ABOUT THE SPEAKER
Sal Khan - Educator and social entrepreneur
In 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more.

Why you should listen

Salman "Sal" Khan is the founder and chief executive officer of Khan Academy, a not-for-profit with a mission of providing a free, world-class education for anyone, anywhere.

Khan Academy started as a passion project in 2004. Khan's cousin was struggling with math, so he tutored her remotely and posted educational videos on YouTube. So many people watched the videos that eventually Khan quit his job at a hedge fund and pursued Khan Academy full time. Today Khan Academy has more than 100 employees in Mountain View, California. Khan Academy believes learners of all ages should have unlimited access to free educational content they can master at their own pace. Its resources cover preschool through early college education, including math, grammar, biology, chemistry, physics, economics, finance and history. Additionally, Khan Academy offers free personalized SAT test prep in partnership with the test developer, the College Board. More than 42 million registered users access Khan Academy in dozens of languages across 190 countries.

Khan has been profiled by "60 Minutes," featured on the cover of Forbes, and recognized as one of TIME’s "100 Most Influential People in the World." In his book, The One World Schoolhouse: Education Reimagined, Sal outlines his vision for the future of education.

Khan holds three degrees from MIT and an MBA from Harvard Business School.

More profile about the speaker
Sal Khan | Speaker | TED.com
TED2011

Sal Khan: Let's use video to reinvent education

Salman Khan:视频重塑教育

Filmed:
5,578,134 views

Salman Khan给我们讲述开创Khan学院的过程及原因。Khan学院不仅有良好的数学视频教学体系,而且也包含有别的学科。他给我们展示了互动式的练习,并且呼吁老师们打破传统的教学模式,将视频教学融入其中,让学生在教室老师的指导下完成所谓的“家庭作业”。
- Educator and social entrepreneur
In 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more. Full bio

Double-click the English transcript below to play the video.

00:15
The Khan Academy学院 is most known已知
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Khan学院是因为
00:17
for its collection采集 of videos视频,
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它大容量的视频而被人们所熟知。
00:19
so before I go any further进一步,
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所以在我进一步讲述之前,
00:21
let me show显示 you a little bit of a montage剪辑.
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先给大家看一些视频剪辑。
00:24
(Video视频) Salman萨尔曼 Khan: So the hypotenuse斜边 is now going to be five.
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Salmana Khan:所以这个三角形的斜边就是5.
00:27
This animal's动物 fossils化石 are only found发现 in this area of South America美国 --
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这种动物的化石只能在南美洲的这个地区发现,
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a nice不错 clean清洁 band here --
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有一条很清晰的界限
00:32
and this part部分 of Africa非洲.
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和非洲的这块地方。
00:34
We can integrate整合 over the surface表面,
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我们可以在曲面上积分
00:36
and the notation符号 usually平时 is a capital首都 sigma西格玛.
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通常用大写字母Σ来表示。
00:39
National国民 Assembly部件: They create创建 the Committee委员会 of Public上市 Safety安全,
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国民大会:他们创办了公共安全委员会,
00:42
which哪一个 sounds声音 like a very nice不错 committee委员会.
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这个委员会听起来还不错。
00:44
Notice注意, this is an aldehyde,
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注意看,这是羟基,
00:46
and it's an alcohol.
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这是一种酒精
00:48
Start开始 differentiating区分 into effector效应 and memory记忆 cells细胞.
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开始分化为效应物和记忆细胞。
00:51
A galaxy星系. Hey, there's another另一个 galaxy星系.
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这是星系,看,那边有另一个星系。
00:53
Oh look, there's another另一个 galaxy星系.
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看,那边还有另一个星系。
00:55
And for dollars美元, is their 30 million百万,
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这是他们的三千万美元
00:58
plus the 20 million百万 dollars美元 from the American美国 manufacturer生产厂家.
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加上美国制造业的两千万美元。
01:01
If this does not blow打击 your mind心神,
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如果这个公式不能让你大吃一惊的话
01:04
then you have no emotion情感.
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你就太无动于衷了
01:06
(Laughter笑声)
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(笑声)
01:08
(Applause掌声)
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(掌声)
01:13
SKSK: We now have on the order订购
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SK:我们现在有共计
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of 2,200 videos视频
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2200个视频,
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covering覆盖 everything from basic基本 arithmetic算术
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它们涵盖了从基础算术
01:19
all the way to vector向量 calculus结石
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到矢量微积分的全部内容。
01:21
and some of the stuff东东 you saw there.
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而且在你刚刚看到的一些视频中,
01:24
We have a million百万 students学生们 a month using运用 the site现场,
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每月都有上百万的学生在网站上使用。
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watching观看 on the order订购 of 100 to 200,000 videos视频 a day.
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每天的观看量一般是10到20万次。
01:31
But what we're going to talk about in this
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但是现在我们想谈的是
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is how we're going to the next下一个 level水平.
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是我们如何做进一步的提高。
01:35
But before I do that,
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在谈这个话题之前,
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I want to talk a little bit about really just how I got started开始.
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先来简单看一下,它是如何开始的
01:41
And some of you all might威力 know,
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有些人可能知道,
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about five years年份 ago I was an analyst分析人士 at a hedge树篱 fund基金,
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五年前,我是名避险基金的分析师。
01:46
and I was in Boston波士顿,
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当时,我在波士顿。
01:48
and I was tutoring家教 my cousins表兄弟 in New Orleans奥尔良, remotely远程.
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当时我正在远程辅导我在新奥尔良的表弟。
01:51
And I started开始 putting the first YouTubeYouTube的 videos视频 up
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于是我就上传了我的第一个Youtube的视屏,
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really just as a kind of nice-to-have很高兴有,
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当时
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just a supplement补充 for my cousins表兄弟 --
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只是想给表弟补习一下
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something that might威力 give them a refresher复习 or something.
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帮助他们复习一下学过的内容
02:01
And as soon不久 as I put those first YouTubeYouTube的 videos视频 up,
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我上传完我的第一个Youtube视频,
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something interesting有趣 happened发生 --
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接下来就发生了许多有意思的事。
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actually其实 a bunch of interesting有趣 things happened发生.
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实际上是一系列有意思的事情接踵而来。
02:07
The first was the feedback反馈 from my cousins表兄弟.
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首先是来自于我表弟们的反馈,
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They told me
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他们告诉我,
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that they preferred首选 me on YouTubeYouTube的 than in person.
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比起现实生活中的我,他们更喜欢YouTube上面的我。
02:15
(Laughter笑声)
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(笑声)
02:23
And once一旦 you get over the backhanded反手 nature性质 of that,
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除去这句话中的讽刺意味,
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there was actually其实 something very profound深刻 there.
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它确实有深层次的含义。
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They were saying
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他们说
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that they preferred首选 the automated自动化 version of their cousin表姐
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与真人版的相比,
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to their cousin表姐.
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更喜欢自动版的表哥。
02:34
At first, it's very unintuitive直观,
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一开始,这好象很难理解,
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but when you actually其实 think about it from their point of view视图, it makes品牌 a ton of sense.
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实则,站在他们的角度上,很容易想通。
02:39
You have this situation情况
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如果你也处在和他们一样的处境下
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where now they can pause暂停 and repeat重复 their cousin表姐,
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可以暂停,重复播放表哥(的录像)
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without feeling感觉 like they're wasting浪费 my time.
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而不用考虑浪费表哥的时间。
02:46
If they have to review评论 something
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如果他们想要复习
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that they should have learned学到了 a couple一对 of weeks ago,
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几周前所学过的东西,
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or maybe a couple一对 of years年份 ago,
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或是几年前学习的东西,
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they don't have to be embarrassed尴尬 and ask their cousin表姐.
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不用感到尴尬地去问表哥,
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They can just watch those videos视频. If they're bored无聊, they can go ahead.
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只需要看一下那些相关视频就可以了。如果他们没事干了,
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They can watch it at their own拥有 time, at their own拥有 pace步伐.
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他们可以在自己步调,用自己的时间来观看。
03:01
And probably大概 the least最小 appreciated赞赏 aspect方面 of this
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也可能是因为你最不想发生的是
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is the notion概念 that the very first time,
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在你第一次
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the very first time
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最初时
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that you're trying to get your brain around a new concept概念,
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想让你的大脑掌握一个新概念的时候
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the very last thing you need
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你最不需要的
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is another另一个 human人的 being存在 saying, "Do you understand理解 this?"
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是有人问你 “明白了吗?”
03:18
And that's what was happening事件 with the interaction相互作用 with my cousins表兄弟 before,
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这就是之前在我和表弟互动学习的经历。
03:21
and now they can just do it
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而如今,他们在自己的空间
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in the intimacy亲密关系 of their own拥有 room房间.
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就可以完成这种舒适的互动学习。
03:28
The other thing that happened发生 is --
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另外的有意思的事情是这样的:
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I put them on YouTubeYouTube的 just --
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我把视频放在了YouTube上,
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I saw no reason原因 to make it private私人的,
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当时我觉得没有理由把它们当成隐私,
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so I let other people watch it,
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所以任何人都可以观看。
03:37
and then people started开始 stumbling绊脚 on it,
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然后人们无意中发现了它们,
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and I started开始 getting得到 some comments注释 and some letters
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所以我就收到了许多的评论和信件。
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and all sorts排序 of feedback反馈
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这些反馈来自于
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from random随机 people from around the world世界.
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世界各地的人们
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And these are just a few少数.
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下面我们来看其中的一小部分。
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This is actually其实 from one of the original原版的 calculus结石 videos视频.
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这条评论是出自微积分视频的原始评论。
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And someone有人 wrote just on YouTubeYouTube的 --
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是有人在YouTube上
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it was a YouTubeYouTube的 comment评论:
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写下的评论。
03:56
"First time I smiled笑笑 doing a derivative衍生物."
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这是第一次我笑着做导数题。
03:59
(Laughter笑声)
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(笑声)
04:01
And let's pause暂停 here.
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我想在这暂停一下。
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This person did a derivative衍生物
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这个人在做导数题,
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and then they smiled笑笑.
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而且是笑着做题的。
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And then in a response响应 to that same相同 comment评论 -- this is on the thread线.
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下面是对这条评论的一个回应:这是在线的,
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You can go on YouTubeYouTube的 and look at these comments注释 --
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你可以在Youtube上找到这些评论
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someone有人 else其他 wrote: "Same相同 thing here.
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另一个人写到,“同样的事情也发生在我身上,
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I actually其实 got a natural自然 high and a good mood心情 for the entire整个 day.
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我真的是度过了高兴和兴奋的一天”。
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Since以来 I remember记得 seeing眼看
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虽然我记起
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all of this matrix矩阵 text文本 in class,
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自己在班上看过矩阵课本
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and here I'm all like, 'I'一世 know kung功夫 fu.'"
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我更喜欢这里的,好像是“我学会了武功”。
04:26
(Laughter笑声)
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(笑声)
04:30
And we get a lot of feedback反馈 all along沿 those lines线.
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随后,我们收到许多的这让此类的反馈。
04:32
This clearly明确地 was helping帮助 people.
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很明显,这可以帮助别人。
04:34
But then, as the viewership收视率 kept不停 growing生长 and kept不停 growing生长,
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但是,随着观看的观众的日益增长,
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I started开始 getting得到 letters from people,
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我开始收到人们发过来的信件。
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and it was starting开始 to become成为 clear明确
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我也越来越清晰地感到
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that it was actually其实 more than just a nice-to-have很高兴有.
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这其实不只是一个锦上添花的东西
04:44
This is just an excerpt摘抄
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下面是其中一封来信
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from one of those letters.
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中的一小段
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"My 12 year-old son儿子 has autism自闭症
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我十二岁的儿子患有孤独症,
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and has had a terrible可怕 time with math数学.
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他对数学有极度的恐惧
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We have tried试着 everything,
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我们试遍了所有的方法,
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viewed观看 everything, bought everything.
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观看了所有能看的,买了所有可以帮助他学习的东西,都不起作用。
04:56
We stumbled迷迷糊糊 on your video视频 on decimals小数点 and it got through通过.
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我们无意中发现了你讲小数的视频,然后它竟然奏效了。
04:59
Then we went on to the dreaded可怕的 fractions馏分. Again, he got it.
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之后,我们又进入到可怕的分数。他又学会了。
05:02
We could not believe it.
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简直难以置信。
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He is so excited兴奋."
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他很是兴奋。
05:06
And so you can imagine想像,
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你可以想象的到这种状况。
05:08
here I was an analyst分析人士 at a hedge树篱 fund基金.
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之前我是名避险分析师,
05:11
It was very strange奇怪 for me to do something of social社会 value.
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很难想象我会为社会价值而去做事。
05:14
(Laughter笑声)
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(笑声)
05:17
(Applause掌声)
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(掌声)
05:24
But I was excited兴奋, so I kept不停 going.
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我很是兴奋,于是我继续前进。
05:27
And then a few少数 other things started开始 to dawn黎明 on me.
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接下来发生的一系列的事让我明白
05:29
That, not only would it help my cousins表兄弟 right now,
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现在不光可以帮助自己的表弟
05:32
or these people who are sending发出 letters,
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和那些写信过来的人们
05:34
but that this content内容 will never go old,
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因为这些视频不会老化,
05:36
that it could help their kids孩子
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它还可以帮助到他们的孩子们,
05:38
or their grandkids孙子.
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或是孙子们。
05:40
If Isaac艾萨克 Newton牛顿
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如果艾萨克.牛顿
05:42
had doneDONE YouTubeYouTube的 videos视频 on calculus结石,
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已经把数学方面的视频放到youtube上,
05:44
I wouldn't不会 have to.
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我现在也就不用做这些了。
05:46
(Laughter笑声)
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(笑声)
05:48
Assuming假设 he was good. We don't know.
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假设他视频做的很好。做得好不好,我们也不知道。
05:51
(Laughter笑声)
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(笑声)
05:53
The other thing that happened发生 --
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另外还有事情发生,
05:55
and even at this point, I said, "Okay, maybe it's a good supplement补充.
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当时,我想,“嗯,可能这是一个不错的课堂的增补。”
05:57
It's good for motivated动机 students学生们.
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它对积极性高的学生很有用。
05:59
It's good for maybe home schoolers高中生."
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也许对在家学习的学生来说,这也很好。
06:01
But I didn't think it would be something
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但当时我的确没想到
06:03
that would somehow不知何故 penetrate穿透 the classroom课堂.
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它会在某种程度上影响到学校的教学。
06:05
But then I started开始 getting得到 letters from teachers教师.
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然后,我开始收到老师的来信,
06:07
And the teachers教师 would write, saying,
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在信中,老师说,
06:09
"We've我们已经 used your videos视频 to flip翻动 the classroom课堂.
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我们把你的视频引入课室,
06:11
You've given特定 the lectures讲座, so now what we do ... " --
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你给学生讲课,所以现在我们所做的是...."
06:14
and this could happen发生 in every一切 classroom课堂 in America美国 tomorrow明天 --
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没准这样的情形明天也会在美国的每间课室发生,
06:17
" ... what I do is I assign分配 the lectures讲座 for homework家庭作业,
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“...我所做的就是分配视频讲座给学生,
06:20
and what used to be homework家庭作业,
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这曾经是家庭作业,
06:22
I now have the students学生们 doing in the classroom课堂."
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但现在学生在教室做家庭作业”。
06:25
And I want to pause暂停 here for --
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说到这,我想暂停一下,
06:28
(Applause掌声)
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(掌声)
06:32
I want to pause暂停 here for a second第二,
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我之所以想在这暂停
06:34
because there's a couple一对 of interesting有趣 things.
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是因为发生了好多有趣的事
06:36
One, when those teachers教师 are doing that,
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第一,当那些老师们这样做的时候,
06:38
there's the obvious明显 benefit效益 --
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很明显,是有益的,
06:40
the benefit效益 that now their students学生们
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益处是现在他们的学生
06:42
can enjoy请享用 the videos视频 in the way that my cousins表兄弟 did.
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可以像我表弟那样来享受那些视频。
06:44
They can pause暂停, repeat重复 at their own拥有 pace步伐,
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他们可以按照自己的节奏,暂停,复读
06:46
at their own拥有 time.
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在他们自己的时间内做这些事情。
06:48
But the more interesting有趣 thing is --
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但更有趣的是,
06:50
and this is the unintuitive直观 thing when you talk about technology技术 in the classroom课堂 --
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这成为一件科技影像教学的客观事实,
06:53
by removing去除 the one-size-fits-all一个尺寸适合所有人 lecture演讲 from the classroom课堂
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它除去了对全班用一个节奏讲课
06:56
and letting出租 students学生们 have a self-paced自节奏 lecture演讲 at home,
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它让学生在家按自己的节奏进行学习。
06:59
and then when you go to the classroom课堂, letting出租 them do work,
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之后,回到课室,在有老师指导的情况下,
07:02
having the teacher老师 walk步行 around,
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自己进行他们的学习。
07:04
having the peers同行 actually其实 be able能够 to interact相互作用 with each other,
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同龄人之间可以进行配合,
07:07
these teachers教师 have used technology技术
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老师运用了科技力量将
07:10
to humanize赋予人性 the classroom课堂.
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课堂进行了人性化。
07:12
They took a fundamentally从根本上 dehumanizing非人性化 experience经验 --
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他们都经历过非人性化的教学,
07:15
30 kids孩子 with their fingers手指 on their lips嘴唇,
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30个孩子不许讲话,
07:17
not allowed允许 to interact相互作用 with each other.
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不许互相配合,
07:19
A teacher老师, no matter how good,
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一个不论多么优秀的教师,
07:21
has to give this one-size-fits-all一个尺寸适合所有人 lecture演讲
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都不得不按同一个步调
07:23
to 30 students学生们 --
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给30个学生讲课。
07:25
blank空白 faces面孔, slightly antagonistic对抗性的 --
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面无表情的脸庞,小小的
07:27
and now it's a human人的 experience经验.
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而现在是人性化的经历。
07:29
Now they're actually其实 interacting互动 with each other.
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现在他们可以互相合作来完成作业。
07:31
So once一旦 the Khan Academy学院 --
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Khan学院一建立,
07:33
I quit放弃 my job工作
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我就辞去了原来的工作,
07:35
and we turned转身 into a real真实 organization组织 --
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然后大家一起组建了一个实体组织,
07:37
we're a not-for-profit不以营利为目的 --
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我们不是为了盈利,
07:39
the question is, how do we take this to the next下一个 level水平?
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问题是,我们如何将现有的再提升一个水平?
07:42
How do we take what those teachers教师 are doing
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如何做才能得到
07:44
to their natural自然 conclusion结论?
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老师那些自然的结论?
07:46
And so what I'm showing展示 you over here,
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现在我展示给大家看的
07:48
these are actual实际 exercises演习
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都是一些实际的练习
07:50
that I started开始 writing写作 for my cousins表兄弟.
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是最初我为表弟而做的。
07:53
The ones那些 I started开始 were much more primitive原始.
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刚开始做的那些比这些更为原始,
07:55
This is a more competent胜任 version of it.
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这是它的一个改进版。
07:58
But the paradigm范例 here is, we'll generate生成 as many许多 questions问题 as you need
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但基本的框架是在的,我们会编出你所需要的问题的数量
08:01
until直到 you get that concept概念,
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直到你弄明白这个概念,
08:03
until直到 you get 10 in a row.
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也就是直到你拿到10分为止。
08:05
And the Khan Academy学院 videos视频 are there.
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所有Khan学院的视频都是这样。
08:07
You get hints提示, the actual实际 steps脚步 for that problem问题,
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如果你不知道怎样做的时候,
08:09
if you don't know how to do it.
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你会得到提示,实际解决问题的步骤。
08:11
But the paradigm范例 here, it seems似乎 like a very simple简单 thing:
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模式是很简单的,
08:13
10 in a row, you move移动 on.
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满10分,继续前进,
08:15
But it's fundamentally从根本上 different不同 than what's happening事件 in classrooms教室 right now.
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但这与现今课堂上的方式大为不同。
08:18
In a traditional传统 classroom课堂,
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在传统教学中,
08:20
you have a couple一对 of homework家庭作业,
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你会有一些家庭作业,
08:22
homework家庭作业, lecture演讲, homework家庭作业, lecture演讲,
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作业,上课,作业,上课,
08:24
and then you have a snapshot快照 exam考试.
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然后呢会有一个阶段性的测试。
08:26
And that exam考试, whether是否 you get a 70 percent百分, an 80 percent百分,
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在考试中,不论你是得了70分,80分,
08:28
a 90 percent百分 or a 95 percent百分,
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90分,还是95分,
08:31
the class moves移动 on to the next下一个 topic话题.
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讲课内容都会继续到下一章。
08:33
And even that 95 percent百分 student学生,
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就是对得95分的学生来说,
08:35
what was the five percent百分 they didn't know?
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另外的丢失的5分去哪里了,他们还是不知道。
08:37
Maybe they didn't know what happens发生 when you raise提高 something to the zero power功率.
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可能你讲零功率的时候,他们都不知道到底发生了什么事。
08:40
And then you go build建立 on that in the next下一个 concept概念.
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然后你又继续在这个概念上讲述下一个概念。
08:42
That's analogous类似 to
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这很像这样一种
08:44
imagine想像 learning学习 to ride a bicycle自行车,
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学习骑自行车的过程:
08:46
and maybe I give you a lecture演讲 ahead of time,
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我提前给你讲了骑自行车的内容,
08:49
and I give you that bicycle自行车 for two weeks.
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之后我给了你一辆自行车和两周的时间,
08:51
And then I come back after two weeks,
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两周后,我回来了,
08:53
and I say, "Well, let's see. You're having trouble麻烦 taking服用 left turns.
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说,“奥,你左转弯有点问题,
08:55
You can't quite相当 stop.
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你不会紧急刹车,
08:57
You're an 80 percent百分 bicyclist骑自行车."
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你算得上是个80分的骑者。”
08:59
So I put a big C stamp邮票 on your forehead前额
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然后,我就在你脑门上印上了大C做标记,
09:03
and then I say, "Here's这里的 a unicycle独轮车."
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说“这是你的独轮车。”
09:06
But as ridiculous荒谬 as that sounds声音,
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听起来很荒谬可笑,
09:08
that's exactly究竟 what's happening事件
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但这的确是在现实中发生的,
09:10
in our classrooms教室 right now.
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就在我们班上就出现过类似的情况。
09:12
And the idea理念 is you fast快速 forward前锋
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如果你回忆一下,
09:15
and good students学生们 start开始 failing失败 algebra代数 all of a sudden突然
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好学生开始突然就在代数上跌倒,
09:17
and start开始 failing失败 calculus结石 all of a sudden突然,
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开始栽在在微积分上,
09:20
despite尽管 being存在 smart聪明, despite尽管 having good teachers教师,
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尽管还是同样的聪明,同样的有老师在指导。
09:22
and it's usually平时 because they have these Swiss瑞士人 cheese起司 gaps空白
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之所以出现这样的情况是因为他们在有
09:24
that kept不停 building建造 throughout始终 their foundation基础.
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瑞士干奶酪沟这样的地基上建筑。
09:26
So our model模型
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所以我们关于
09:28
is learn学习 math数学 the way you'd learn学习 anything,
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学习数学的方法就是学习任何东西的方法,
09:30
like the way you would learn学习 a bicycle自行车.
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这也和学习骑自行车是一样的道理。
09:32
Stay on that bicycle自行车. Fall秋季 off that bicycle自行车.
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确保在自行车上,从自行车上摔落,
09:35
Do it as long as necessary必要 until直到 you have mastery征服.
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一直练习直到你精通它为止。
09:38
The traditional传统 model模型,
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传统的方式
09:40
it penalizes惩罚 you for experimentation实验 and failure失败,
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总是惩罚你的尝试和失误,
09:42
but it does not expect期望 mastery征服.
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但不会期望你精通它。
09:44
We encourage鼓励 you to experiment实验. We encourage鼓励 you to failure失败.
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而我们鼓励去试验尝试,鼓励去失败,
09:47
But we do expect期望 mastery征服.
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但我们要求你达到精通。
09:50
This is just another另一个 one of the modules模块.
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这又是另一个课题。
09:52
This is trigonometry三角.
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这是一个三角习题。
09:54
This is shifting and reflecting反映 functions功能.
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这是移位和反应函数,
09:57
And they all fit适合 together一起.
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它们都是有联系的。
09:59
We have about 90 of these right now.
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我们现在有大约90个这样的视频。
10:01
And you can go to the site现场 right now. It's all free自由. Not trying to sell anything.
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你现在就可以登录网站查找。全是免费的,我们不推销任何东西。
10:04
But the general一般 idea理念 is that they all fit适合 into this knowledge知识 map地图.
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总体架构都在这个认知图里。
10:07
That top最佳 node节点 right there, that's literally按照字面 single digit数字 addition加成.
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最上面的那个节点,是单一的数字加法。
10:10
It's like one plus one is equal等于 to two.
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就像一加一等于二一样。
10:13
And the paradigm范例 is, once一旦 you get 10 in a row on that,
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模式是这样的,只要你得到了10分,
10:15
it keeps保持 forwarding转发 you to more and more advanced高级 modules模块.
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它就会让你进入到更高一级的单元。
10:18
So if you keep further进一步 down the knowledge知识 map地图,
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如果你深挖这个认知图的话,
10:21
we're getting得到 into more advanced高级 arithmetic算术.
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就会进入到更高级的算术中去。
10:24
Further进一步 down, you start开始 getting得到 into pre-algebra预代数 and early algebra代数.
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继续前进,就到了准代数学和早期的代数。
10:27
Further进一步 down, you start开始 getting得到 into algebra代数 one, algebra代数 two,
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继续,就开始了代数一,代数二的学习,
10:31
a little bit of precalculus初等.
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会涉及一点学微积分前必修的课程。
10:33
And the idea理念 is, from this we can actually其实 teach everything --
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这种方法即适应于教授任何的东西,
10:36
well, everything that can be taught
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当然,也适用于任何东西的学习。
10:38
in this type类型 of a framework骨架.
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在这类的框架之中。
10:40
So you can imagine想像 -- and this is what we are working加工 on --
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所以你可以想象,我们现在所做的是
10:42
is from this knowledge知识 map地图
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从知识图中
10:44
you have logic逻辑, you have computer电脑 programming程序设计,
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找到逻辑,计算机编程,
10:46
you have grammar语法, you have genetics遗传学,
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语法,遗传学,
10:49
all based基于 off of that core核心 of,
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都基于这个核心
10:51
if you know this and that,
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假如你明白了这些
10:53
now you're ready准备 for this next下一个 concept概念.
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你就准备好迎接下面的概念
10:55
Now that can work well for an individual个人 learner学习者,
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现在这个系统同样适用于独立的学习者
10:58
and I encourage鼓励, one, for you to do it with your kids孩子,
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所以我鼓励你,一个人,或是和孩子一起
11:00
but I also encourage鼓励 everyone大家 in the audience听众 to do it yourself你自己.
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但我也提议在场的每一听众都来参与。
11:02
It'll它会 change更改 what happens发生 at the dinner晚餐 table.
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这将会改变在饭桌上所讨论的话题。
11:05
But what we want to do
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但我们想做的是
11:07
is to use the natural自然 conclusion结论 of the flipping翻转 of the classroom课堂
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用给我们写信来的教师提到
11:09
that those early teachers教师 had emailed电子邮件 me about.
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的在课堂中运用视频得出的自然结论
11:12
And so what I'm showing展示 you here,
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接下来我所展示的内容
11:14
this is actually其实 data数据 from a pilot飞行员 in the Los洛杉矶 Altos图斯 school学校 district,
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都是来自于Los Altos 学区的真实数据。
11:16
where they took two fifth第五 grade年级 classes and two seventh第七 grade年级 classes
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在那里,我们选了五年级的两个班级和七年级的两个班级
11:19
and completely全然 gutted烧毁 their old math数学 curriculum课程.
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来瓦解掉他们传统的数学学习方式。
11:21
These kids孩子 aren't using运用 textbooks教科书,
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这些孩子不用课本,
11:23
they're not getting得到 one-size-fits-all一个尺寸适合所有人 lectures讲座.
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也不用听老师千篇一律的授课,
11:25
They're doing Khan Academy学院, they're doing that software软件,
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他们都在用Khan Academy上的软件来进行
11:27
for roughly大致 half of their math数学 class.
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约半节课的数学课程的学习。
11:29
And I want to make it clear明确, we don't view视图 this as the complete完成 math数学 education教育.
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我想说的更清楚一点,我们没有用它来进行完整的一堂课的数学教学
11:32
What it does is -- and this is what's happening事件 in Los洛杉矶 Altos图斯 --
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这就是在Los Altos 学区所进行的-
11:34
it frees的FreeS up time.
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是因为这样学生有了更多的自由时间。
11:36
This is the blocking闭塞 and tackling抢断,
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这样能实现分组处理和解决问题的能力,
11:38
making制造 sure you know how to move移动 through通过 a system系统 of equations方程,
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确保学生明白如何解方程组,
11:40
and it frees的FreeS up time for the simulations模拟, for the games游戏,
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它同时也腾出时间让学生进行模仿,游戏,
11:43
for the mechanics机械学, for the robot机器人 building建造,
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机械操作,和机器人制作,
11:45
for the estimating估计 how high that hill爬坡道 is based基于 on its shadow阴影.
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通过影子来估算山高。
11:48
And so the paradigm范例 is the teacher老师 walks散步 in every一切 day,
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所以这样的例子是老师每天在教室里,
11:51
every一切 kid孩子 works作品 at their own拥有 pace步伐 --
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学生以自己的步调进行学习,
11:53
and this is actually其实 a live生活 dashboard仪表板 from Los洛杉矶 Altos图斯 school学校 district --
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这就Los Altos 学区的现场片段。
11:56
and they look at this dashboard仪表板.
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他们都在看这个表格。
11:58
Every一切 row is a student学生.
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每一排代表一名学生,
12:00
Every一切 column is one of those concepts概念.
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每一列是一门课程,
12:02
Green绿色 means手段 the student's学生们 already已经 proficient精通.
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绿色表示已经熟练掌握,
12:04
Blue蓝色 means手段 they're working加工 on it -- no need to worry担心.
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蓝色表示正在学习的课程 -- 不用担心
12:06
Red means手段 they're stuck卡住.
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红色表示有困难的课程,
12:08
And what the teacher老师 does is literally按照字面 just say,
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实际上,老师所做的就是
12:11
"Let me intervene干预 on the red kids孩子."
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“让我来看看这些红色的孩子碰到了什么困难。”
12:13
Or even better, "Let me get one of the green绿色 kids孩子
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或者好点说,“让我找个绿色的孩子
12:15
who are already已经 proficient精通 in that concept概念
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(他已经精通了这课程)
12:17
to be the first line线 of attack攻击
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放在第一排,
12:19
and actually其实 tutor导师 their peer窥视."
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来指导他的同龄人。
12:23
(Applause掌声)
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(掌声)
12:30
Now I come from a very data-centric数据中心 reality现实,
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这是一个以数据为中心的现实
12:32
so we don't want that teacher老师 to even go and intervene干预
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所以我们不希望老师走过去甚至问学生
12:34
and have to ask the kid孩子 awkward尴尬 questions问题:
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“有什么不懂的问题?”
12:36
"Oh, what do you not understand理解?" or "What do you do understand理解?"
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或是“哪不明白?”这样类似的问题
12:38
and all of the rest休息.
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等等。
12:40
So our paradigm范例 is to really arm the teachers教师 with as much data数据 as possible可能 --
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所以我们这个模式旨在让老师尽可能的依靠数据,
12:43
really data数据 that, in almost几乎 any other field领域, is expected预期,
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真实的数据,在别的领域,像所期待的那样,
12:45
if you're in finance金融 or marketing营销 or manufacturing制造业 --
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在你的经济或是市场营销或是制造业。
12:47
and so the teachers教师 can actually其实 diagnose诊断 what's wrong错误 with the students学生们
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老师能很快的依靠数据来找出学生的问题,
12:50
so they can make their interaction相互作用 as productive生产的 as possible可能.
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让他们的指导意见卓有成效。
12:53
So now the teachers教师 know exactly究竟 what the students学生们 have been up to,
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现在老师明白了学生真实达到的水平,
12:56
how long they have been spending开支 every一切 day, what videos视频 have they been watching观看,
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每天花多长时间,都看了那些视频,
12:58
when did they pause暂停 the videos视频, what did they stop watching观看,
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和他们在什么地方暂停的视频,以及哪部分是停止观看的,
13:00
what exercises演习 are they using运用,
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他们做了哪些练习,
13:02
what have they been focused重点 on?
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关注点是什么?
13:04
The outer circle shows节目 what exercises演习 they were focused重点 on.
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外圈表示学生做过的练习,
13:07
The inner circle shows节目 the videos视频 they're focused重点 on.
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内圈表示学生现在在观看的视频
13:10
And the data数据 gets得到 pretty漂亮 granular粒状
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数据库是高粒度的,
13:12
so you can see the exact精确 problems问题 that the student学生 got right or wrong错误.
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所以很容易就可以准确看到学生做错的问题,
13:15
Red is wrong错误, blue蓝色 is right.
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红色表示错误,蓝色表示正确,
13:17
The leftmost最左边的 question is the first question that the student学生 attempted尝试.
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最左边的问题是学生尝试解决的第一个问题。
13:19
They watched看着 the video视频 right over there.
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他们在这观看视频,
13:21
And then you can see, eventually终于, they were able能够 to get 10 in a row.
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然后就像你所看到的一样,最后终于,他们得到了10分,
13:24
It's almost几乎 like you can see them learning学习 over those last 10 problems问题.
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就像你可以亲眼看到他们是如何努力得到这十分一样。
13:27
They also got faster更快.
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他们的速度在加快,
13:29
The height高度 is how long it took them.
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高度表示所需的时间,
13:33
So when you talk about self-paced自节奏 learning学习,
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当谈到学生按自我步调学习时,
13:36
it makes品牌 sense for everyone大家 -- in education-speak教育发言, differentiated分化 learning学习 --
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对每个人都有意义,就教育而言,因材施教,
13:40
but it's kind of crazy when you see it in a classroom课堂.
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但当你亲眼见到班级的情况时还是会很吃惊,
13:43
Because every一切 time we've我们已经 doneDONE this,
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因为每次我们做调查,
13:45
in every一切 classroom课堂 we've我们已经 doneDONE,
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在任何一个班级,
13:48
over and over again, if you go five days into it,
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假设我们拿五天来调查,
13:50
there's a group of kids孩子 who've谁一直 raced赛跑 ahead
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都会有一群孩子们领先,
13:52
and there's a group of kids孩子 who are a little bit slower比较慢.
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而还有另一群孩子们紧跟其上。
13:54
And in a traditional传统 model模型, if you did a snapshot快照 assessment评定,
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在传统教学中,如果你做个小测试,
13:56
you say, "These are the gifted天才 kids孩子, these are the slow kids孩子.
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你会根据结果说“这是有天份的学生,这是反应慢的学生”
13:59
Maybe they should be tracked追踪 differently不同.
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或许他们会被区别对待,
14:01
Maybe we should put them in different不同 classes."
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或许我们会将他们分在不同的班级里。
14:03
But when you let every一切 student学生 work at their own拥有 pace步伐 --
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但是当让学生按自己的步调学习的话,
14:05
and we see it over and over and over again --
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我们不止一次的看到,
14:08
you see students学生们 who took a little bit [of] extra额外 time
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你会发现在
14:10
on one concept概念 or the other,
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某章节上费力的学生
14:12
but once一旦 they get through通过 that concept概念,
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他们一旦攻下了那个概念,
14:14
they just race种族 ahead.
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就会后来者居上。
14:16
And so the same相同 kids孩子 that you thought were slow six weeks ago,
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所以说,我们六周前认为反应慢的学生
14:19
you now would think are gifted天才.
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现在成了有天分的学生。
14:21
And we're seeing眼看 it over and over and over again.
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这种情况发生了一次又一次,
14:23
And it makes品牌 you really wonder奇迹
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使得我们思考
14:25
how much all of the labels标签 maybe a lot of us have benefited受益 from
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现在我们已经获得各种标签
14:28
were really just due应有 to a coincidence巧合 of time.
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会有多大程度上来自于时间的巧合。
14:34
Now as valuable有价值 as something like this is
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就像Los Altos 学区所获得
14:36
in a district like Los洛杉矶 Altos图斯,
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这样有价值的信息一样,
14:39
our goal目标 is to use technology技术
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我们的目标是用科技的力量
14:41
to humanize赋予人性, not just in Los洛杉矶 Altos图斯, but on a global全球 scale规模,
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来人性化教学,不仅仅是在Los Altos 学区,乃是在全球范围内。
14:44
what's happening事件 in education教育.
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现在在教育界所发生的这一切,
14:46
And actually其实, that kind of brings带来 an interesting有趣 point.
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实际上,给我们带来了兴趣点。
14:48
A lot of the effort功夫 in humanizing人性化 the classroom课堂
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很好人性化教学的做法都把
14:51
is focused重点 on student-to-teacher学生与教师 ratios.
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关注点放在了教师与学生的比率上。
14:54
In our mind心神, the relevant相应 metric
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在我们的观念里,衡量标准是
14:56
is student-to-valuable-human-time学生与宝贵的人时间-
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学生得到了老师
14:59
with-the-teacher与-的老师 ratio.
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多少的时间比率。
15:01
So in a traditional传统 model模型, most of the teacher's教师 time
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在传统模式下,大部分老师的时间,
15:03
is spent花费 doing lectures讲座 and grading等级 and whatnot诸如此类.
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花费在了备课和评级这些不该重视的方面。
15:06
Maybe five percent百分 of their time is actually其实 sitting坐在 next下一个 to students学生们
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也许只有5%的时间是老师和学生真正在一起
15:08
and actually其实 working加工 with them.
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辅导他们学习的时间。
15:10
Now 100 percent百分 of their time is.
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而现在老师的百分之百时间都是和学生在一起了。
15:12
So once一旦 again, using运用 technology技术, not just flipping翻转 the classroom课堂,
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再一次声明,科技不仅仅能让课堂变得有趣,
15:15
you're humanizing人性化 the classroom课堂, I'd argue争论,
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而且也能是课堂更加人性化,
15:17
by a factor因子 of five or 10.
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效果可达到5倍或者10倍。
15:20
And as valuable有价值 as that is in Los洛杉矶 Altos图斯,
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想在Los Altos学区发生的这么宝贵的经验
15:22
imagine想像 what that does to the adult成人 learner学习者
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如果在成年学习者身上也这样实践的话,
15:24
who's谁是 embarrassed尴尬 to go back and learn学习 stuff东东
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谁还会为回头学习以前学过本应该会的东西
15:26
that they should have before, before going back to college学院.
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而感到尴尬。
15:28
Imagine想像 what it does
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试想
15:31
to a street kid孩子 in Calcutta加尔各答
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它会对一个由于每天
15:34
who has to help his family家庭 during the day,
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都要帮助家里而不能上学的
15:37
and that's the reason原因 why he or she can't go to school学校.
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加尔各答的街童产生多大的影响。
15:39
Now they can spend two hours小时 a day and remediate修复,
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现在他们只要每天花上两个小时的时间
15:42
or get up to speed速度 and not feel embarrassed尴尬
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就可以知道以前不知道的东西,
15:44
about what they do or don't know.
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而不再会感到尴尬。
15:47
Now imagine想像 what happens发生 where --
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试想一下,走进班级
15:49
we talked about the peers同行 teaching教学 each other
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我们可以看到同龄的学生
15:51
inside of a classroom课堂.
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之间进行指导帮助对方的情况。
15:53
But this is all one system系统.
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但是在这个系统中,
15:55
There's no reason原因 why you can't have
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我们就会看到
15:57
that peer-to-peer点对点 tutoring家教
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同龄学生之间的
15:59
beyond that one classroom课堂.
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互相指导帮助。
16:01
Imagine想像 what happens发生 if that student学生 in Calcutta加尔各答
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再试想一下在加尔各答的学生
16:04
all of a sudden突然 can tutor导师 your son儿子,
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如果突然之间可以指导你的儿子
16:06
or your son儿子 can tutor导师 that kid孩子 in Calcutta加尔各答?
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或者你的儿子可以指导加尔各答的学生,这会发生什么情况?
16:09
And I think what you'll你会 see emerging新兴
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我想到那时你所看到就是
16:11
is this notion概念 of a global全球 one-world一个世界 classroom课堂.
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一个全球化的学习。
16:17
And that's essentially实质上 what we're trying to build建立.
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而这种全球化地学习状况正是我们想努力创建的。
16:21
Thank you.
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谢谢大家。
16:23
(Applause掌声)
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(掌声)
17:04
Bill法案 Gates盖茨: I've seen看到 some things you're doing in the system系统
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比尔盖茨:我已经注意到你在这个系统中也
17:07
that have to do with motivation动机 and feedback反馈 --
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加入了一些激励措施,
17:09
energy能源 points, merit值得 badges徽章.
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像是能量点数,荣誉徽章之类的。
17:12
Tell me what you're thinking思维 there.
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谈谈你对这个问题的想法。
17:14
SKSK: Oh yeah. No, we have an awesome真棒 team球队 working加工 on it.
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SK:是的。我们有一个超棒的团队,
17:16
And I have to make it clear明确, it's not just me anymore.
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我要声明一下,我不是一个人在奋斗。
17:18
I'm still doing all the videos视频,
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是的,我仍然在做视屏,
17:20
but we have a rockstar摇滚明星 team球队 doing the software软件.
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但是我们的团队是在做软件这部分。
17:22
Yeah, we've我们已经 put a bunch of game游戏 mechanics机械学 in there
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不错,我们放了一些游戏在里面,
17:24
where you get these badges徽章,
405
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从那里你可以得到徽章。
17:26
we're going to start开始 having leader领导 boards by area, and you get points.
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我们将在那里组建领导理事会,然后学生就可以得到点数。
17:29
It's actually其实 been pretty漂亮 interesting有趣.
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事实上,是很有意思的。
17:31
Just the wording说法 of the badging徽章 or how many许多 points you get for doing something,
408
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仅是用了徽章和积分这样的词语后
17:34
we see on a system-wide全系统 basis基础,
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我们从整个系统范围来看,
17:36
like tens of thousands数千 of fifth第五 graders平地机 or sixth第六 graders平地机
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成千上万的五年级或是六年级的学生,
17:38
going one direction方向 or another另一个,
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全都一个或其他几个方向前进,
17:40
depending根据 what badge徽章 you give them.
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都是基于你给了他们什么徽章。
17:42
(Laughter笑声)
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(笑声)
17:44
BGBG: And the collaboration合作 you're doing with Los洛杉矶 Altos图斯,
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比尔盖茨:你现在和Los Altos 学区所进行的合作,
17:47
how did that come about?
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是如何开始的?
17:49
SKSK: Los洛杉矶 Altos图斯, it was kind of crazy.
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SK:与这个学区的合作是很有些出乎意料的。
17:51
Once一旦 again, I didn't expect期望 it to be used in classrooms教室.
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我都没期望过它会被用在课堂上。
17:55
Someone有人 from their board came来了 and said,
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其中有个理事有次来我这,说
17:57
"What would you do if you had carte菜单 blanche布兰奇 in a classroom课堂?"
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“如果我授权给你,教学你会如何设置?”
17:59
And I said, "Well, I would just, every一切 student学生 work at their own拥有 pace步伐
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当时,我回答:“我会设立排行榜之类的张贴榜,
18:02
on something like this and we'd星期三 give a dashboard仪表板."
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让学生进行自主学习。
18:04
And they said, "Oh, this is kind of radical激进. We have to think about it."
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然后理事说,“这个比较激进,我们得好好考虑一下”。
18:07
And me and the rest休息 of the team球队 were like,
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我和团队的其它成员都以为
18:09
"They're never going to want to do this."
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他们压根不会同意。
18:11
But literally按照字面 the next下一个 day they were like, "Can you start开始 in two weeks?"
425
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但是隔天他们就答复说“你能在两周之内开始吗?”
18:14
(Laughter笑声)
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(笑声)
18:16
BGBG: So fifth第五 grade年级 math数学 is where that's going on right now?
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比尔盖茨:五年级的数学现在是用来给你们测试?
18:19
SKSK: It's two fifth第五 grade年级 classes and two seventh第七 grade年级 classes.
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SK:有两个五年级的班和两个七年级的班级参与
18:22
And they're doing it at the district level水平.
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他们是从学区这个层面来做尝试的
18:24
I think what they're excited兴奋 about is they can now follow跟随 these kids孩子.
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我想他们很兴奋他们能追踪这些孩子的学习,
18:27
It's not an only-in-school只是,在校 thing.
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这不仅仅只是一个学校校内的事情。
18:29
We've我们已经 even, on Christmas圣诞, we saw some of the kids孩子 were doing it.
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甚至是在圣诞节,我们都看到一些学生在做题。
18:31
And we can track跟踪 everything.
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我们可以跟踪记录一切。
18:33
So they can actually其实 track跟踪 them as they go through通过 the entire整个 district.
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他们实际上可以追踪整个学区。
18:35
Through通过 the summers夏天, as they go from one teacher老师 to the next下一个,
435
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尽管是在暑假,他们仍然可以跟着老师学习下一章节
18:37
you have this continuity连续性 of data数据
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你拥有这个持续的数据
18:39
that even at the district level水平 they can see.
437
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他们甚至可以看到整个学区的数据
18:41
BGBG: So some of those views意见 we saw
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刚刚我们看到的数据是
18:43
were for the teacher老师
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为老师进入
18:45
to go in and track跟踪 actually其实 what's going on with those kids孩子.
440
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去追踪那些孩子到底做了什么
18:48
So you're getting得到 feedback反馈 on those teacher老师 views意见
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所以你能得到老师的看法
18:50
to see what they think they mean?
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去看他们在想什么
18:53
SKSK: Oh yeah. Most of those were specs眼镜 by the teachers教师.
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SK:是的,大部分的数据是从老师的角度来看的。
18:56
We made制作 some of those for students学生们 so they could see their data数据,
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我们也做了一些学生的,让学生可以自己看到他们的数据。
18:59
but we have a very tight design设计 loop循环 with the teachers教师 themselves他们自己.
445
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但是我们主要是和教师们紧密合作而设计这些的。
19:02
And they're literally按照字面 saying, "Hey, this is nice不错, but ... "
446
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他们确实说,‘这不错,但是...
19:05
Like that focus焦点 graph图形, a lot of the teachers教师 said,
447
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就像这个焦距图标,很多老师反映,
19:07
"I have a feeling感觉 that a lot of the kids孩子 are jumping跳跃 around
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“我觉得很多孩子喜欢跳来跳去,
19:09
and not focusing调焦 on one topic话题."
449
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而不是专注于一个课题。”
19:11
So we made制作 that focus焦点 diagram.
450
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所以我们就制作了焦点图。
19:13
So it's all been teacher-driven老师驱动.
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这些都是由老师提出来的建议,
19:15
It's been pretty漂亮 crazy.
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是很令人惊讶的。
19:17
BGBG: Is this ready准备 for prime主要 time?
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BG:现在这个东西已经可以全面推广了吗
19:19
Do you think a lot of classes next下一个 school学校 year should try this thing out?
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你认为会有很多学校在下个学年尝试这种新式教学方式吗?
19:22
SKSK: Yeah, it's ready准备.
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SK:是的,准备好了。
19:24
We've我们已经 got a million百万 people on the site现场 already已经,
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我们现在已经有百万的人在使用网站学习。
19:26
so we can handle处理 a few少数 more.
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所以我们还能多应付一些。
19:28
(Laughter笑声)
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(笑声)
19:31
No, no reason原因 why it really can't happen发生
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没有理由不相信
19:33
in every一切 classroom课堂 in America美国 tomorrow明天.
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明天这个可以在美国的每个教室使用
19:35
BGBG: And the vision视力 of the tutoring家教 thing.
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BG: 关于辅导这方面,
19:38
The idea理念 there is, if I'm confused困惑 about a topic话题,
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如果我某个地方弄不懂
19:41
somehow不知何故 right in the user用户 interface接口
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如果我在界面上
19:43
I'd find people who are volunteering志愿服务,
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我可以找到一些志愿者,
19:45
maybe see their reputation声誉,
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也许就可以看见他们的信誉
19:47
and I could schedule时间表 and connect up with those people?
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然后就可以安排时间和他们讨论这些问题,是吗?
19:50
SKSK: Absolutely绝对. And this is something
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SK:完全正确!这正是我呼吁
19:52
that I recommend推荐 everyone大家 in this audience听众 to do.
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这里的听众要去做的:
19:54
Those dashboards仪表板 the teachers教师 have, you can go log日志 in right now
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那些老师用的那些控制版面,你现在就可以登录
19:57
and you can essentially实质上 become成为 a coach教练
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你可以成为一名教练
19:59
for your kids孩子, or nephews侄子, or cousins表兄弟,
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你的孩子,你的侄子,你的表弟,
20:02
or maybe some kids孩子 at the Boys男孩 and Girls女孩 Club俱乐部.
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或是男孩女孩俱乐部的一些孩子。
20:04
And yeah, you can start开始 becoming变得 a mentor导师, a tutor导师,
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你立马就能开始做的顾问,当辅导老师
20:07
really immediately立即.
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真的是可以立即做到
20:09
But yeah, it's all there.
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是的,就是这样。
20:11
BGBG: Well, it's amazing惊人.
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比尔盖茨:哇,是挺棒的!
20:13
I think you just got a glimpse一瞥 of the future未来 of education教育.
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我想你让我们大家都领略了未来教育的一瞥。
20:15
Thank you. (SKSK: Thank you.)
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谢谢你!(SK:谢谢。)
20:17
(Applause掌声)
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(掌声)
Translated by Pei Zhang
Reviewed by Jenny Yang

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ABOUT THE SPEAKER
Sal Khan - Educator and social entrepreneur
In 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more.

Why you should listen

Salman "Sal" Khan is the founder and chief executive officer of Khan Academy, a not-for-profit with a mission of providing a free, world-class education for anyone, anywhere.

Khan Academy started as a passion project in 2004. Khan's cousin was struggling with math, so he tutored her remotely and posted educational videos on YouTube. So many people watched the videos that eventually Khan quit his job at a hedge fund and pursued Khan Academy full time. Today Khan Academy has more than 100 employees in Mountain View, California. Khan Academy believes learners of all ages should have unlimited access to free educational content they can master at their own pace. Its resources cover preschool through early college education, including math, grammar, biology, chemistry, physics, economics, finance and history. Additionally, Khan Academy offers free personalized SAT test prep in partnership with the test developer, the College Board. More than 42 million registered users access Khan Academy in dozens of languages across 190 countries.

Khan has been profiled by "60 Minutes," featured on the cover of Forbes, and recognized as one of TIME’s "100 Most Influential People in the World." In his book, The One World Schoolhouse: Education Reimagined, Sal outlines his vision for the future of education.

Khan holds three degrees from MIT and an MBA from Harvard Business School.

More profile about the speaker
Sal Khan | Speaker | TED.com