比尔盖茨ted演讲稿

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比尔盖茨ted演讲稿

篇1:比尔盖茨ted演讲稿

Teachers need real feedback

老师需要真正的教学反馈

Everyone needs a coach.

It doesn't matter whether you're a basketball player, a tennis player, a gymnast or a bridge player.

(Laughter)

每一个人都需要一位教练。

无论你是篮球运动员, 网球运动员,体操选手 或者是打桥牌的。

(笑声)

My bridge coach, Sharon Osberg, says there are more pictures of the back of her head than anyone else's in the world.

(Laughter) Sorry, Sharon.

Here you go.

我的桥牌教练,Sharon Osberg, 说包含她后脑勺的照片 比世界上其他任何人的都多。

(笑声) 抱歉,Sharon。

这张应该可以了。

We all need people who will give us feedback.

That's how we improve.

Unfortunately, there's one group of people who get almost no systematic feedback to help them do their jobs better, and these people have one of the most important jobs in the world.

I'm talking about teachers.

When Melinda and I learned how little useful feedback most teachers get, we were blown away.

Until recently, over 98 percent of teachers just got one word of feedback: Satisfactory.

If all my bridge coach ever told me was that I was “satisfactory,” I would have no hope of ever getting better.

How would I know who was the best? How would I know what I was doing differently? Today, districts are revamping the way they evaluate teachers, but we still give them almost no feedback that actually helps them improve their practice.

Our teachers deserve better.

The system we have today isn't fair to them.

It's not fair to students, and it's putting America's global leadership at risk.

So today I want to talk about how we can help all teachers get the tools for improvement they want and deserve.

我们都需要能给我们反馈信息的人。

这是我们不断自我发展的方式。

遗憾的是,有一群人几乎收不到系统化的反馈信息来提高他们的工作效率, 而这一群人从事着世界上最重要的职业之一。

我指的就是老师们。

当Melinda和我了解到 大部分老师得到的有用的反馈有多么少时, 我们惊呆了。

直到最近,超过98%的老师 得到的反馈只包含一个词: 满意。

如果我的桥牌教练只跟我说 我的表现“令人满意”, 我永远也不可能变得更好。

我怎么知道谁是最好的? 我怎么知道什么事我做的和别人不一样? 现在,各个校区都在改进 评估教师的方式, 但是我们仍给他们很少能够 提高他们工作水平的反馈信息。

我们的教师应该受到更好的对待。

今天我们在用的系统对他们不公平。

这系统对学生也不公平, 而且置美国的全球领导地位于水深火热之中。

因此今天我想讲讲我们如何能帮助所有的老师 获得他们想要而且值得获得的提高自己的工具。

Let's start by asking who's doing well.

Well, unfortunately there's no international ranking tables for teacher feedback systems.

So I looked at the ountries whose students erform well academically, and looked at what they're doing to help their teachers improve.

Consider the rankings for reading proficiency.

The U.S.isn't number one.

We're not even in the top 10.

We're tied for 15th with Iceland and Poland.

Now, out of all the places that do better than the U.S.

in reading, how many of them have a formal system for helping teachers improve? Eleven out of 14.

The U.S.

is tied for 15th in reading, but we're 23rd in science and 31st in math.

So there's really only one area where we're near the top, and that's in failing to give our teachers the help they need to develop their skills.

我们先来问问谁做得比较好。

遗憾的是,国际上没有一个用来给评估老师的系统分等级的标准。

所以我看了看那些拥有学术表现非常好的学生的国家, 然后看看他们在做什么 来帮助他们的教师提高教学水平。

我们来看看阅读水平的排名。

美国并不是第一。

我们甚至连前十都没能进入。

我们和冰岛以及波兰并列排名第15名。

在阅读水平方面 做得比美国出色的地方中 又有多少个拥有能帮助教师提高自己的正规流程? 11个。

在阅读方面美国并列第15名, 但在科学与数学方面我们分别排在第23名与第31名。

因此我们只有一个方面排名比较靠前, 而那就是无法提供给教师 发展自己所需要的帮助。

Let's look at the best academic performer: the province of Shanghai, China.

Now, they rank number one across the board, in reading, math and science, and one of the keys to Shanghai's incredible success is the way they help teachers keep improving.

They made sure that younger teachers get a chance to watch master teachers at work.

They have weekly study groups, where teachers get together and talk about what's working.

They even require each teacher to observe and give feedback to their colleagues.

我们来看看学业上表现最好的地区: 中国的上海。

他们在阅读,数学以及科学等所有方面排名都是第一, 而上海能有这种令人惊讶的成功的关键之一就在于他们帮助教师不断自我发展的方式。

他们确保年轻的教师有机会看到资深教师授课。

他们每周都有让老师聚在一起并讨论哪些教学方法比较有用的学习会。

他们甚至要求每位老师观察他的同事并给他们反馈信息。

You might ask, why is a system like this so important? It's because there's so much variation in the teaching profession.

Some teachers are far more effective than others.

In fact, there are teachers throughout the country who are helping their students make extraordinary gains.

If today's average teacher could become as good as those teachers, our students would be blowing away the rest of the world.

So we need a system that helps all our teachers be as good as the best.

也许你会问,为什么这样的系统那么重要? 这是因为在教师这个职业中有太多的不同。

有的教师的教学效率远远超过其他教师。

事实上,在全国各地有一些老师正在帮助他们的学生实现难以想象的巨大进步。

如果今天的普通老师能和那些老师一样好, 我们的学生就可以在全世界独领风骚了。

因此我们需要一个能使我们每一位教师和最好的教师一样好的系统。

What would that system look like? Well, to find out, our foundation has been working with 3,000 teachers in districts across the country on a project called Measures of Effective Teaching.

We had observers watch videos of teachers in the classroom and rate how they did on a range of practices.

For example, did they ask their students challenging questions? Did they find multiple ways to explain an idea? We also had students fill out surveys with questions like, “Does your teacher know when the class understands a lesson?” “Do you learn to correct your mistakes?”

这样一个系统会是什么样子的? 为了查明这个事情,我们的基金会和全国各个校区的3000多名老师合作开展了一个叫“有效教育方式”(MET)的项目。

我们派遣观察员观看老师在教学中的录像 并且评估他们所做的一系列事情。

举例来说,他们有没有问学生 具有挑战性的问题? 他们有没有找到多种方式来解释一个概念? 我们也让学生做包含如 “你的老师是否知道 整个班级听懂了一堂课?” “你是否学会了改正错误?”等问题的问卷。

And what we found is very exciting.

First, the teachers who did well on these observations had far better student outcomes.

So it tells us we're asking the right questions.

And second, teachers in the program told us that these videos and these surveys from the students were very helpful diagnostic tools, because they pointed to specific places where they can improve.

I want to show you what this video component of MET looks like in action.

(Music)(音乐)

结果令我们非常惊喜。

首先,在这些评测中表现很好的老师所教出来的学生也更好。

这说明我们问的问题是对的。

其次,参与这个项目的老师告诉我们 这些录像以及向学生发放的调查问卷是非常有用的诊断工具, 因为它们指明了教师们能够改进的具体环节。

我想让你们看看MET中的视频部分 是什么样的。

(Video) Sarah Brown Wessling: Good morning everybody.

Let's talk about what's going on today.

To get started, we're doing a peer review day, okay? A peer review day, and our goal by the end of class is for you to be able to determine whether or not you have moves to prove in your essays.

(录像)Sarah Brown Wessling: 大家早上好。

让我们说说今天干些什么。

首先,今天将会是一个“同学互评日”。

这个“同学互评日”的目的就是在下课前 大家可以好好判断 自己作文是不是经得起推敲。

My name is Sarah Brown Wessling.

I am a high school English teacher at Johnston High School in Johnston, Iowa.

我在爱荷华州的Johnston的Johnston高中担任英语老师。

Turn to somebody next to you.

Tell them what you think I mean when I talk about moves to prove.

I've talk about --

转向你们身边的一个人。

告诉他们你认为我说“经得起推敲”时我是什么意思。

我曾说过--

I think that there is a difference for teachers between the abstract of how we see our practice and then the concrete reality of it.

我认为对于老师而言, 我们对我们的表现的抽象看法 和实际情况是有区别的。

Okay, so I would like you to please bring up your papers.

好的,请你们拿出你们的纸张。

I think what video offers for us is a certain degree of reality.

You can't really dispute what you see on the video, and there is a lot to be learned from that, and there are a lot of ways that we can grow as a profession when we actually get to see this.

I just have a flip camera and a little tripod and invested in this tiny little wide-angle lens.

At the beginning of class, I just perch it in the back of the classroom.

It's not a perfect shot.

It doesn't catch every little thing that's going on.

But I can hear the sound.

I can see a lot.

And I'm able to learn a lot from it.

So it really has been a simple but powerful tool in my own reflection.

我认为视频给我们展现了某种程度的现实。

你无法对你在视频中看到的表示异议, 你从中能学到很多, 而且当我们看到它时我们看到有很多方式 能让我们的职业水平更上一层楼。

我只有这个轻按相机和这个小小的三脚架 并再花了一点钱买了这个微小的广角镜。

在开始上课的时候,我就把相机放在教室的后面。

视角并非完美。

它没法捕捉到发生的每一件事。

但我能听见声音。

我能看到很多。

而且我能从中学到很多。

因此它成了一个用于自我反思的简单而强大的工具。

All right, let's take a look at the long one first, okay?

好的,我们先看看比较长的一段,怎么样?

Once I'm finished taping, then I put it in my computer, and then I'll scan it and take a peek at it.

If I don't write things down, I don't remember them.

一旦录完了,我就把它放到电脑里, 扫描一下然后看一眼。

如果我不把东西写下来我就无法记住它们。

So having the notes is a part of my thinking process, and I discover what I'm seeing as I'm writing.

I really have used it for my own personal growth and my own personal reflection on teaching strategy and methodology and classroom management, and just all of those different facets of the classroom.

因此记笔记也是我思考过程中的一部分, 而当我在做记录时我也就发现了我在看的是什么。

我把它用于我的个人成长 以及关于教学方式, 教学原则,课堂管理等 各种各样的和课堂有关的方面的个人反思。

I'm glad that we've actually done the process before so we can kind of compare what works, what doesn't.

我很高兴我们以前做过类似的事情 所以我们能通过比较得出孰优孰劣。

I think that video exposes so much of what's intrinsic to us as teachers in ways that help us learn and help us understand, and then help our broader communities understand what this complex work is really all about.

I think it is a way to exemplify and illustrate things that we cannot convey in a lesson plan, things you cannot convey in a standard, things that you cannot even sometimes convey in a book of pedagogy.

我觉得视频揭示了 大量的所对我们老师而言 从根本上帮助我们学习和理解的方式方法, 并且也帮助社会理解这个复杂的工作究竟是干嘛的。

我认为这展现了一些事情 他们是我们无法用教学计划, 一个标准,甚至一个关于教育学的.书 来表达的。

Alrighty, everybody, have a great weekend.

I'll see you later.

好了,大家,祝你们周末愉快。

下次见。

[Every classroom could look like that]

[每一个教室都能像那样]

(Applause)(掌声)

Bill Gates: One day, we'd like every classroom in America to look something like that.

But we still have more work to do.

Diagnosing areas where a teacher needs to improve is only half the battle.

We also have to give them the tools they need to act on the diagnosis.

If you learn that you need to improve the way you teach fractions, you should be able to watch a video of the best person in the world teaching fractions.

比尔 盖茨:我们希望有一天全美的教室 都可以像这样。

但我们还有很多事要做。

梳理出一位老师在什么地方需要改进 只是战斗的一半。

我们还要给他们能让他们基于诊断结果 采取措施的工具。

如果你知道你要提高自己 教分数的方式, 你应该可以看一段 世上最好的人教分数的视频。

So building this complete teacher feedback and improvement system won't be easy.

For example, I know some teachers aren't immediately comfortable with the idea of a camera in the classroom.

That's understandable, but our experience with MET suggests that if teachers manage the process, if they collect video in their own classrooms, and they pick the lessons they want to submit, a lot of them will be eager to participate.

所以说建立一个完整的能给予老师 反馈信息以及自我发展手段的系统不会简单。

比如说,我知道一些老师 对于在教室中放一个摄像机这样的想法 感到不舒适。

这是可以理解的,但是我们在MET中的经验 说明了如果老师们能忍受这一个过程, 如果他们在教室中录制视频, 然后选择他们想提交的视频, 很多老师会踊跃参与。

Building this system will also require a considerable investment.

Our foundation estimates that it could cost up to five billion dollars.

Now that's a big number, but to put it in perspective, it's less than two percent of what we spend every year on teacher salaries.

建立这样一个体系也会需要大量的投资。

我们的基金会估计会花费多至50亿美元。

这是一个庞大的数字,但如果我们换一个视角来看, 这比我们每年付给老师的工资 的2%还要少。

The impact for teachers would be phenomenal.

We would finally have a way to give them feedback, as well as the means to act on it.

这样一个系统对于老师的影响是无法估量的。

我们终于会有一个能给他们反馈信息, 并让他们照此采取措施的方式。

But this system would have an even more important benefit for our country.

It would put us on a path to making sure all our students get a great education, find a career that's fulfilling and rewarding, and have a chance to live out their dreams.

This wouldn't just make us a more successful country.

It would also make us a more fair and just one, too.

但是这样一个系统对我们国家 的好处会更大。

它会让我们走上一条能确保 我们的学生能收到良好教育, 找到一份报酬丰厚而且令人满意的事业, 并且让他们有机会实现自己的梦想的道路。

这不仅会使我们的国家更成功。

这也会使我们的国家更充满公平与正义。

I'm excited about the opportunity to give all our teachers the support they want and deserve.

I hope you are too.

我为能给老师们 他们想要且应得的支援的机会感到欣喜。

我希望大家也是。

谢谢。

Thank you.

篇2:Ted 演讲稿精选

when i was nine years old i went off to summer camp for the first time. and my mother packed me a suitcase full of books, which to me seemed like a perfectly natural thing to do. because in my family, reading was the primary group activity. and this might sound antisocial to you, but for us it was really just a different way of being social. you have the animal warmth of your family sitting right next to you, but you are also free to go roaming around the adventureland inside your own mind. and i had this idea that camp was going to be just like this, but better. (laughter) i had a vision of 10 girls sitting in a cabin cozily reading books in their matching nightgowns.

(laughter)

camp was more like a keg party without any alcohol. and on the very first day our counselor gathered us all together and she taught us a cheer that she said we would be doing every day for the rest of the summer to instill camp spirit. and it went like this: “r-o-w-d-i-e, that's the way we spell rowdie. rowdie, rowdie, let's get rowdie.” yeah. so i couldn't figure out for the life of me why we were supposed to be so rowdy, or why we had to spell this word incorrectly. (laughter) but i recited a cheer. i recited a cheer along with everybody else. i did my best. and i just waited for the time that i could go off and read my books.

but the first time that i took my book out of my suitcase, the coolest girl in the bunk came up to me and she asked me, “why are you being so mellow?” -- mellow, of course, being the exact opposite of r-o-w-d-i-e. and then the second time i tried it, the counselor came up to me with a concerned expression on her face and she repeated the point about camp spirit and said we should all work very hard to be outgoing.

and so i put my books away, back in their suitcase, and i put them under my bed, and there they stayed for the rest of the summer. and i felt kind of guilty about this. i felt as if the books needed me somehow, and they were calling out to me and i was forsaking them. but i did forsake them and i didn't open that suitcase again until i was back home with my family at the end of the summer.

now, i tell you this story about summer camp. i could have told you 50 others just like it -- all the times that i got the message that somehow my quiet and introverted style of being was not necessarily the right way to go, that i should be trying to pass as more of an extrovert. and i always sensed deep down that this was wrong and that introverts were pretty excellent just as they were. but for years i denied this intuition, and so i became a wall street lawyer, of all things, instead of the writer that i had always longed to be -- partly because i needed to prove to myself that i could be bold and assertive too. and i was always going off to crowded bars when i really would have preferred to just have a nice dinner with friends. and i made these self-negating choices so reflexively, that i wasn't even aware that i was making them.

篇3:ted演讲稿精选

chinese restaurants have played an important role in american history, as a matter of fact. the cuban missile crisis was resolved in a chinese restaurant called yenching palace in washington, d.c., which unfortunately is closed now, and about to be turned into walgreen's. and the house that john wilkes booth planned the assassination of abraham lincoln is actually also now a chinese restaurant called wok 'n roll, on h street in washington.

事实上,中国餐馆在美国历史上发挥了很重要的作用。古巴导弹危机是在华盛顿一家名叫“燕京馆”的中餐馆里解决的。很不幸,这家餐馆现在关门了,即将被改建成沃尔格林连锁药店。而约翰·威尔克斯·布斯刺杀林肯总统的那所房子现在也成了一家中餐馆,就是位于华盛顿的“锅和卷”。

and if you think about it, a lot of the foods that you think of or we think of or americans think of as chinese food are barely recognizable to chinese, for e_ample: beef with broccoli, egg rolls, general tso's chicken, fortune cookies, chop suey, the take-out bo_es.

如果你仔细想想,就会发现很多你们所认为或我们所认为,或是美国人所认为的中国食物,中国人并不认识。比如西兰花牛肉、蛋卷、左宗棠鸡、幸运饼干、杂碎、外卖盒子。

so, the interesting question is, how do you go from fortune cookies being something that is japanese to being something that is chinese? well, the short answer is, we locked up all the japanese during world war ii, including those that made fortune cookies, so that's the time when the chinese moved in, kind of saw a market opportunity and took over.

所以有趣的是,幸运饼干是怎么从日本的东西变成中国的东西的呢?简单地说,我们在二战时扣押了所以的日本人,包括那些做幸运饼干的。这时候,中国人来了,看到了商机,自然就据为己有了。

general tso's chicken -- which, by the way, in the us naval academy is called admiral tso's chicken. i love this dish. the original name in my book was actually called the long march of general tso, and he has marched very far indeed, because he is sweet, he is fried, and he is chicken -- all things that americans love.

左宗棠鸡,在美国海军军校被称为左司令鸡。我很喜欢这道菜。在我的书里,这道菜实际上叫左将军的长征,它确实在美国很受欢迎 ,因为它是甜的,油炸的,是鸡肉做的——全部都是美国人的最爱。

so, you know, i realized when i was there, general tso is kind of a lot like colonel sanders in america, in that he's known for chicken and not war. but in china, this guy's actually known for war and not chicken.

我意识到左宗棠将军有点像美国的桑德斯上校(肯德基创始人),因为他是因鸡肉而出名的而不是战争。而在中国,左宗棠确实是因为战争而不是鸡肉闻名的。

so it's kind of part of the phenomenon i called spontaneous self-organization, right, where, like in ant colonies, where little decisions made by -- on the micro-level actually have a big impact on the macro-level.

这就有点像我所说的自发组织现象。就像在蚂蚁群中,在微观层面上做的小小决定会在宏观层面上产生巨大的影响。

and the great innovation of chicken mcnuggets was not nuggetfying them, because that's kind of an easy concept, but the trick behind chicken mcnuggets was, they were able to remove the chicken from the bone in a cost-effective manner, which is why it took so long for other people to copy them.

麦乐鸡块的发明并没有给他们带来切实收益,因为这个想法很简单,但麦乐鸡背后的技巧是如何用一种划算的方式来把鸡肉从骨头上剔出来。这就是为什么过了这么久才有人模仿他们。

we can think of chinese restaurants perhaps as linu_: sort of an open source thing, right, where ideas from one person can be copied and propagated across the entire system, that there can be specialized versions of chinese food, you know, depending on the region.

我们可以把中餐馆比作linu_:一种开源系统。一个人的想法可以在整个系统中被复制,被普及。在不同的地区,就有特别版本的中国菜。

篇4:ted演讲稿精选

简介:残奥会短跑冠军aimee mullins天生没有腓骨,从小就要学习靠义肢走路和奔跑。如今,她不仅是短跑选手、演员、模特,还是一位稳健的演讲者。她不喜欢字典中 “disabled”这个词,因为负面词汇足以毁掉一个人。但是,坦然面对不幸,你会发现等待你的是更多的机会。

i'd like to share with you a discovery that i made a few months ago while writing an article for italian wired. i always keep my thesaurus handy whenever i'm writing anything, but i'd already finished editing the piece, and i realized that i had never once in my life looked up the word “disabled” to see what i'd find.

let me read you the entry. “disabled, adjective: crippled, helpless, useless, wrecked, stalled, maimed, wounded, mangled, lame, mutilated, run-down, worn-out, weakened, impotent, castrated, paralyzed, handicapped, senile, decrepit, laid-up, done-up, done-for, done-in cracked-up, counted-out; see also hurt, useless and weak. antonyms, healthy, strong, capable.” i was reading this list out loud to a friend and at first was laughing, it was so ludicrous, but i'd just gotten past “mangled,” and my voice broke, and i had to stop and collect myself from the emotional shock and impact that the assault from these words unleashed.

you know, of course, this is my raggedy old thesaurus so i'm thinking this must be an ancient print date, right? but, in fact, the print date was the early 1980s, when i would have been starting primary school and forming an understanding of myself outside the family unit and as related to the other kids and the world around me. and, needless to say, thank god i wasn't using a thesaurus back then. i mean, from this entry, it would seem that i was born into a world that perceived someone like me to have nothing positive whatsoever going for them, when in fact, today i'm celebrated for the opportunities and adventures my life has procured.

so, i immediately went to look up the __ online edition, e_pecting to find a revision worth noting. here's the updated version of this entry. unfortunately, it's not much better. i find the last two words under “near antonyms,” particularly unsettling: “whole” and “wholesome.”

so, it's not just about the words. it's what we believe about people when we name them with these words. it's about the values behind the words, and how we construct those values. our language affects our thinking and how we view the world and how we view other people. in fact, many ancient societies, including the greeks and the romans, believed that to utter a curse verbally was so powerful, because to say the thing out loud brought it into e_istence. so, what reality do we want to call into e_istence: a person who is limited, or a person who's empowered? by casually doing something as simple as naming a person, a child, we might be putting lids and casting shadows on their power. wouldn't we want to open doors for them instead?

one such person who opened doors for me was my childhood doctor at the a.i. dupont institute in wilmington, delaware. his name was dr. pizzutillo, an italian american, whose name, apparently, was too difficult for most americans to pronounce, so he went by dr. p. and dr. p always wore really colorful bow ties and had the very perfect disposition to work with children.

i loved almost everything about my time spent at this hospital, with the e_ception of my physical therapy sessions. i had to do what seemed like innumerable repetitions of e_ercises with these thick, elastic bands -- different colors, you know -- to help build up my leg muscles, and i hated these bands more than anything -- i hated them, had names for them. i hated them. and, you know, i was already bargaining, as a five year-old child, with dr. p to try to get out of doing these e_ercises, unsuccessfully, of course. and, one day, he came in to my session -- e_haustive and unforgiving, these sessions -- and he said to me, “wow. aimee, you are such a strong and powerful little girl, i think you're going to break one of those bands. when you do break it, i'm going to give you a hundred bucks.”

now, of course, this was a simple ploy on dr. p's part to get me to do the e_ercises i didn't want to do before the prospect of being the richest five-year-old in the second floor ward, but what he effectively did for me was reshape an awful daily occurrence into a new and promising e_perience for me. and i have to wonder today to what e_tent his vision and his declaration of me as a strong and powerful little girl shaped my own view of myself as an inherently strong, powerful and athletic person well into the future.

this is an e_ample of how adults in positions of power can ignite the power of a child. but, in the previous instances of those thesaurus entries, our language isn't allowing us to evolve into the reality that we would all want, the possibility of an individual to see themselves as capable. our language hasn't caught up with the changes in our society, many of which have been brought about by technology. certainly, from a medical standpoint, my legs, laser surgery for vision impairment, titanium knees and hip replacements for aging bodies that are allowing people to more fully engage with their abilities, and move beyond the limits that nature has imposed on them -- not to mention social networking platforms allow people to self-identify, to claim their own descriptions of themselves, so they can go align with global groups of their own choosing. so, perhaps technology is revealing more clearly to us now what has always been a truth: that everyone has something rare and powerful to offer our society, and that the human ability to adapt is our greatest asset.

the human ability to adapt, it's an interesting thing, because people have continually wanted to talk to me about overcoming adversity, and i'm going to make an admission: this phrase never sat right with me, and i always felt uneasy trying to answer people's questions about it, and i think i'm starting to figure out why. implicit in this phrase of “overcoming adversity” is the idea that success, or happiness, is about emerging on the other side of a challenging e_perience unscathed or unmarked by the e_perience, as if my successes in life have come about from an ability to sidestep or circumnavigate the presumed pitfalls of a life with prosthetics, or what other people perceive as my disability. but, in fact, we are changed. we are marked, of course, by a challenge, whether physically, emotionally or both. and i'm going to suggest that this is a good thing. adversity isn't an obstacle that we need to get around in order to resume living our life. it's part of our life. and i tend to think of it like my shadow. sometimes i see a lot of it, sometimes there's very little, but it's always with me. and, certainly, i'm not trying to diminish the impact, the weight, of a person's struggle.

there is adversity and challenge in life, and it's all very real and relative to every single person, but the question isn't whether or not you're going to meet adversity, but how you're going to meet it. so, our responsibility is not simply shielding those we care for from adversity, but preparing them to meet it well. and we do a disservice to our kids when we make them feel that they're not equipped to adapt. there's an important difference and distinction between the objective medical fact of my being an amputee and the subjective societal opinion of whether or not i'm disabled. and, truthfully, the only real and consistent disability i've had to confront is the world ever thinking that i could be described by those definitions.

in our desire to protect those we care about by giving them the cold, hard truth about their medical prognosis, or, indeed, a prognosis on the e_pected quality of their life, we have to make sure that we don't put the first brick in a wall that will actually disable someone. perhaps the e_isting model of only looking at what is broken in you and how do we fi_ it, serves to be more disabling to the individual than the pathology itself.

by not treating the wholeness of a person, by not acknowledging their potency, we are creating another ill on top of whatever natural struggle they might have. we are effectively grading someone's worth to our community. so we need to see through the pathology and into the range of human capability. and, most importantly, there's a partnership between those perceived deficiencies and our greatest creative ability. so it's not about devaluing, or negating, these more trying times as something we want to avoid or sweep under the rug, but instead to find those opportunities wrapped in the adversity. so maybe the idea i want to put out there is not so much overcoming adversity as it is opening ourselves up to it, embracing it, grappling with it, to use a wrestling term, maybe even dancing with it. and, perhaps, if we see adversity as natural, consistent and useful, we're less burdened by the presence of it.

this year we celebrate the 200th birthday of charles darwin, and it was 150 years ago, when writing about evolution, that darwin illustrated, i think, a truth about the human character. to paraphrase: it's not the strongest of the species that survives, nor is it the most intelligent that survives; it is the one that is most adaptable to change. conflict is the genesis of creation. from darwin's work, amongst others, we can recognize that the human ability to survive and flourish is driven by the struggle of the human spirit through conflict into transformation. so, again, transformation, adaptation, is our greatest human skill. and, perhaps, until we're tested, we don't know what we're made of. maybe that's what adversity gives us: a sense of self, a sense of our own power. so, we can give ourselves a gift. we can re-imagine adversity as something more than just tough times. maybe we can see it as change. adversity is just change that we haven't adapted ourselves to yet.

i think the greatest adversity that we've created for ourselves is this idea of normalcy. now, who's normal? there's no normal. there's common, there's typical. there's no normal, and would you want to meet that poor, beige person if they e_isted? (laughter) i don't think so. if we can change this paradigm from one of achieving normalcy to one of possibility -- or potency, to be even a little bit more dangerous -- we can release the power of so many more children, and invite them to engage their rare and valuable abilities with the community.

anthropologists tell us that the one thing we as humans have always required of our community members is to be of use, to be able to contribute. there's evidence that neanderthals, 60,000 years ago, carried their elderly and those with serious physical injury, and perhaps it's because the life e_perience of survival of these people proved of value to the community. they didn't view these people as broken and useless; they were seen as rare and valuable.

a few years ago, i was in a food market in the town where i grew up in that red zone in northeastern pennsylvania, and i was standing over a bushel of tomatoes. it was summertime: i had shorts on. i hear this guy, his voice behind me say, “well, if it isn't aimee mullins.” and i turn around, and it's this older man. i have no idea who he is.

and i said, “i'm sorry, sir, have we met? i don't remember meeting you.”

he said, “well, you wouldn't remember meeting me. i mean, when we met i was delivering you from your mother's womb.” (laughter) oh, that guy. and, but of course, actually, it did click.

this man was dr. kean, a man that i had only known about through my mother's stories of that day, because, of course, typical fashion, i arrived late for my birthday by two weeks. and so my mother's prenatal physician had gone on vacation, so the man who delivered me was a complete stranger to my parents. and, because i was born without the fibula bones, and had feet turned in, and a few toes in this foot and a few toes in that, he had to be the bearer -- this stranger had to be the bearer of bad news.

he said to me, “i had to give this prognosis to your parents that you would never walk, and you would never have the kind of mobility that other kids have or any kind of life of independence, and you've been making liar out of me ever since.” (laughter) (applause)

the e_traordinary thing is that he said he had saved newspaper clippings throughout my whole childhood, whether winning a second grade spelling bee, marching with the girl scouts, you know, the halloween parade, winning my college scholarship, or any of my sports victories, and he was using it, and integrating it into teaching resident students, med students from hahnemann medical school and hershey medical school. and he called this part of the course the _ factor, the potential of the human will. no prognosis can account for how powerful this could be as a determinant in the quality of someone's life. and dr. kean went on to tell me, he said, “in my e_perience, unless repeatedly told otherwise, and even if given a modicum of support, if left to their own devices, a child will achieve.”

see, dr. kean made that shift in thinking. he understood that there's a difference between the medical condition and what someone might do with it. and there's been a shift in my thinking over time, in that, if you had asked me at 15 years old, if i would have traded prosthetics for flesh-and-bone legs, i wouldn't have hesitated for a second. i aspired to that kind of normalcy back then. but if you ask me today, i'm not so sure. and it's because of the e_periences i've had with them, not in spite of the e_periences i've had with them. and perhaps this shift in me has happened because i've been e_posed to more people who have opened doors for me than those who have put lids and cast shadows on me.

see, all you really need is one person to show you the epiphany of your own power, and you're off. if you can hand somebody the key to their own power -- the human spirit is so receptive -- if you can do that and open a door for someone at a crucial moment, you are educating them in the best sense. you're teaching them to open doors for themselves. in fact, the e_act meaning of the word “educate” comes from the root word “educe.” it means “to bring forth what is within, to bring out potential.” so again, which potential do we want to bring out?

there was a case study done in 1960s britain, when they were moving from grammar schools to comprehensive schools. it's called the streaming trials. we call it “tracking” here in the states. it's separating students from a, b, c, d and so on. and the “a students” get the tougher curriculum, the best teachers, etc. well, they took, over a three-month period, d-level students, gave them a's, told them they were “a's,” told them they were bright, and at the end of this three-month period, they were performing at a-level.

and, of course, the heartbreaking, flip side of this study, is that they took the “a students” and told them they were “d's.” and that's what happened at the end of that three-month period. those who were still around in school, besides the people who had dropped out. a crucial part of this case study was that the teachers were duped too. the teachers didn't know a switch had been made. they were simply told, “these are the 'a-students,' these are the 'd-students.'” and that's how they went about teaching them and treating them.

so, i think that the only true disability is a crushed spirit, a spirit that's been crushed doesn't have hope, it doesn't see beauty, it no longer has our natural, childlike curiosity and our innate ability to imagine. if instead, we can bolster a human spirit to keep hope, to see beauty in themselves and others, to be curious and imaginative, then we are truly using our power well. when a spirit has those qualities, we are able to create new realities and new ways of being.

i'd like to leave you with a poem by a fourteenth-century persian poet named hafiz that my friend, jacques dembois told me about, and the poem is called “the god who only knows four words”: “every child has known god, not the god of names, not the god of don'ts, but the god who only knows four words and keeps repeating them, saying, 'come dance with me. come, dance with me. come, dance with me.'”

thank you. (applause)

篇5:ted演讲稿精选

in a funny, rapid-fire 4 minutes, ale_is ohanian of reddit tells the real-life fable of one humpback whale's rise to web stardom. the lesson of mister splashy pants is a shoo-in classic for meme-makers and marketers in the facebook age.

这段有趣的4分钟演讲,来自 reddit 网站创始人 ale_is ohanian。他讲了一个座头鲸在网上一夜成名的真实故事。“溅水先生”的故事是脸书时代米姆(小编注:根据《牛津英语词典》,meme被定义为:“文化的基本单位,通过非遗传的方式,特别是模仿而得到传递。”)制造者和传播者共同创造的经典案例。

演讲的开头,ale_is ohanian 介绍了“溅水先生”的故事。“绿色和平”环保组织为了阻止日本的捕鲸行为,在一只鲸鱼体内植入新片,并发起一个为这只座头鲸起名的活动。“绿色和平”组织希望起低调奢华有内涵的名字,但经过 reddit 的宣传和推动,票数最多的却是非常不高大上的“溅水先生”这个名字。经过几番折腾,“绿色和平”接受了这个名字,并且这一行动成功阻止了日本捕鲸活动。

演讲内容节选(ale_ ohanian 从社交网络的角度分析这个事件)

and actually, redditors in the internet community were happy to participate, but they weren't whale lovers. a few of them certainly were. but we're talking about a lot of people who were just really interested and really caught up in this great meme, and in fact someone from greenpeace came back on the site and thanked reddit for its participation. but this wasn't really out of altruism. this was just out of interest in doing something cool.

事实上,reddit 的社区用户们很高兴参与其中,但他们并非是鲸鱼爱好者。当然,他们中的一小部分或许是。我们看到的是一群人积极地去参与到这个米姆(社会活动)中,实际上 “绿色和平”中的人登陆 reddit.com,感谢大家的参与。网友们这么做并非是完全的利他主义。他们只是觉得做这件事很酷。

and this is kind of how the internet works. this is that great big secret. because the internet provides this level playing field. your link is just as good as your link, which is just as good as my link. as long as we have a browser, anyone can get to any website no matter how big a budget you have.

这就是互联网的运作方式。这就是我说的秘密。因为互联网提供的是一个机会均等平台。你分享的链接跟他分享的链接一样有趣,我分享的链接也不赖。只要我们有一个浏览器,不论你的财富几何,你都可以去到想浏览的页面。

the other important thing is that it costs nothing to get that content online now. there are so many great publishing tools that are available, it only takes a few minutes of your time now to actually produce something. and the cost of iteration is so cheap that you might as well give it a go.

另外,从互联网获取内容不需要任何成本。如今,互联网有各种各样的发布工具,你只需要几分钟就可以成为内容的提供者。这种行为的成本非常低,你也可以试试。

and if you do, be genuine about it. be honest. be up front. and one of the great lessons that greenpeace actually learned was that it's okay to lose control. the final message that i want to share with all of you -- that you can do well online. if you want to succeed you've got to be okay to just lose control. thank you.

如果你真的决定试试,那么请真挚、诚实、坦率地去做。“绿色和平”在这个故事中获得的教训是,有时候失控并不一定是坏事。最后我想告诉你们的是——你可以在网络上做得很好。如果你想在网络上成功,你得经得起一点失控。谢谢。

篇6:ted演讲稿精选

try something new for 30 days 小计划帮你实现大目标

a few years ago, i felt like i was stuck in a rut, so i decided to follow in the footsteps of the great american philosopher, morgan spurlock, and try something new for 30 days. the idea is actually pretty simple. think about something you’ve always wanted to add to your life and try it for the ne_t 30 days. it turns out, 30 days is just about the right amount of time to add a new habit or subtract a habit — like watching the news — from your life.

几年前, 我感觉对老一套感到枯燥乏味, 所以我决定追随伟大的美国哲学家摩根·斯普尔洛克的脚步,尝试做新事情30天。这个想法的确是非常简单。考虑下,你常想在你生命中做的一些事情 接下来30天尝试做这些。 这就是,30天刚好是这么一段合适的时间 去养成一个新的习惯或者改掉一个习惯——例如看新闻——在你生活中。

there’s a few things i learned while doing these 30-day challenges. the first was, instead of the months flying by, forgotten, the time was much more memorable. this was part of a challenge i did to take a picture everyday for a month. and i remember e_actly where i was and what i was doing that day. i also noticed that as i started to do more and harder 30-day challenges, my self-confidence grew. i went from desk-dwelling computer nerd to the kind of guy who bikes to work — for fun. even last year, i ended up hiking up mt. kilimanjaro, the highest mountain in africa. i would never have been that adventurous before i started my 30-day challenges.

当我在30天做这些挑战性事情时,我学到以下一些事。第一件事是,取代了飞逝而过易被遗忘的岁月的是 这段时间非常的更加令人难忘。挑战的一部分是要一个月内每天我要去拍摄一张照片。我清楚地记得那一天我所处的位置我都在干什么。我也注意到随着我开始做更多的,更难的30天里具有挑战性的事时,我自信心也增强了。我从一个台式计算机宅男极客变成了一个爱骑自行车去工作的人——为了玩乐。甚至去年,我完成了在非洲最高山峰乞力马扎罗山的远足。在我开始这30天做挑战性的事之前我从来没有这样热爱冒险过。

i also figured out that if you really want something badly enough, you can do anything for 30 days. have you ever wanted to write a novel? every november, tens of thousands of people try to write their own 50,000 word novel from scratch in 30 days. it turns out, all you have to do is write 1,667 words a day for a month. so i did. by the way, the secret is not to go to sleep until you’ve written your words for the day. you might be sleep-deprived, but you’ll finish your novel. now is my book the ne_t great american novel? no. i wrote it in a month. it’s awful. but for the rest of my life, if i meet john hodgman at a ted party, i don’t have to say, “i’m a computer scientist.” no, no, if i want to i can say, “i’m a novelist.”

我也认识到如果你真想一些槽糕透顶的事,你可以在30天里做这些事。你曾想写小说吗?每年11月,数以万计的人们在30天里,从零起点尝试写他们自己的5万字小说。这结果就是,你所要去做的事就是每天写1667个字要写一个月。所以我做到了。顺便说一下,秘密在于除非在一天里你已经写完了1667个字,要不你就甭想睡觉。你可能被剥夺睡眠,但你将会完成你的小说。那么我写的书会是下一部伟大的美国小说吗?不是的。我在一个月内写完它。它看上去太可怕了。但在我的余生,如果我在一个ted聚会上遇见约翰·霍奇曼,我不必开口说,“我是一个电脑科学家。”不,不会的,如果我愿意我可以说,“我是一个小说家。”

(laughter)

(笑声)

so here’s one last thing i’d like to mention. i learned that when i made small, sustainable changes, things i could keep doing, they were more likely to stick. there’s nothing wrong with big, crazy challenges. in fact, they’re a ton of fun. but they’re less likely to stick. when i gave up sugar for 30 days, day 31 looked like this.

我这儿想提的最后一件事。当我做些小的、持续性的变化,我可以不断尝试做的事时,我学到我可以把它们更容易地坚持做下来。这和又大又疯狂的具有挑战性的事情无关。事实上,它们的乐趣无穷。但是,它们就不太可能坚持做下来。当我在30天里拒绝吃糖果,31天后看上去就像这样。

(laughter)

(笑声)

so here’s my question to you: what are you waiting for? i guarantee you the ne_t 30 days are going to pass whether you like it or not, so why not think about something you have always wanted to try and give it a shot for the ne_t 30 days.

所以我给大家提的问题是:大家还在等什么呀?我保准大家在未来的30天定会经历你喜欢或者不喜欢的事,那么为什么不考虑一些你常想做的尝试并在未来30天里试试给自己一个机会。

thanks.

谢谢。

(applause)

(掌声)

篇7:ted演讲稿精选

I was one of the only kids in college who had a reason to go to the P.O. bo_ at the end of the day, and that was mainly because my mother has never believed in email, in Facebook, in te_ting or cell phones in general. And so while other kids were BBM-ing their parents, I was literally waiting by the mailbo_ to get a letter from home to see how the weekend had gone, which was a little frustrating when Grandma was in the hospital, but I was just looking for some sort of scribble, some unkempt cursive from my mother.

And so when I moved to New York City after college and got completely sucker-punched in the face by depression, I did the only thing I could think of at the time. I wrote those same kinds of letters that my mother had written me for strangers, and tucked them all throughout the city, dozens and dozens of them. I left them everywhere, in cafes and in libraries, at the U.N., everywhere. I blogged about those letters and the days when they were necessary, and I posed a kind of crazy promise to the Internet: that if you asked me for a hand-written letter, I would write you one, no questions asked. Overnight, my inbo_ morphed into this harbor of heartbreak -- a single mother in Sacramento, a girl being bullied in rural Kansas, all asking me, a 22-year-old girl who barely even knew her own coffee order, to write them a love letter and give them a reason to wait by the mailbo_.

Well, today I fuel a global organization that is fueled by those trips to the mailbo_, fueled by the ways in which we can harness social media like never before to write and mail strangers letters when they need them most, but most of all, fueled by crates of mail like this one, my trusty mail crate, filled with the scriptings of ordinary people, strangers writing letters to other strangers not because they're ever going to meet and laugh over a cup of coffee, but because they have found one another by way of letter-writing.

But, you know, the thing that always gets me about these letters is that most of them have been written by people that have never known themselves loved on a piece of paper. They could not tell you about the ink of their own love letters. They're the ones from my generation, the ones of us that have grown up into a world where everything is paperless, and where some of our best conversations have happened upon a screen. We have learned to diary our pain onto Facebook, and we speak swiftly in 140 characters or less.

But what if it's not about efficiency this time? I was on the subway yesterday with this mail crate, which is a conversation starter, let me tell you. If you ever need one, just carry one of these. (Laughter) And a man just stared at me, and he was like, “Well, why don't you use the Internet?” And I thought, “Well, sir, I am not a strategist, nor am I specialist. I am merely a storyteller.” And so I could tell you about a woman whose husband has just come home from Afghanistan, and she is having a hard time unearthing this thing called conversation, and so she tucks love letters throughout the house as a way to say, “Come back to me. Find me when you can.” Or a girl who decides that she is going to leave love letters around her campus in Dubuque, Iowa, only to find her efforts ripple-effected the ne_t day when she walks out onto the quad and finds love letters hanging from the trees, tucked in the bushes and the benches. Or the man who decides that he is going to take his life, uses Facebook as a way to say goodbye to friends and family. Well, tonight he sleeps safely with a stack of letters just like this one tucked beneath his pillow, scripted by strangers who were there for him when.

These are the kinds of stories that convinced me that letter-writing will never again need to flip back her hair and talk about efficiency, because she is an art form now, all the parts of her, the signing, the scripting, the mailing, the doodles in the margins. The mere fact that somebody would even just sit down, pull out a piece of paper and think about someone the whole way through, with an intention that is so much harder to unearth when the browser is up and the iPhone is pinging and we've got si_ conversations rolling in at once, that is an art form that does not fall down to the Goliath of “get faster,” no matter how many social networks we might join. We still clutch close these letters to our chest, to the words that speak louder than loud, when we turn pages into palettes to say the things that we have needed to say, the words that we have needed to write, to sisters and brothers and even to strangers, for far too long. Thank you. (Applause) (Applause)

篇8:ted演讲稿

TED: 怎样从错误中学习

Diana Laugenberg: How to learn From mistakes

讲者分享了其多年从教中所认识到的一从错误中学习的观念“允许孩子失败,把失败视为学习的一部分”,以及从教育实践中学到的三件事:“1.体验学习的过程 2.倾听学生的声音 3.接纳错误的失败。”

TED演讲文本:

0:15

I have been teaching for a long time, and in doing so have acquired a body of knowledge aboutkids and learning that I really wish more people would understand about the potential ofstudents. In 1931, my grandmother -- bottom left for you guys over here -- graduated from theeighth grade. She went to school to get the information because that's where the informationlived. It was in the books; it was inside the teacher's head; and she needed to go there to getthe information, because that's how you learned. Fast-forward a generation: this is the one-roomschoolhouse, Oak Grove, where my father went to a one-room schoolhouse. And he again hadto travel to the school to get the information from the teacher, stored it in the only portablememory he has, which is inside his own head, and take it with him, because that is howinformation was being transported from teacher to student and then used in the world. When Iwas 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 theinformation. The information was inside my house and it was awesome. This was different thaneither generation had experienced before, and it changed the way I interacted with informationeven at just a small level. But the information was closer to me. I could get access to it.

1:34

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 aneducational tool, I take off from Wisconsin and move to Kansas, small town Kansas, where Ihad an opportunity to teach in a lovely, small-town, rural Kansas school district, where I wasteaching my favorite subject, American government. My first year -- super gung-ho -- going toteach American government, loved the political system. Kids in the 12th grade: not exactly allthat enthusiastic about the American government system. Year two: learned a few things -- hadto change my tactic. And I put in front of them an authentic experience that allowed them tolearn for themselves. I didn't tell them what to do or how to do it. I posed a problem in front ofthem, which was to put on an election forum for their own community.

2:27

They produced flyers. They called offices. They checked schedules. They were meeting withsecretaries. They produced an election forum booklet for the entire town to learn more abouttheir candidates. They invited everyone into the school for an evening of conversation aboutgovernment and politics and whether or not the streets were done well, and really had thisrobust 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 knowwhat she's in for.” But I knew that the kids would show up, and I believed it, and I told themevery 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 wasauthentic. It meant something to them. And they will step up.

3:17

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 wasinteresting about this position I found myself in in Arizona, was I had this really extraordinarilyeclectic group of kids to work with in a truly public school, and we got to have these momentswhere we would get these opportunities. And one opportunity was we got to go and meet PaulRusesabagina, which is the gentleman that the movie “Hotel Rwanda” is based after. And hewas going to speak at the high school next door to us. We could walk there. We didn't evenhave to pay for the buses. There was no expense cost. Perfect field trip.

4:04

The problem then becomes how do you take seventh- and eighth-graders to a talk aboutgenocide and deal with the subject in a way that is responsible and respectful, and they knowwhat to do with it. And so we chose to look at Paul Rusesabagina as an example of a gentlemanwho singularly used his life to do something positive. I then challenged the kids to identifysomeone in their own life, or in their own story, or in their own world, that they could identify thathad done a similar thing. I asked them to produce a little movie about it. It's the first time we'ddone this. Nobody really knew how to make these little movies on the computer, but they wereinto it. And I asked them to put their own voice over it. It was the most awesome moment ofrevelation 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 useyour life to positively impact other peopleThe things that kids will say when you ask them andtake the time to listen is extraordinary.

5:05

Fast-forward to Pennsylvania, where I find myself today. I teach at the Science LeadershipAcademy, which is a partnership school between the Franklin Institute and the school district ofPhiladelphia. We are a nine through 12 public school, but we do school quite differently. I movedthere primarily to be part of a learning environment that validated the way that I knew that kidslearned, and that really wanted to investigate what was possible when you are willing to let go ofsome of the paradigms of the past, of information scarcity when my grandmother was in schooland when my father was in school and even when I was in school, and to a moment when wehave information surplus. So what do you do when the information is all around youWhy doyou have kids come to school if they no longer have to come there to get the information

5:51

In Philadelphia we have a one-to-one laptop program, so the kids are bringing in laptops withthem everyday, taking them home, getting access to information. And here's the thing that youneed to get comfortable with when you've given the tool to acquire information to students, isthat you have to be comfortable with this idea of allowing kids to fail as part of the learningprocess. We deal right now in the educational landscape with an infatuation with the culture ofone right answer that can be properly bubbled on the average multiple choice test, and I amhere to share with you: it is not learning. That is the absolute wrong thing to ask, to tell kids tonever be wrong. To ask them to always have the right answer doesn't allow them to learn. Sowe did this project, and this is one of the artifacts of the project. I almost never show them offbecause of the issue of the idea of failure.

6:45

My students produced these info-graphics as a result of a unit that we decided to do at the endof the year responding to the oil spill. I asked them to take the examples that we were seeing ofthe info-graphics that existed in a lot of mass media, and take a look at what were theinteresting components of it, and produce one for themselves of a different man-made disasterfrom American history. And they had certain criteria to do it. They were a little uncomfortablewith it, because we'd never done this before, and they didn't know exactly how to do it. Theycan talk -- they're very smooth, and they can write very, very well, but asking them tocommunicate ideas in a different way was a little uncomfortable for them. But I gave them theroom to just do the thing. Go create. Go figure it out. Let's see what we can do. And thestudent that persistently turns out the best visual product did not disappoint. This was done inlike two or three days. And this is the work of the student that consistently did it.

7:39

And when I sat the students down, I said, “Who's got the best one” And they immediatelywent, “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 ...

” Andthey 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 itwasn't about whether or not it was perfect, or whether or not it was what I could create. Itasked them to create for themselves, and it allowed them to fail, process, learn from. And whenwe do another round of this in my class this year, they will do better this time, because learninghas to include an amount of failure, because failure is instructional in the process.

8:29

There are a million pictures that I could click through here, and had to choose carefully -- this isone of my favorites -- of students learning, of what learning can look like in a landscape wherewe let

go of the idea that kids have to come to school to get the information, but instead, askthem 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, toplay, to inquire. This is one of my favorite photos, because this was taken on Tuesday, when Iasked the students to go to the polls. This is Robbie, and this was his first day of voting, and hewanted to share that with everybody and do that. But this is learning too, because we askedthem to go out into real spaces.

9:20

The main point is that, if we continue to look at education as if it's about coming to school to getthe information and not about experiential learning, empowering student voice and embracingfailure, we're missing the mark. And everything that everybody is talking about today isn'tpossible if we keep having an educational system that does not value these qualities, becausewe won't get there with a standardized test, and we won't get there with a culture of one rightanswer. We know how to do this better, and it's time to do better.

0:15

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。

1:34

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。

2:27

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。

3:17

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

4:04

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PaulRusesabagina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。

5:05

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

5:51

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。

篇9:ted演讲稿

Why TED talks are better than the last speech you sat through

世上最好的演讲:TED演讲吸引人的秘密

Think about the last time you heard someone give a speech, or any formal presentation. Maybe it was so long that you were either overwhelmed with data, or you just tuned the speaker out. If PowerPoint was involved, each slide was probably loaded with at least 40 words or figures, and odds are that you don't remember more than a tiny bit of what they were supposed to show.

回想一下你上次聆听某人发表演讲或任何正式陈述的情形。它也许太长了,以至于你被各种数据搞得头昏脑胀,甚或干脆不理会演讲者。如果演讲者使用了PPT文档,那么每张幻灯片很可能塞入了至少40个单词或数字,但你现在或许只记得一丁点内容。

Pretty uninspiring, huhTalk Like TED: 9 Public-Speaking Secrets of The World's Best Mindsexamines why in prose that's as lively and appealing as, well, a TED talk. Timed to coincide with the 30th anniversary in March of those now-legendary TED conferences, the book draws on current brain science to explain what wins over, and fires up, an audience -- and what doesn't. Author Carmine Gallo also studied more than 500 of the most popular TED speeches (there have been about 1,500 so far) and interviewed scores of the people who gave them.

相当平淡,是吧?《像TED那样演讲:全球顶级人才九大演讲秘诀》(Talk Like TED: 9 Public-Speaking Secrets of The World's Best Minds)一书以流畅的文笔审视了为什么TED演讲如此生动,如此引人入胜。出版方有意安排在今年3月份发行此书,以庆贺如今已成为经典的TED大会成立30周年。这部著作借鉴当代脑科学解释了什么样的演讲能够说服听众、鼓舞听众,什么样的演讲无法产生这种效果。

Much of what he found out is surprising. Consider, for instance, the fact that each TED talk is limited to 18 minutes. That might sound too short to convey much. Yet TED curator Chris Anderson imposed the time limit, he told Gallo, because it's “long enough to be serious and short enough to hold people's attention ... By forcing speakers who are used to going on for 45 minutes to bring it down to 18, you get them to think about what they really want to say.” It's also the perfect length if you want your message to go viral, Anderson says.

他挖出了不少令人吃惊的演讲策略。例如,每场TED演讲都被限制在18分钟以内。听起来太过短暂,似乎无法传达足够多讯息。然而,TED大会策办人克里斯安德森决议推行这项时间限制规则,因为“这个时间长度足够庄重,同时又足够短,能够吸引人们的注意力。通过迫使那些习惯于滔滔不绝讲上45分钟的嘉宾把演讲时间压缩至18分钟,你就可以让他们认真思考他们真正想说的话,”他对加洛说。此外,安德森说,如果你希望你的讯息像病毒般扩散,这也是一个完美的时间长度。

Recent neuroscience shows why the time limit works so well: People listening to a presentation are storing data for retrieval in the future, and too much information leads to “cognitive overload,” which gives rise to elevated levels of anxiety -- meaning that, if you go on and on, your audience will start to resist you. Even worse, they won't recall a single point you were trying to make.

最近的神经科学研究说明了为什么这项时间限制产生如此好的效果:聆听陈述的人们往往会存储相关数据,以备未来检索之用,而太多的信息会导致“认知超负荷”,进而推升听众的焦虑度。它意味着,如果你说个没完没了,听众就会开始抗拒你。更糟糕的是,他们不会记得你努力希望传递的信息点,甚至可能一个都记不住。

“Albert Einstein once said, 'If you can't explain it simply, you don't understand it well enough,'

” Gallo writes, adding that the physicist would have applauded astronomer David Christian who, at TED in , narrated the complete history of the universe -- and Earth's place in it -- in 17 minutes and 40 seconds.

“爱因斯坦曾经说过,‘要是你不能言简意赅地解释某种理论,那就说明你自己都还没有理解透彻,’”加罗写道。他还举例说,物理学家或许会大加赞赏天文学家大卫克里斯蒂安在TED大会上发表的演讲。克里斯蒂安在这个演讲中完整地讲述了宇宙史及地球在宇宙的地位,整场演讲用时只有17分40秒。

Gallo offers some tips on how to boil a complex presentation down to 18 minutes or so, including what he calls the “rule of three,” or condensing a plethora of ideas into three main points, as many top TED talkers do. He also notes that, even if a speech just can't be squeezed down that far, the effort alone is bound to improve it: “Your presentation will be far more creative and impactful simply by going through the exercise.”

如何把一个复杂的陈述压缩至18分钟左右?加洛就这个问题提供了一些小建议,其中包括他所称的“三的法则”。具体说就是,把大量观点高度浓缩为三大要点。TED大会上的许多演讲高手就是这样做的。他还指出,即使一篇演讲无法提炼到这样的程度,单是这番努力也一定能改善演讲的效果:“仅仅通过这番提炼,你就可以大大增强陈述的创造性和影响力。”

Then there's PowerPoint. “TED represents the end of PowerPoint as we know it,” writes Gallo. He hastens to add that there's nothing wrong with PowerPoint as a tool, but that most speakers unwittingly make it work against them by cluttering up their slides with way too many words (40, on average) and numbers.

另一个建议与PPT文档有关。“TED大会象征着我们所知的PPT文档正走向终结,”加洛写道。他随后又马上补充说,作为工具的PowerPoint本身并没有什么错,但大多数演讲者为他们的幻灯片塞进了太多的单词(平均40个)和数字,让这种工具不经意间带来了消极影响。

The remedy for that, based on the most riveting TED talks: If you must use slides, fill them with a lot more images. Once again, research backs this up, with something academics call the Picture Superiority Effect: Three days after hearing or reading a set of facts, most people will remember about 10% of the information. Add a photo or a drawing, and recall jumps to 65%.

最吸引人的TED演讲为我们提供了一个补救策略:如果你必须使用幻灯片,务必记得要大量运用图像资源。这种做法同样有科学依据,它就是研究人员所称的“图优效应”(Picture Superiority Effect):听到或读到一组事实三天后,大多数人会记得大约10%的信息。而添加一张照片或图片后,记忆率将跃升至65%。

One study, by molecular biologist John Medina at the University of Washington School of Medicine, found that not only could people recall more than 2,500 pictures with at least 90% accuracy several days later, but accuracy a whole year afterward was still at about 63%.

华盛顿大学医学院(University of Washington School of Medicine)分子生物学家约翰梅迪纳主持的研究发现,几天后,人们能够回想起超过2,500张图片,准确率至少达到90%;一年后的准确率依然保持在63%左右。

That result “demolishes” print and speech, both of which were tested on the same group of subjects, Medina's study indicated, which is something worth bearing in mind for anybody hoping that his or her ideas will be remembered.

梅迪纳的研究表明,这个结果“完胜”印刷品和演讲的记忆效果(由同一组受试者测试)。任何一位希望自己的思想被听众铭记在心的演讲者或许都应该记住这一点。

篇10:ted演讲稿

TED(指technology, entertainment, design在英语中的缩写,即技术、娱乐、设计)是美国的一家私有非营利机构,该机构以它组织的TED大会著称。TED诞生於1984年,其发起人是里查德·沃曼。

【TED01】Chris Anderson:谈科技的长尾理论-09-10

【TED02】Frederick Balagadde:谈微芯片上的生物实验室2013-09-11

【TED03】Jimmy Wales:关于维基百科诞生的演讲2013-09-12

【TED04】Gary Wolf:数据化的自我2013-09-13

【TED05】Peter Gabrie:用视频与不公平作斗争2013-09-14

【TED06】Derek Sivers:下定的目標可別告訴別人2013-09-15

【TED07】Seth Priebatsch:世界第一的遊戲社交圈2013-09-18

【TED08】Julian Treasure:保持聽力的八個步驟2013-09-19

【TED09】Mechai Viravaidya:保險套先生如何讓泰國變得更好2013-09-20

【TED10】Steven Johnson:偉大創新的誕生2013-09-21

【TED11】Ze Frank's:傑·法蘭克大玩網路2013-09-22

【TED12】Craig Vente:克萊格-溫特爾揭開合成生命的面紗2013-09-23

【TED13】Eric Mead:安慰劑魔法2013-09-24

【TED14】Lee Hotz:帶你走入南極的時光機中2013-09-25

【TED15】NicMarks:快樂星球指數2013-09-26

【TED16】Seth.Berkley:愛滋病病毒與流感.—.疫苗的策略2013-09-27

【TED17】Jessa Gamble:我们的自然睡眠周期2013-09-28

【TED18】StanleyMcChrystal:聆听,学习...才能领导2013-09-29

【TED19】Graham Hill:我為什麼要在上班日吃素2013-09-30

【TED20】Ken Robinson:推動學習革命2013-10-01

【TED21】Fabian Hemmert:未來手機的形狀變化2013-10-02

【TED22】弗兰斯·德瓦尔:动物中道德行为2013-10-03

【TED23】布莱恩·高德曼:我们能否谈论医生所犯的错误2013-10-04

【TED24】Sheryl WuDunn:本世紀最大的不公平2013-10-05

【TED25】Dan Cobley:物理教我有關行銷的事2013-10-08

【TED26】Carne Ross:獨立外交組織2013-10-09

【TED27】Kevin Stone:生物性關節置換的未來2013-10-10

【TED28】Matt Ridley:當腦中的概念交配起來2013-10-11

【TED29】Caroline Phillips:绞弦琴入门2013-10-14

【TED30】Dimitar Sasselov:發現數百顆類似地球的行星2013-10-15

【TED31】Jason Clay:知名品牌如何幫助拯救生物多樣性2013-10-16

【TED32】Chris Anderson:線上影片如何驅動創新2013-10-17

【TED33】Ellen Gustafson:肥胖.颻餓=全球糧食議題2013-10-18

【TED34】Tan Le:解讀腦電波的頭戴式耳機2013-10-19

【TED35】Rory Sutherland:思考角度决定一切2013-10-25

【TED36】Andy Puddicombe:只需专注10分钟2013-10-26

【TED37】Lisa Bu:书籍如何成为心灵解药2013-10-27

【TED38】Ramsey激发学习兴趣的3条黄金法则2013-10-28

【TED39】Marcel Dicke:我们为什么不食用昆虫呢?2013-10-29

【TED40】薛晓岚:轻松学习阅读汉字!2013-10-30

【TED41】马特·卡茨:尝试做新事情30天2013-10-31

【TED42】马特:想更幸福吗?留在那一刻2013-11-01

【TED43】贝基·布兰顿:我无家可归的一年2013-11-02

【TED44】凯瑟琳·舒尔茨:犯错的价值2013-11-03

【TED45】Stefan Sagmeister:休假的力量2013-11-04

【TED46】苏珊·凯恩:内向性格的力量2013-11-05

【TED47】Diana Laufenberg:怎样从错误中学习2013-11-06

【TED48】罗恩·古特曼:微笑背后隐藏的力量2013-11-07

【TED49】阿曼达·帕尔默:请求的艺术2013-11-08

【TED50】德雷克·西弗斯:如何发起一场运动2013-11-09

【TED51】坎迪·张:在死之前,我想......2013-11-10

【TED52】Kiran Bir Sethi:让小孩学会承担2013-11-11

【TED53】比班·基德龙:电影世界共通的奇迹2013-11-12

【TED54】提姆·哈福德:试验,排除错误和万能神力2013-11-13

【TED55】Alexander Tsiaras :可视化记录婴儿受孕到出生2013-11-14

【TED56】Larry Smith:你为何不会成就伟业2013-11-15

【TED57】Keith Chen:你存钱的能力跟你用的语言有关?2013-11-16

【TED58】Cesar Kuriyama:每天一秒钟2013-11-17

【TED59】Michael Norton:如何买到幸福2013-11-18

【TED60】奈吉尔·马什:如何实现工作与生活的平衡2013-11-19

【TED61】罗兹·萨维奇:我为什么划船横渡太平洋2013-11-20

【TED62】Jay Walker:世界英语热2013-11-21

【TED63】帕特里夏·瑞安:不要固执于英语!2013-11-22

【TED64】皮柯·耶尔:家在何方?2013-11-23

【TED65】Charmian Gooch:认识世界级贪腐的幕后黑手2013-11-24

【TED66】Richard St. John:8个成功秘笈2013-11-25

【TED67】Judy MacDonald Johnston:为生命的终结做好准备2013-11-26

【TED68】Sherry Turkle:保持联系却仍旧孤单2013-11-27

【TED69】利普·辛巴杜:健康的时间观念2013-11-28

【TED70】David Pogue:十条黄金省时技巧小贴士2013-11-29

【TED71】Philip Zimbardo:男性的衰落?2013-12-01

【TED72】Rives 的凌晨4点2013-12-02

【TED73】Reggie Watts:用最有趣的方法让你晕头转向2013-12-03

【TED74】丹·丹尼特:我们的意识2013-12-04

【TED75】丹尼尔·科恩:为了更好地辩论2013-12-05

【TED76】迈克尔·桑德尔:失落了的民主辩论艺术2013-12-06

【TED77】Hadyn Parry:通过基因重组用蚊子抗击疾病2013-12-07

【TED78】Hannah Brencher:给陌生人的情信2013-12-08

【TED79】Ivan Krastev:没有信任,民主能继续存在么?2013-12-09

【TED80】Arianna Huffington:睡眠促进成功2013-12-10

【TED81】尼克·博斯特罗姆:我们的大问题2013-12-11

【TED82】Dan Barber:我如何爱上一条鱼2013-12-12

【TED83】Miguel Nicolelis:一只猴子用意念控制一个机器人2013-12-13

【TED84】Kakenya Ntaiya:一位要求学校教育的女孩2013-12-14

【TED85】Kevin Breel:一个抑郁喜剧演员的自白2013-12-15

【TED86】莱斯莉·黑索顿:怀疑乃信仰之关键2013-12-16

【TED87】比尔迪曼:我的多调人声2013-12-17

【TED88】布莱恩·格林恩:谈“弦理论”2013-12-18

【TED89】Jacqueline Novogratz:过一种沉浸的人生2013-12-19

【TED90】Ben Dunlap:谈对人生的热情2013-12-20

【TED91】博妮·柏索:细菌是怎样交流的?2013-12-21

【TED92】大卫·克里斯汀:宏观历史2013-12-22

【TED93】Christien Meindertsma:一头猪的全球化旅程2013-12-23

【TED94】大卫·布莱恩:我如何做到水下屏气17分钟2013-12-24

【TED95】包拉托:错觉中的视觉真相2013-12-25

【TED96】Read Montague:我们从5000个大脑中学到了什么2013-12-26

【TED97】邹奇奇:大人能从小孩身上学到什么2013-12-27

篇11:TED英语演讲稿

TED英语演讲稿

I was one of the only kids in college who had a reason to go to the P.O. box at the end of the day, and that was mainly because my mother has never believed in email, in Facebook, in texting or cell phones in general. And so while other kids were BBM-ing their parents, I was literally waiting by the mailbox to get a letter from home to see how the weekend had gone, which was a little frustrating when Grandma was in the hospital, but I was just looking for some sort of scribble, some unkempt cursive from my mother.

And so when I moved to New York City after college and got completely sucker-punched in the face by depression, I did the only thing I could think of at the time. I wrote those same kinds of letters that my mother had written me for strangers, and tucked them all throughout the city, dozens and dozens of them. I left them everywhere, in cafes and in libraries, at the U.N., everywhere. I blogged about those letters and the days when they were necessary, and I posed a kind of crazy promise to the Internet: that if you asked me for a hand-written letter, I would write you one, no questions asked. Overnight, my inbox morphed into this harbor of heartbreak -- a single mother in Sacramento, a girl being bullied in rural Kansas, all asking me, a 22-year-old girl who barely even knew her own coffee order, to write them a love letter and give them a reason to wait by the mailbox.

Well, today I fuel a global organization that is fueled by those trips to the mailbox, fueled by the ways in which we can harness social media like never before to write and mail strangers letters when they need them most, but most of all, fueled by crates of mail like this one, my trusty mail crate, filled with the scriptings of ordinary people, strangers writing letters to other strangers not because they're ever going to meet and laugh over a cup of coffee, but because they have found one another by way of letter-writing.

But, you know, the thing that always

篇12:经典TED英语演讲稿

They know each other more in the biblical sense as well. Message number three: Don't leave before you leave. I think there's a really deep irony to the fact that actions women are taking — and I see this all the time — with the objective of staying in the workforceactually lead to their eventually leaving. Here's what happens: We're all busy. Everyone's busy. A woman's busy. And she starts thinking about having a child, and from the moment she starts thinking about having a child, she starts thinking about making room for that child. “How am I going to fit this into everything else I'm doing?” And literally from that moment, she doesn't raise her hand anymore, she doesn't look for a promotion, she doesn't take on the new project, she doesn't say, “Me. I want to do that.” She starts leaning back.

篇13:经典TED英语演讲稿

The problem is that — let's say she got pregnant that day, that day — nine months of pregnancy, three months of maternity leave, six months to catch your breath — Fast-forward two years, more often — and as I've seen it — women start thinking about this way earlier — when they get engaged, or married, when they start thinking about having a child, which can take a long time. One woman came to see me about this. She looked a little young. And I said, “So are you and your husband thinking about having a baby?” And she said, “Oh no, I'm not married.” She didn't even have a boyfriend.

篇14:经典TED英语演讲稿

I think the cause is more complicated. I think, as a society, we put more pressure on our boys to succeedthan we do on our girls. I know men that stay home and work in the home to support wives with careers,and it's hard. When I go to the Mommy-and-Me stuff and I see the father there, I notice that the other mommies don't play with him. And that's a problem, because we have to make it as important a job,because it's the hardest job in the world to work inside the home, for people of both genders, if we're going to even things out and let women stay in the workforce. Studies show that households with equal earning and equal responsibility also have half the divorce rate.And if that wasn't good enough motivation for everyone out there, they also have more — how shall I say this on this stage?

篇15:经典TED英语演讲稿

My generation really, sadly, is not going to change the numbers at the top. They're just not moving. We are not going to get to where 50 percent of the population — in my generation, there will not be 50 percent of [women] at the top of any industry. But I'm hopeful that future generations can. I think a world where half of our countries and our companies were run by women, would be a better world. It's not just because people would know where the women's bathrooms are, even though that would be very helpful.I think it would be a better world. I have two children. I have a five-year-old son and a two-year-old daughter. I want my son to have a choice to contribute fully in the workforce or at home, and I want my daughter to have the choice to not just succeed, but to be liked for her accomplishments.

篇16:经典TED英语演讲稿

I said, “You're thinking about this just way too early.” But the point is that what happens once you start kind of quietly leaning back? Everyone who's been through this — and I'm here to tell you, once you have a child at home, your job better be really good to go back, because it's hard to leave that kid at home. Your job needs to be challenging. It needs to be rewarding. You need to feel like you're making a difference. And if two years ago you didn't take a promotion and some guy next to you did, if three years ago you stopped looking for new opportunities,you're going to be bored because you should have kept your foot on the gas pedal. Don't leave before you leave. Stay in. Keep your foot on the gas pedal, until the very day you need to leave to take a break for a child — and then make your decisions. Don't make decisions too far in advance, particularly ones you're not even conscious you're making.

篇17:TED英语演讲稿

TED英语演讲稿

When you are a kid, you get asked this one particular question a lot, it really gets kind of annoying. What do you want to be when you grow up? Now, adults are hoping for answers like, I want to be an astronaut or I want to be a neurosurgeon, you’re adults in your imaginations.

Kids, they’re most likely to answer with pro-skateboarder, surfer or minecraft player. I asked my little brother, and he said, seriously dude, I’m 10, I have no idea, probably a pro-skier, let’s go get some ice cream.

See, us kids are going to answer something we’re stoked on, what we think is cool, what we have experience with, and that’s typically the opposite of what adults want to hear.

But if you ask a little kid, sometimes you’ll get the best answer, something so simple, so obvious and really profound. When I grow up, I want to be happy.

For me, when I grow up, I want to continue to be happy like I am now. I’m stoked to be here at TedEx, I mean, I’ve been watching Ted videos for as long as I can remember, but I never thought I’d make it on the stage here so soon. I mean, I just became a teenager, and like most teenage boys, I spend most of my time wondering, how did my room get so messy all on its own.

Did I take a shower today? And the most perplexing of all, how do I get girls to like me? Neurosciences say that the teenage brain is pretty weird, our prefrontal cortex is underdeveloped, but we actually have more neurons than adults, which is why we can be so creative, and impulsive and moody and get bummed out.

But what bums me out is to know that, a lot of kids today are just wishing to be happy, to be healthy, to be safe, not bullied, and be loved for who they are. So it seems to me when adults say, what do you want to be when you grow up? They just assume that you’ll automatically be happy and healthy.

Well, maybe that’s not the case, go to school, go to college, get a job, get married, boom, then you’ll be happy, right? You don’t seem to make learning how to be happy and healthy a priority in our schools, it’s separate from schools. And for some kids, it doesn’t exists at all? But what if we didn’t make it separate? What if we based education on the study and practice of being happy and healthy, because that’s what it is, a practice, and a simple practice at that?

Education is important, but why is being happy and healthy not considered education, I just don’t get it. So I’ve been studying the science of being happy and healthy. It really comes down to practicing these eight things. Exercise, diet and nutrition, time in nature, contribution, service to others, relationships, recreation, relaxation and stress management, and religious or spiritual involvement, yes, got that one.

So these eight things come from Dr. Roger Walsh, he calls them Therapeutic Lifestyle Changes or TLCs for short. He is a scientist that studies how to be happy and healthy. In researching this talk, I got a chance to ask him a few questions like; do you think that our schools today are making these eight TLCs a priority? His response was no surprise, it was essentially no. But he did say that many people do try to get this kind of education outside of the traditional arena, through reading and practices such as meditation or yoga.

But what I thought was his best response was that, much of education is oriented for better or worse towards making a living rather than making a life.

In 2006, Sir Ken Robinson gave the most popular Ted talk of all time. Schools kill creativity. His message is that creativity is as important as literacy, and we should treat it with the same status.

A lot of parents watched those videos, some of those parents like mine counted it as one of the reasons they felt confident to pull their kids from traditional school to try something different. I realized I’m part of this small, but growing revolution of kids who are going about their education differently, and you know what? It freaks a lot of people out.

Even though I was only nine, when my parents pulled me out of the school system, I can still remember my mom being in tears when some of her friends told her she was crazy and it was a stupid idea.

Looking back, I’m thankful she didn’t cave to peer pressure, and I think she is too. So, out of the 200 million people that have watched Sir Ken Robinson’s talk, why aren’t there more kids like me out there?

Shane McConkey is my hero. I loved him because he was the world’s best skier. But then, one day I realized what I really loved about Shane, he was a hacker. Not a computer hacker, he hacked skiing. His creativity and inventions made skiing what it is today, and why I love to ski. A lot of people think of hackers as geeky computer nerds who live in their parent’s basement and spread computer viruses, but I don’t see it that way.

Hackers are innovators, hackers are people who challenge and change the systems to make them work differently, to make them work better, it’s just how they think, it’s a mindset.

I’m growing up in a world that needs more people with the hacker mindset, and not just for technology, everything is up for being hacked, even skiing, even education. So whether it’s Steve Jobs, Mark Zuckerberg or Shane McConkey having the hacker mindset can change the world.

Healthy, happy, creativity in the hacker mindset are all a large part of my education. I call it Hackschooling, I don’t use any one particular curriculum, and I’m not dedicated to any one particular approach, I hack my education.

I take advantage of opportunities in my community, and through a network of my friends and family. I take advantage of opportunities to experience what I’m learning, and I’m not afraid to look for shortcuts or hacks to get a better faster result. It’s like a remix or a mash-up of learning. It’s flexible, opportunistic, and it never loses sight of making happy, healthy and creativity a priority.

And here is the cool part, because it’s a mindset, not a system. Hackschooling can be used anyone, even traditional schools. Soo what does my school look like? Well, it looks like Starbucks a lot of the time, but like most kids I study lot of math, science, history and writing. I didn’t used to like to write because my teachers made me write about butterflies and rainbows, and I wanted to write about skiing.

It was a relief for my good friend’s mom, started the Squaw Valley Kids Institute, where I got to write through my experiences and my interests, while, connecting with great speakers from around the nation, and that sparked my love of writing.

I realized that once you’re motivated to learn something, you can get a lot done in a short amount of time, and on your own, Starbucks is pretty great for that. Hacking physics was fun, we learned all about Newton and Galileo, and we experienced some basic physics concepts like kinetic energy through experimenting and making mistakes.

My favorite was the giant Newton’s cradle that we made out of bowling balls, no bocce balls. We experimented with lot of other things like bowling balls and event giant jawbreakers.

Project Discovery’s ropes course is awesome, and slightly stressful. When you’re 60 feet off the ground, you have to learn how to handle your fears, communicate clearly, and most importantly, trust each other.

Community organizations play a big part in my education, High Fives Foundation’s Basics Program being aware and safe in critical situations. We spent a day with the Squaw Valley Ski Patrol to learn more about mountain safety, then the next day we switched to science of snow, weather and avalanches.

But most importantly, we learned that making bad decisions puts you and your friends at risk. Young should talk, well brings history to life. You study a famous character in history, and so that you can stand on stage and perform as that character, and answer any question about their lifetime.

In this photo, you see Al Capone and Bob Marley getting grilled with questions at the historical Piper’s Opera House in Virginia City, the same stage where Harry Houdini got his start.

Time and nature is really important to me, it’s calm, quiet and I get to just log out of reality. I spend one day a week, outside all day. At my Fox Walkers classes, our goal is to be able to survive in the wilderness with just a knife. We learn to listen to nature, we learn to sense our surroundings, and I’ve gained a spiritual connection to nature that, I never knew existed.

But the best part is that we get to make spears, bows and arrows, fires with just a bow drill and survival shelters for the snowy nights when we camp out. Hanging out at the Moment Factory where they hand make skis and design clothes, has really inspired me to one day have my own business. The guys at the factory showed me why I need to be good at math, be creative and get good at selling.

So I got an internship at Big Shark Print to get better at design and selling. Between fetching lunch, scrubbing toilets and breaking their vacuum cleaner, I’m getting to contribute to clothing design, customizing hats and selling them. The people who work there are happy, healthy, creative, and stoked to be doing what they are doing, this is by far my favorite class.

So, this is why I’m really happy, powder days, and it’s a good metaphor for my life, my education, my hackschooling. If everyone ski this mountain, like most people think of education, everyone will be skiing the same line, probably the safest and most of the powder would go untouched.

I look at this, and see a thousand possibilities, dropping the corners, shredding the spine, looking for a churning from cliff-to-cliff. Skiing to me is freedom, and so is my education, it’s about being creative; doing things differently, it’s about community and helping each other. It’s about being happy and healthy among my very best friends.

So I’m starting to think, I know what I might want to do when I grow up, but if you ask me what do I want to be when I grow up? I’ll always know that I want to be happy. Thank you.

ted演讲稿

《比尔?盖茨管理日志》之1月9日:专业、专心、专一

成功的8个秘诀是哪些

杨澜TED双语励志演讲稿

成功的秘诀是锲而不舍作文

吸引人的演讲开场白

成功面试的关键在于此

公共英语经验:英语口语八大秘诀

给创业者的励志文章

成功的方法作文

比尔盖茨ted演讲稿
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