TED2011
Sal Khan: Let's use video to reinvent education
Salman Khan：视频重塑教育
Filmed:
Readability: 3.7
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”。
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. Full bio
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 is most known
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Khan学院是因为
00:17
for its collection of videos,
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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,
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所以在我进一步讲述之前，
00:21
let me show you a little bit of a montage.
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先给大家看一些视频剪辑。
00:24
(Video) Salman Khan: So the hypotenuse 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 fossils are only found in this area of South America --
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这种动物的化石只能在南美洲的这个地区发现，
00:30
a nice clean band here --
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有一条很清晰的界限
00:32
and this part of Africa.
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和非洲的这块地方。
00:34
We can integrate over the surface,
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我们可以在曲面上积分
00:36
and the notation usually is a capital sigma.
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通常用大写字母Σ来表示。
00:39
National Assembly: They create the Committee of Public Safety,
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国民大会：他们创办了公共安全委员会，
00:42
which sounds like a very nice committee.
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这个委员会听起来还不错。
00:44
Notice, 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 differentiating into effector and memory cells.
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开始分化为效应物和记忆细胞。
00:51
A galaxy. Hey, there's another galaxy.
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这是星系，看，那边有另一个星系。
00:53
Oh look, there's another galaxy.
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看，那边还有另一个星系。
00:55
And for dollars, is their 30 million,
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这是他们的三千万美元
00:58
plus the 20 million dollars from the American manufacturer.
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加上美国制造业的两千万美元。
01:01
If this does not blow your mind,
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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.
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你就太无动于衷了
01:06
(Laughter)
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(笑声)
01:08
(Applause)
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(掌声)
01:13
SK: We now have on the order
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SK:我们现在有共计
01:15
of 2,200 videos
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2200个视频，
01:17
covering everything from basic arithmetic
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它们涵盖了从基础算术
01:19
all the way to vector calculus
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到矢量微积分的全部内容。
01:21
and some of the stuff 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 students a month using the site,
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每月都有上百万的学生在网站上使用。
01:27
watching on the order of 100 to 200,000 videos 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
01:33
is how we're going to the next level.
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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，
01:37
I want to talk a little bit about really just how I got started.
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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 know,
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有些人可能知道，
01:43
about five years ago I was an analyst at a hedge fund,
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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,
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当时，我在波士顿。
01:48
and I was tutoring my cousins in New Orleans, remotely.
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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 putting the first YouTube videos up
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于是我就上传了我的第一个Youtube的视屏，
01:54
really just as a kind of nice-to-have,
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当时
01:56
just a supplement for my cousins --
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只是想给表弟补习一下
01:58
something that might give them a refresher or something.
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帮助他们复习一下学过的内容
02:01
And as soon as I put those first YouTube videos up,
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我上传完我的第一个Youtube视频，
02:03
something interesting happened --
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接下来就发生了许多有意思的事。
02:05
actually a bunch of interesting things happened.
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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 from my cousins.
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首先是来自于我表弟们的反馈，
02:10
They told me
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他们告诉我，
02:12
that they preferred me on YouTube 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)
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（笑声）
02:23
And once you get over the backhanded nature of that,
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除去这句话中的讽刺意味，
02:26
there was actually something very profound there.
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它确实有深层次的含义。
02:28
They were saying
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他们说
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that they preferred the automated version of their cousin
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与真人版的相比，
02:32
to their cousin.
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更喜欢自动版的表哥。
02:34
At first, it's very unintuitive,
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一开始，这好象很难理解，
02:36
but when you actually think about it from their point of view, it makes 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
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如果你也处在和他们一样的处境下
02:41
where now they can pause and repeat their cousin,
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可以暂停，重复播放表哥(的录像)
02:43
without feeling like they're wasting 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 something
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如果他们想要复习
02:49
that they should have learned a couple of weeks ago,
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几周前所学过的东西，
02:51
or maybe a couple of years ago,
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或是几年前学习的东西，
02:54
they don't have to be embarrassed and ask their cousin.
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不用感到尴尬地去问表哥，
02:56
They can just watch those videos. If they're bored, 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,
02:59
They can watch it at their own time, at their own pace.
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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 the least appreciated aspect of this
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也可能是因为你最不想发生的是
03:06
is the notion that the very first time,
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在你第一次
03:08
the very first time
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最初时
03:10
that you're trying to get your brain around a new concept,
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想让你的大脑掌握一个新概念的时候
03:13
the very last thing you need
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你最不需要的
03:15
is another human being saying, "Do you understand this?"
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是有人问你 “明白了吗？”
03:18
And that's what was happening with the interaction with my cousins 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
03:24
in the intimacy of their own room.
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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 is --
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另外的有意思的事情是这样的：
03:30
I put them on YouTube just --
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我把视频放在了YouTube上，
03:33
I saw no reason to make it private,
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当时我觉得没有理由把它们当成隐私，
03:35
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 stumbling on it,
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然后人们无意中发现了它们，
03:39
and I started getting some comments and some letters
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所以我就收到了许多的评论和信件。
03:42
and all sorts of feedback
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这些反馈来自于
03:44
from random people from around the world.
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世界各地的人们
03:46
And these are just a few.
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下面我们来看其中的一小部分。
03:49
This is actually from one of the original calculus videos.
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这条评论是出自微积分视频的原始评论。
03:52
And someone wrote just on YouTube --
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是有人在YouTube上
03:54
it was a YouTube comment:
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写下的评论。
03:56
"First time I smiled doing a derivative."
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这是第一次我笑着做导数题。
03:59
(Laughter)
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（笑声）
04:01
And let's pause here.
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我想在这暂停一下。
04:03
This person did a derivative
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这个人在做导数题，
04:05
and then they smiled.
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而且是笑着做题的。
04:08
And then in a response to that same comment -- this is on the thread.
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下面是对这条评论的一个回应：这是在线的，
04:11
You can go on YouTube and look at these comments --
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你可以在Youtube上找到这些评论
04:13
someone else wrote: "Same thing here.
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另一个人写到，“同样的事情也发生在我身上，
04:15
I actually got a natural high and a good mood for the entire day.
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我真的是度过了高兴和兴奋的一天”。
04:18
Since I remember seeing
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虽然我记起
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all of this matrix text 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 know kung fu.'"
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我更喜欢这里的，好像是“我学会了武功”。
04:26
(Laughter)
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（笑声）
04:30
And we get a lot of feedback all along those lines.
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随后，我们收到许多的这让此类的反馈。
04:32
This clearly was helping people.
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很明显，这可以帮助别人。
04:34
But then, as the viewership kept growing and kept growing,
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但是，随着观看的观众的日益增长，
04:37
I started getting letters from people,
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我开始收到人们发过来的信件。
04:40
and it was starting to become clear
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我也越来越清晰地感到
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that it was actually more than just a nice-to-have.
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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
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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 has autism
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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 time with math.
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他对数学有极度的恐惧
04:52
We have tried everything,
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我们试遍了所有的方法，
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viewed 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 on your video on decimals and it got through.
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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 fractions. 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。
05:04
He is so excited."
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他很是兴奋。
05:06
And so you can imagine,
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你可以想象的到这种状况。
05:08
here I was an analyst at a hedge fund.
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之前我是名避险分析师，
05:11
It was very strange for me to do something of social value.
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很难想象我会为社会价值而去做事。
05:14
(Laughter)
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（笑声）
05:17
(Applause)
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（掌声）
05:24
But I was excited, so I kept going.
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我很是兴奋，于是我继续前进。
05:27
And then a few other things started to dawn 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 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 letters,
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和那些写信过来的人们
05:34
but that this content 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
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它还可以帮助到他们的孩子们，
05:38
or their grandkids.
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或是孙子们。
05:40
If Isaac Newton
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如果艾萨克.牛顿
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had done YouTube videos on calculus,
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已经把数学方面的视频放到youtube上，
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I wouldn't have to.
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我现在也就不用做这些了。
05:46
(Laughter)
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（笑声）
05:48
Assuming 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)
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（笑声）
05:53
The other thing that happened --
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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.
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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 students.
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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."
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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 penetrate the classroom.
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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 getting letters from teachers.
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然后，我开始收到老师的来信，
06:07
And the teachers would write, saying,
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在信中，老师说，
06:09
"We've used your videos to flip the classroom.
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我们把你的视频引入课室，
06:11
You've given the lectures, 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 in every classroom in America tomorrow --
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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 the lectures for homework,
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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,
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这曾经是家庭作业，
06:22
I now have the students doing in the classroom."
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但现在学生在教室做家庭作业”。
06:25
And I want to pause here for --
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说到这，我想暂停一下，
06:28
(Applause)
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（掌声）
06:32
I want to pause here for a second,
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我之所以想在这暂停
06:34
because there's a couple of interesting things.
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是因为发生了好多有趣的事
06:36
One, when those teachers 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 benefit --
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很明显，是有益的，
06:40
the benefit that now their students
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益处是现在他们的学生
06:42
can enjoy the videos in the way that my cousins 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, repeat at their own pace,
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他们可以按照自己的节奏，暂停，复读
06:46
at their own 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 thing is --
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但更有趣的是，
06:50
and this is the unintuitive thing when you talk about technology in the classroom --
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这成为一件科技影像教学的客观事实，
06:53
by removing the one-size-fits-all lecture from the classroom
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它除去了对全班用一个节奏讲课
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and letting students have a self-paced lecture 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, letting 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 walk around,
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自己进行他们的学习。
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having the peers actually be able to interact with each other,
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同龄人之间可以进行配合，
07:07
these teachers have used technology
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老师运用了科技力量将
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to humanize the classroom.
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课堂进行了人性化。
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They took a fundamentally dehumanizing experience --
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他们都经历过非人性化的教学，
07:15
30 kids with their fingers on their lips,
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30个孩子不许讲话，
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not allowed to interact with each other.
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不许互相配合，
07:19
A teacher, no matter how good,
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一个不论多么优秀的教师，
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has to give this one-size-fits-all lecture
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都不得不按同一个步调
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to 30 students --
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给30个学生讲课。
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blank faces, slightly antagonistic --
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面无表情的脸庞，小小的
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and now it's a human experience.
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而现在是人性化的经历。
07:29
Now they're actually interacting 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 the Khan Academy --
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Khan学院一建立，
07:33
I quit my job
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我就辞去了原来的工作，
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and we turned into a real organization --
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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 --
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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 level?
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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 are doing
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如何做才能得到
07:44
to their natural conclusion?
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老师那些自然的结论？
07:46
And so what I'm showing you over here,
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现在我展示给大家看的
07:48
these are actual exercises
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都是一些实际的练习
07:50
that I started writing for my cousins.
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是最初我为表弟而做的。
07:53
The ones I started were much more primitive.
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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 version of it.
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这是它的一个改进版。
07:58
But the paradigm here is, we'll generate as many questions 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 you get that concept,
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直到你弄明白这个概念，
08:03
until 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 videos are there.
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所有Khan学院的视频都是这样。
08:07
You get hints, the actual steps for that problem,
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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 here, it seems like a very simple thing:
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模式是很简单的，
08:13
10 in a row, you move on.
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满10分，继续前进，
08:15
But it's fundamentally different than what's happening in classrooms 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 classroom,
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在传统教学中，
08:20
you have a couple of homework,
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你会有一些家庭作业，
08:22
homework, lecture, homework, lecture,
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作业，上课，作业，上课，
08:24
and then you have a snapshot exam.
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然后呢会有一个阶段性的测试。
08:26
And that exam, whether you get a 70 percent, an 80 percent,
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在考试中，不论你是得了70分，80分，
08:28
a 90 percent or a 95 percent,
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90分，还是95分，
08:31
the class moves on to the next topic.
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讲课内容都会继续到下一章。
08:33
And even that 95 percent student,
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就是对得95分的学生来说，
08:35
what was the five percent 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 when you raise something to the zero power.
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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 on that in the next concept.
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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 to
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这很像这样一种
08:44
imagine learning to ride a bicycle,
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学习骑自行车的过程：
08:46
and maybe I give you a lecture 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 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 taking left turns.
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说，“奥，你左转弯有点问题，
08:55
You can't quite stop.
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你不会紧急刹车，
08:57
You're an 80 percent bicyclist."
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你算得上是个80分的骑者。”
08:59
So I put a big C stamp on your forehead
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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 a unicycle."
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说“这是你的独轮车。”
09:06
But as ridiculous as that sounds,
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听起来很荒谬可笑，
09:08
that's exactly what's happening
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但这的确是在现实中发生的，
09:10
in our classrooms 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 is you fast forward
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如果你回忆一下，
09:15
and good students start failing algebra all of a sudden
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好学生开始突然就在代数上跌倒，
09:17
and start failing calculus all of a sudden,
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开始栽在在微积分上，
09:20
despite being smart, despite having good teachers,
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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 because they have these Swiss cheese gaps
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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 building throughout their foundation.
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瑞士干奶酪沟这样的地基上建筑。
09:26
So our model
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所以我们关于
09:28
is learn math the way you'd learn 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 a bicycle.
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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. Fall off that bicycle.
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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 until you have mastery.
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一直练习直到你精通它为止。
09:38
The traditional model,
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传统的方式
09:40
it penalizes you for experimentation and failure,
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总是惩罚你的尝试和失误，
09:42
but it does not expect mastery.
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但不会期望你精通它。
09:44
We encourage you to experiment. We encourage you to failure.
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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 mastery.
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但我们要求你达到精通。
09:50
This is just another one of the modules.
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这又是另一个课题。
09:52
This is trigonometry.
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这是一个三角习题。
09:54
This is shifting and reflecting functions.
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这是移位和反应函数，
09:57
And they all fit together.
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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 right now. It's all free. 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 idea is that they all fit into this knowledge map.
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总体架构都在这个认知图里。
10:07
That top node right there, that's literally single digit addition.
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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 to two.
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就像一加一等于二一样。
10:13
And the paradigm is, once 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 forwarding you to more and more advanced modules.
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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 down the knowledge map,
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如果你深挖这个认知图的话，
10:21
we're getting into more advanced arithmetic.
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就会进入到更高级的算术中去。
10:24
Further down, you start getting into pre-algebra and early algebra.
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继续前进，就到了准代数学和早期的代数。
10:27
Further down, you start getting into algebra one, algebra 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.
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会涉及一点学微积分前必修的课程。
10:33
And the idea is, from this we can actually 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 of a framework.
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在这类的框架之中。
10:40
So you can imagine -- and this is what we are working 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 map
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从知识图中
10:44
you have logic, you have computer programming,
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找到逻辑，计算机编程，
10:46
you have grammar, you have genetics,
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语法，遗传学，
10:49
all based off of that core 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 for this next concept.
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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 learner,
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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, one, for you to do it with your kids,
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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 everyone in the audience to do it yourself.
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但我也提议在场的每一听众都来参与。
11:02
It'll change what happens at the dinner 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 conclusion of the flipping of the classroom
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用给我们写信来的教师提到
11:09
that those early teachers had emailed 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 you here,
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接下来我所展示的内容
11:14
this is actually data from a pilot in the Los Altos school 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 grade classes and two seventh grade 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 gutted their old math curriculum.
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来瓦解掉他们传统的数学学习方式。
11:21
These kids aren't using textbooks,
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这些孩子不用课本，
11:23
they're not getting one-size-fits-all lectures.
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也不用听老师千篇一律的授课，
11:25
They're doing Khan Academy, they're doing that software,
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他们都在用Khan Academy上的软件来进行
11:27
for roughly half of their math 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, we don't view this as the complete math education.
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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 in Los Altos --
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这就是在Los Altos 学区所进行的-
11:34
it 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 and tackling,
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这样能实现分组处理和解决问题的能力，
11:38
making sure you know how to move through a system of equations,
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确保学生明白如何解方程组，
11:40
and it frees up time for the simulations, for the games,
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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, for the robot building,
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机械操作，和机器人制作，
11:45
for the estimating how high that hill is based on its shadow.
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通过影子来估算山高。
11:48
And so the paradigm is the teacher walks in every day,
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所以这样的例子是老师每天在教室里，
11:51
every kid works at their own pace --
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学生以自己的步调进行学习，
11:53
and this is actually a live dashboard from Los Altos school district --
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这就Los Altos 学区的现场片段。
11:56
and they look at this dashboard.
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他们都在看这个表格。
11:58
Every row is a student.
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每一排代表一名学生，
12:00
Every column is one of those concepts.
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每一列是一门课程，
12:02
Green means the student's already proficient.
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绿色表示已经熟练掌握，
12:04
Blue means they're working on it -- no need to worry.
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蓝色表示正在学习的课程 -- 不用担心
12:06
Red means they're stuck.
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红色表示有困难的课程，
12:08
And what the teacher does is literally just say,
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实际上，老师所做的就是
12:11
"Let me intervene on the red kids."
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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 kids
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或者好点说，“让我找个绿色的孩子
12:15
who are already proficient in that concept
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（他已经精通了这课程）
12:17
to be the first line of attack
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放在第一排，
12:19
and actually tutor their peer."
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来指导他的同龄人。
12:23
(Applause)
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（掌声）
12:30
Now I come from a very data-centric reality,
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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 to even go and intervene
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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 awkward questions:
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“有什么不懂的问题？”
12:36
"Oh, what do you not understand?" or "What do you do understand?"
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或是“哪不明白？”这样类似的问题
12:38
and all of the rest.
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等等。
12:40
So our paradigm is to really arm the teachers with as much data as possible --
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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 that, in almost any other field, is expected,
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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 or marketing or manufacturing --
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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 can actually diagnose what's wrong with the students
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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 as productive as possible.
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让他们的指导意见卓有成效。
12:53
So now the teachers know exactly what the students 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 every day, what videos have they been watching,
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每天花多长时间，都看了那些视频，
12:58
when did they pause the videos, what did they stop watching,
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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 are they using,
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他们做了哪些练习，
13:02
what have they been focused on?
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关注点是什么？
13:04
The outer circle shows what exercises they were focused on.
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外圈表示学生做过的练习，
13:07
The inner circle shows the videos they're focused on.
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内圈表示学生现在在观看的视频
13:10
And the data gets pretty granular
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数据库是高粒度的，
13:12
so you can see the exact problems that the student got right or wrong.
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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, blue is right.
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红色表示错误，蓝色表示正确，
13:17
The leftmost question is the first question that the student attempted.
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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 the video right over there.
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他们在这观看视频，
13:21
And then you can see, eventually, they were able 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 like you can see them learning over those last 10 problems.
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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.
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他们的速度在加快，
13:29
The height 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 learning,
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当谈到学生按自我步调学习时，
13:36
it makes sense for everyone -- in education-speak, differentiated learning --
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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.
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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 time we've done this,
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因为每次我们做调查，
13:45
in every classroom we've done,
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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 who've raced ahead
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都会有一群孩子们领先，
13:52
and there's a group of kids who are a little bit slower.
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而还有另一群孩子们紧跟其上。
13:54
And in a traditional model, if you did a snapshot assessment,
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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 kids, these are the slow kids.
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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 differently.
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或许他们会被区别对待，
14:01
Maybe we should put them in different 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 student work at their own pace --
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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 who took a little bit [of] extra time
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你会发现在
14:10
on one concept or the other,
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某章节上费力的学生
14:12
but once they get through that concept,
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他们一旦攻下了那个概念，
14:14
they just race ahead.
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就会后来者居上。
14:16
And so the same kids 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.
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现在成了有天分的学生。
14:21
And we're seeing 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 you really wonder
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使得我们思考
14:25
how much all of the labels maybe a lot of us have benefited from
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现在我们已经获得各种标签
14:28
were really just due to a coincidence 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 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 Altos,
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这样有价值的信息一样，
14:39
our goal is to use technology
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我们的目标是用科技的力量
14:41
to humanize, not just in Los Altos, but on a global scale,
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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 in education.
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现在在教育界所发生的这一切，
14:46
And actually, that kind of brings an interesting point.
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实际上，给我们带来了兴趣点。
14:48
A lot of the effort in humanizing the classroom
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很好人性化教学的做法都把
14:51
is focused on student-to-teacher 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, the relevant 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-
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学生得到了老师
14:59
with-the-teacher ratio.
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多少的时间比率。
15:01
So in a traditional model, most of the teacher's time
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在传统模式下，大部分老师的时间，
15:03
is spent doing lectures and grading and whatnot.
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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 of their time is actually sitting next to students
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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 working with them.
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辅导他们学习的时间。
15:10
Now 100 percent 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 again, using technology, not just flipping the classroom,
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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 the classroom, I'd argue,
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而且也能是课堂更加人性化，
15:17
by a factor of five or 10.
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效果可达到5倍或者10倍。
15:20
And as valuable as that is in Los Altos,
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想在Los Altos学区发生的这么宝贵的经验
15:22
imagine what that does to the adult learner
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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 embarrassed to go back and learn stuff
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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.
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而感到尴尬。
15:28
Imagine what it does
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试想
15:31
to a street kid in Calcutta
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它会对一个由于每天
15:34
who has to help his family 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 why he or she can't go to school.
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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 a day and remediate,
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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 and not feel embarrassed
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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 what happens where --
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试想一下，走进班级
15:49
we talked about the peers teaching each other
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我们可以看到同龄的学生
15:51
inside of a classroom.
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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.
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但是在这个系统中，
15:55
There's no reason why you can't have
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我们就会看到
15:57
that peer-to-peer tutoring
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同龄学生之间的
15:59
beyond that one classroom.
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互相指导帮助。
16:01
Imagine what happens if that student in Calcutta
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再试想一下在加尔各答的学生
16:04
all of a sudden can tutor your son,
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如果突然之间可以指导你的儿子
16:06
or your son can tutor that kid in Calcutta?
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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 see emerging
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我想到那时你所看到就是
16:11
is this notion of a global one-world classroom.
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一个全球化的学习。
16:17
And that's essentially what we're trying to build.
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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)
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（掌声）
17:04
Bill Gates: I've seen some things you're doing in the system
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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 and feedback --
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加入了一些激励措施，
17:09
energy points, merit badges.
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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 there.
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谈谈你对这个问题的想法。
17:14
SK: Oh yeah. No, we have an awesome team working 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, 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,
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是的，我仍然在做视屏，
17:20
but we have a rockstar team doing the software.
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但是我们的团队是在做软件这部分。
17:22
Yeah, we've put a bunch of game mechanics 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,
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从那里你可以得到徽章。
17:26
we're going to start having leader 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 been pretty interesting.
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事实上，是很有意思的。
17:31
Just the wording of the badging or how many points you get for doing something,
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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 basis,
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我们从整个系统范围来看，
17:36
like tens of thousands of fifth graders or sixth graders
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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 or another,
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全都一个或其他几个方向前进，
17:40
depending what badge you give them.
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都是基于你给了他们什么徽章。
17:42
(Laughter)
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（笑声）
17:44
BG: And the collaboration you're doing with Los Altos,
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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
SK: Los Altos, 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 again, I didn't expect it to be used in classrooms.
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我都没期望过它会被用在课堂上。
17:55
Someone from their board came 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 blanche in a classroom?"
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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 student work at their own pace
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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 give a dashboard."
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让学生进行自主学习。
18:04
And they said, "Oh, this is kind of radical. 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 of the team 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 the next day they were like, "Can you start in two weeks?"
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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)
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（笑声）
18:16
BG: So fifth grade math 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
SK: It's two fifth grade classes and two seventh grade 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.
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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 about is they can now follow these kids.
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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 thing.
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这不仅仅只是一个学校校内的事情。
18:29
We've even, on Christmas, we saw some of the kids 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 everything.
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我们可以跟踪记录一切。
18:33
So they can actually track them as they go through the entire district.
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他们实际上可以追踪整个学区。
18:35
Through the summers, as they go from one teacher to the next,
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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 of data
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你拥有这个持续的数据
18:39
that even at the district level they can see.
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他们甚至可以看到整个学区的数据
18:41
BG: So some of those views we saw
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刚刚我们看到的数据是
18:43
were for the teacher
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为老师进入
18:45
to go in and track actually what's going on with those kids.
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去追踪那些孩子到底做了什么
18:48
So you're getting feedback on those teacher views
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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
SK: Oh yeah. Most of those were specs by the teachers.
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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 some of those for students so they could see their data,
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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 loop with the teachers themselves.
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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 saying, "Hey, this is nice, but ... "
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他们确实说，‘这不错，但是...
19:05
Like that focus graph, a lot of the teachers said,
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就像这个焦距图标，很多老师反映，
19:07
"I have a feeling that a lot of the kids are jumping around
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“我觉得很多孩子喜欢跳来跳去，
19:09
and not focusing on one topic."
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而不是专注于一个课题。”
19:11
So we made that focus diagram.
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所以我们就制作了焦点图。
19:13
So it's all been teacher-driven.
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这些都是由老师提出来的建议，
19:15
It's been pretty crazy.
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是很令人惊讶的。
19:17
BG: Is this ready for prime 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 school 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
SK: Yeah, it's ready.
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SK：是的，准备好了。
19:24
We've got a million people on the site already,
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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 a few more.
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所以我们还能多应付一些。
19:28
(Laughter)
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（笑声）
19:31
No, no reason why it really can't happen
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没有理由不相信
19:33
in every classroom in America tomorrow.
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明天这个可以在美国的每个教室使用
19:35
BG: And the vision of the tutoring thing.
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BG: 关于辅导这方面，
19:38
The idea there is, if I'm confused about a topic,
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如果我某个地方弄不懂
19:41
somehow right in the user interface
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如果我在界面上
19:43
I'd find people who are volunteering,
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我可以找到一些志愿者，
19:45
maybe see their reputation,
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也许就可以看见他们的信誉
19:47
and I could schedule 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
SK: Absolutely. And this is something
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SK:完全正确！这正是我呼吁
19:52
that I recommend everyone in this audience to do.
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这里的听众要去做的：
19:54
Those dashboards the teachers have, you can go log 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 become a coach
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你可以成为一名教练
19:59
for your kids, or nephews, or cousins,
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你的孩子，你的侄子，你的表弟，
20:02
or maybe some kids at the Boys and Girls Club.
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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 becoming a mentor, a tutor,
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你立马就能开始做的顾问，当辅导老师
20:07
really immediately.
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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
BG: Well, it's amazing.
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比尔盖茨：哇，是挺棒的！
20:13
I think you just got a glimpse of the future of education.
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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. (SK: Thank you.)
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谢谢你！（SK：谢谢。）
20:17
(Applause)
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（掌声）
ABOUT THE SPEAKER
Sal Khan - Educator and social entrepreneurIn 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.
Sal Khan | Speaker | TED.com