投入,他们剖析错误,从中学习,最终订正。

How are we raising our children? Are we raising them for now instead of yet? Are we raising kids who are obsessed with getting A's? Are we raising kids who don't 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 can't get through the day without an award.

如今我们是如何教育孩子的呢?是教育他们专注眼前,而不是注重过程吗?我们培育了一些迷恋刷A的孩子们吗?我们培育了没有远大理想的孩子们吗?他们最远大的目标就是再拿一个A, 心里所想的就是下一次考试吗?他们在今后的生活中,都以分数的高低来评判自己吗?或许是的,因为企业雇主们跑来找我,说我们养育的这新一代走上工作岗位的人,如果不给他们奖励, 他们一天都过不下去。

So what can we do? How can we build that bridge to yet?

我们该怎么做呢?如何让孩子注重过程而不是结果呢?

Here are some things we can do. First of all, we can praise wisely, not praising intelligence or talent.That has failed. Don't 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.

我们可以做这样几件事。首先,我们可以有技巧地去表扬: 不去表扬天分或才智,这行不通。不要再这样做了。而是要对孩子积极投入的过程进行表扬:他们的努力与策略, 他们的专注、坚持与进步。对过程的表扬会塑造孩子的韧性。

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.

还有其他的办法来奖励过程。最近,我们与来自华盛顿大学的游戏研究者合作,制作了一款奖励过程的数学游戏。在这个游戏中,学生们因他们的努力、策略与进步而受到奖励。通常的数学游戏中,玩家只有在解得正确答案后,才能得到奖励。但这个游戏奖励过程,随着游戏的深入,孩子们更加努力,想出更多的策略,身心更加投入,当遇到尤为困难的问题时, 他们也展现了更为持久的韧劲。

Just the words "yet" or "not yet," we're 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.

我们发现,注重过程的思维模式,会赋予孩子们更多自信,指引他们不断向前,越发坚持不懈。事实上,我们能够改变学生的思维模式。在一项研究中,我们告诉学生们,每当他们迫使自己走出舒适区,学习新知识,迎接新挑战,大脑中的神经元会形成新的 更强的连接,他们会逐渐变得越来越聪明。

Look what happened: in this study, students who were not taught this growth mindset continued to show declining grades over this difficult school transition, but those who were taught this lesson showed a sharp rebound in their grades. We have shown this now, this kind of improvement, with thousands and thousands of kids, especially struggling students.

看看后面发生了什么吧:在这项研究中,没有接受成长型思维模式训练的学生,在这一困难的过渡阶段,成绩持续下滑,但那些受过该训练的学生, 成绩强势反弹,卓有起色。如今,我们已证实这一结论,通过成千上万个孩子的实例, 尤其是那些在学业上挣扎的孩子。

So let's talk about equality. In our country, there are groups of students who chronically underperform,for example, children in inner cities, or children on Native American reservations. And they've done so poorly for so long that many people think it's inevitable. But when educators create growth mindset classrooms steeped in yet, equality happens. And here are just a few examples. In one year, a kindergarten class in Harlem, New York scored in the 95th percentile on the National Achievement Test. Many of those kids could not hold a pencil when they arrived at school. In one year, fourth grade students in the South Bronx, way behind, became the number one fourth grade class in the state of New York on the state math test. In a year to a year and a half, Native American students in a school on a reservation went from the bottom of their district to the top, and that district included affluent sections of Seattle. So the native kids outdid the Microsoft kids.

那我们就来谈谈教育平等吧。在我们国家,有些特定区域的孩子。总是在学业上处于下游,比如,内城区的孩子,或印第安人居留地里的孩子。长期以来这里的孩子都没什么起色, 以致于很多人认为没的救了。但是当教育家们将孩子的思维 转变为成长型思维模式时,教育平等实现了。举几个例子吧,纽约哈莱姆区的一所幼儿园的学生在一年的时间内,国家水平测试(National Achievement Test) 成绩飞跃到前百分之五。这些孩子中有很多在入学时甚至还不会握笔。一年之内,远远落后的南布朗克斯区的四年级学生,其标准数学测试成绩攀升到纽约州所有四年级学生的第一名。在一年到一年半的时间内,某印第安人居留地的一所学校里的学生成绩从全区垫底到名列前茅,而这个区包括了西雅图市的富饶地段。印第安孩子战胜了「微软」孩子。

This happened because the meaning of effort and difficulty were transformed. Before, effort and difficulty made them feel dumb, made them feel like giving up, but now, effort and difficulty, that's when their neurons are making new connections, stronger connections. That's when they're getting smarter.

这得以实现的原因,是努力与困难的意义在孩子心目中发生了改变。在此之前,努力与困难让他们感觉自己很笨, 让他们想放弃。但如今,正是努力与困难让他们大脑中的神经元得以形成新的连接,更强的连接。正是在这个过程中,他们变得越来越聪明。

I received a letter recently from a 13-year-old boy. He said, "Dear Professor Dweck, I appreciate that your writing is based on solid scientific research, and that's why I decided to put it into practice. I put more effort into my schoolwork, into my relationship with my family, and into my relationship with kids at school, and I experienced great improvement in all of those areas. I now realize I've wasted most of my life."

最近,我收到一个13岁男孩的来信。他说,「亲爱的德韦克教授,我欣赏你的著作, 因为它们都基于可靠的科学试验,因此,我决定将你的方法付诸实践。我更用功地学习,更用心地处好与家人的关系,与同学的关系,而在这些方面我都有了长足的进步。现在我才意识到,过去浪费了太多生命。」

Let's not waste any more lives, because once we know that abilities are capable of such growth, it becomes a basic human right for children, all children, to live in places that create that growth, to live in places filled with yet.

让我们不再浪费生命,因为,既然我们知道能力可以增长,那么,生活在一个能激发进步并让这一切变得可能的地方就是每个孩子的权利。

Thank you.

谢谢。


Mindset这本书,是在教我们如何与孩子说话。书中的一个场景是:

9岁的Elizabeth正在去参加她的第一次体操比赛的路上。她有一点紧张,但是她平时训练积极,体操是她拿手的,她还是感到很有信心的。她甚至在头脑里想象如果取得了奖牌会把它挂在房间的什么地方。第一组比赛,她一开始领先。但在其他女孩子表演后,她被赶超了,最后她输了。剩下几组比赛他表现地不赖,但依然没有赢。最终,她没拿到牌,她非常地灰心丧气和难过。

如果你是她的父母,你会如何劝解她?

1.告诉她,在你看来,她是最棒的。

2.告诉她,别人抢走了本该属于她的奖牌。

3.安慰她说,体操其实并没有那么重要。

4.告诉她,她有这个实力,下一次一定可以赢。

5.告诉她,其实她并不应该赢。

这是Carol Dweck在书里向读者抛出的问题。她的评价是:

1. 你认为她是最棒的,这句话,是多么地言不由衷啊。她不是最棒的,你清楚,她自己也心知肚明。这句话,既不能帮助她缓解失望的情绪,也不能促进她有任何的改善。

2. 你的话传送了一个信号:怪罪于他人。然而事实上,问题主要在于她自己的表现,而不是评委。你希望她长大后成为一个把自己的不足归咎于别人的人吗?

3. 这其实是教给她,如果不能马上做好一件事,就尽量贬低它。这是你真正想要传递的信息吗?

4. 这也许是最危险的一句话了。难道一个人的能力能自动帮助你达成你的愿望?如果Elizabeth 没能赢得这次比赛,为什么她就能赢得下一次呢?

5. 听上去有点残忍,但确是事实。当然,你不需要那么直接了当。Elizabeth的爸爸是这么说的:

“Elizabeth, 我知道你现在很失望,你满怀信心而来,表现出了你最好的水准,但是却没有赢。但是,你要知道,你还没有能力真正‘挣’(earn)到这块奖牌。来参加今天比赛的女孩中不少比你练习的时间长也比你更努力用功。如果这是你真正想要的,那看来你得好好努力去争取了。如果你练体操纯粹想玩玩,我并不反对。但如果你想要比赛拿牌,你必须更勤奋努力。”

Elizabeth爸爸的回答,在Carol Dweck眼里就是一位具有成长型思维(growth mindset)的父亲的开导,因为他不但告诉孩子事实的真相,还教导一种如何把失败看作馈赠和礼物的思维方式

在Mindset这本书中,人被分为两种:一种是停滞型思维(fixed mindset),另一种是成长型思维(growth mindset)。

停滞型思维(fixed mindset)的人认为人之所以成功,全都仰赖天赋和能力,而这些都是天生的。在这类人眼里,为什么要努力?努力不会有回报。为什么要挑战和承担风险?这些都会直接暴露你自身的不足和表明你还没有完成任务。挑战和承担风险,不能让人感受到自己的聪慧和天赋。当父母逼迫停滞型思维的孩子去跳一跳摘苹果时(譬如:准备报考竞争激烈的重点中学),他们往往失去了学习的兴趣。

停滞型思维的人,觉得成功,就是证明你的聪明和有天赋。而且,需要不断地被证明、被肯定。他们赋予一项考试以检测他们最基本的智力因素的能力。他们让一项考试来定义他们。这就是为什么每个成功都是重要的,而且,他们必须立即、持续和完美地成功

当被问到:“什么时候你会觉得自己很聪明?”停滞型思维的人多半谈到当他们感到自己很特别的时候,当他们与别人不同或者比别人好的时候。所以,最令他们害怕的念头是什么?就是觉得自己普通,不如别人!有这种想法的人,就需要被不断地证明自己并不普通。

对他们而言,每一个评论、每一个表情都是有意义的——它被记录在我的智力得分卡上,我的吸引力得分卡上,我的受欢迎程度得分卡。这种思维方式下,自我认识就是,如果你成功了就是个人物,若是不成功,我算是个什么东西?

由此,失败就被从一个行为(我失败了)转变为一种身份(我是个失败者)

他们往往不想要从失败中学习和修补什么。具有停滞型思维方式的人最先想要修补的是自己的自尊(Self-esteem)。因此,他们可能会去看比自己还要差的人,或者就是把失败怪罪于别人和制造借口。

Marina Semyonova 是极为出色的俄罗斯舞蹈家和老师,她挑选学生自有她一套独特的方法。她测试人的思维模式,而不是光看技术动作。在选拔时,她更多地观察,学生如何应对表扬和纠正。那些对纠错积极响应的,听了批评后依然能量十足的才是她中意的学生。

而对于成长型思维的人,失败肯定也是一件让人痛苦的事。但区别是,他们认为,你最糟糕的处境并不定义你。这类人把时间更多地花在我该如何去面对问题,处理它,并从中有所得

除了教我们如何客观地指出孩子的不足,Mindset还用大量翔实的社会调查和数据提醒我们如何表扬孩子。

时常会听到家有大娃的父母会痛心地说,孩子很聪明,天资不错,但却对自己没有要求,能伸手摘到苹果,就绝不愿意跳一跳,总是向低标准看齐。Carol Dweck在书中指出,这类孩子多半从小被包围在赞扬声中,而被赞扬的是他们的智力和天赋。

孩子都喜欢被表扬,他们尤其喜欢被表扬的是他们的智力和天赋。而这的确能给他们一种激励,让他们闪闪发光,但只是在那时那刻,极其短暂。从小在这种赞扬声中长大的孩子,一旦有不顺心,他们的自信就极其受挫败,动力全无。如果他们之前成功,意味着他们的聪明。那一旦他们失败了,就会觉得自己一文不值。

因此,当孩子做题做得又对又快时,Carol Dweck会建议说,千万别夸:“哇,真聪明,全对,而且只用了2分钟,速度那么快!”

这会传递一种什么信息?

这会告诉他们,在我们眼里,值得鼓励和嘉奖的是速度和完美。而速度和完美是攻克难题的敌人。如果你认为你在做题很快且完美时是聪明的,你将不再尝试任何挑战。她会说:

“做得不错,全对。但我猜是不是太容易,有点浪费你时间了。让我看看,能不能找到可以让你从中真正学到点什么的练习。”或者,

“速度比上周明显提高,我喜欢看到你的进步。我更喜欢看你在这道数学题上试用了那么多方法,一种不行换一种,在做了无数尝试后,最终找到了解题办法。”

所以说,表扬和鼓励的应该是他们的努力、专注和选择。只讲述事实,切忌评价!(Do not judge)。Carol Dweck在访谈中发现,停滞型思维模式的孩子告诉采访者,他们从家长处得到的信息就是不停歇的“评价”。他们不停地被贴上各种标签,非常强烈地感觉到,他们的所作所为和身上所有的特征一直在不停地被衡量和判断。

前段时间看到UBC商学院在推广自己的创意课程时,谈到要鼓励人的创造力和创新精神,周围环境很重要的一个要素是延迟评价(defer judgment),这样可以让点子有足够的土壤生长和发酵。

尝试做具有成长型思维的父母,培养拥有成长型思维的孩子,一起相信人大脑学习和解决问题的能力,像人的肌肉一样,是可以不断拉伸而变得更有弹性。

参考:成长型思维&停滞型思维!(深度阅读) 

参考:《Mindset》读书笔记

参考:TED+carol deweck

参考:growth mindset

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