ABOUT THE SPEAKER
Sugata Mitra - Education researcher
Educational researcher Sugata Mitra is the winner of the 2013 TED Prize. His wish: Build a School in the Cloud, where children can explore and learn from one another.

Why you should listen

In 1999, Sugata Mitra and his colleagues dug a hole in a wall bordering an urban slum in New Delhi, installed an Internet-connected PC and left it there, with a hidden camera filming the area. What they saw: kids from the slum playing with the computer and, in the process, learning how to use it -- then teaching each other. These famed “Hole in the Wall” experiments demonstrated that, in the absence of supervision and formal teaching, children can teach themselves and each other -- if they’re motivated by curiosity. Mitra, now a professor of educational technology at Newcastle University, called it "minimally invasive education."

Mitra thinks self-organized learning will shape the future of education. At TED2013, he made a bold TED Prize wish: Help me build a School in the Cloud where children can explore and learn on their own -- and teach one another -- using resouces from the worldwide cloud.

The School in the Cloud now includes seven physical locations -- five in India and two in the UK. At the same time, the School in the Cloud online platform lets students participate anywhere, with partner learning labs and programs in countries like Colombia, Pakistan and Greece. In 2016, Mitra held the first School in the Cloud conference in India. He shared that more than 16,000 SOLE sessions had taken place so far, with kids all around the world dipping their toes in this new education model.

More profile about the speaker
Sugata Mitra | Speaker | TED.com
TEDGlobal 2010

Sugata Mitra: The child-driven education

Sugata Mitra关于自我教学的新实验

Filmed:
3,097,850 views

教育学家Sugata Mitra解决最大的教育问题之一——最好的教师与学校并不存在于它们最需要的地方。从新德里到南非到意大利,他进行了一系列现实实验。在实验中,他为孩子们提供上网条件并让他们自我管理,实验的结果可能会让我们对教学的认识产生革命性改变。
- Education researcher
Educational researcher Sugata Mitra is the winner of the 2013 TED Prize. His wish: Build a School in the Cloud, where children can explore and learn from one another. Full bio

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

00:17
Well, that's kind of an obvious明显 statement声明 up there.
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嗯,这好像是个显而易见的观点。
00:19
I started开始 with that sentence句子 about 12 years年份 ago,
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我在12年前根据这句话开始实验,
00:22
and I started开始 in the context上下文
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我开始在发展中国家
00:25
of developing发展 countries国家,
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的环境中开始,
00:27
but you're sitting坐在 here from every一切 corner of the world世界.
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但诸位是从世界各地来此的。
00:30
So if you think of a map地图 of your country国家,
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所以如果回想一下你国家的地图,
00:33
I think you'll你会 realize实现
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我想你会意识到,
00:35
that for every一切 country国家 on Earth地球,
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在地球上的每个国家的地图上,
00:37
you could draw little circles to say,
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你都可以圈出一些地方说,
00:39
"These are places地方 where good teachers教师 won't惯于 go."
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“好的教师不会去这些地方。”
00:43
On top最佳 of that,
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而这些地方
00:45
those are the places地方 from where trouble麻烦 comes.
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往往容易产生问题。
00:48
So we have an ironic具有讽刺意味 problem问题 --
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那么我们就面临一个很讽刺的问题。
00:50
good teachers教师 don't want to go
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好教师不想去
00:52
to just those places地方 where they're needed需要 the most.
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最需要他们的地方。
00:55
I started开始 in 1999
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我从1999年开始
00:58
to try and address地址 this problem问题 with an experiment实验,
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试图用实验解决这个问题,
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which哪一个 was a very simple简单 experiment实验 in New Delhi新德里.
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我当时在新德里进行了一个非常简单的实验。
01:06
I basically基本上 embedded嵌入式 a computer电脑
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基本上,我在新德里贫民窟
01:09
into a wall of a slum贫民窟 in New Delhi新德里.
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的一个墙壁上嵌入了一个电脑。
01:13
The children孩子 barely仅仅 went to school学校, they didn't know any English英语 --
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这里的孩子很少上学。他们一点儿也不懂英文。
01:16
they'd他们会 never seen看到 a computer电脑 before,
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他们以前从未见过电脑,
01:18
and they didn't know what the internet互联网 was.
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并且他们不知道什么是互联网。
01:21
I connected连接的 high speed速度 internet互联网 to it -- it's about three feet off the ground地面 --
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我把电脑接入高速互联网——大约离地面3英尺高——
01:24
turned转身 it on and left it there.
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打开电脑然后离开了。
01:26
After this,
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之后,
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we noticed注意到 a couple一对 of interesting有趣 things, which哪一个 you'll你会 see.
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我们注意到一些有趣的事情,你们等一下会看到。
01:31
But I repeated重复 this all over India印度
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我在印度各地
01:34
and then through通过
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以及世界上许多地方
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a large part部分 of the world世界
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重复这个实验,
01:38
and noticed注意到
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我们发现
01:40
that children孩子 will learn学习 to do
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孩子们会学习
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what they want to learn学习 to do.
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他们想学的东西。
01:45
This is the first experiment实验 that we did --
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这是我们做的第一个实验——
01:47
eight year-old boy男孩 on your right
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在右边是一个8岁的男孩
01:49
teaching教学 his student学生, a six year-old girl女孩,
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教他的学生,一个6岁的女孩,
01:52
and he was teaching教学 her how to browse浏览.
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他在教她如何浏览网页。
01:56
This boy男孩 here in the middle中间 of central中央 India印度 --
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这个男孩生活在印度中部——
02:00
this is in a Rajasthan拉贾斯坦邦 village,
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这是在Rajasthan村,
02:02
where the children孩子 recorded记录 their own拥有 music音乐
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孩子们在录制他们自己的音乐
02:05
and then played发挥 it back to each other
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并互相放给对方听,
02:08
and in the process处理,
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在这个过程中,
02:10
they've他们已经 enjoyed享受 themselves他们自己 thoroughly.
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他们完全沉浸在欢乐中。
02:12
They did all of this in four hours小时
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他们在第一次见到电脑
02:14
after seeing眼看 the computer电脑 for the first time.
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4小时后做了这些。
02:17
In another另一个 South Indian印度人 village,
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在另一个南印度的村落,
02:20
these boys男孩 here
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这些男孩
02:22
had assembled组装 a video视频 camera相机
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组装了一个录像机
02:24
and were trying to take the photograph照片 of a bumble弄糟 bee蜜蜂.
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并试图拍一个大黄蜂。
02:26
They downloaded下载 it from Disney迪士尼.comCOM,
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他们从Disney.com或这些网站的其中一个
02:28
or one of these websites网站,
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下载了它,
02:30
14 days after putting the computer电脑 in their village.
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这发生在把电脑放在他们村里的14天后。
02:36
So at the end结束 of it,
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因此,最终我们得出一个结论,
02:38
we concluded总结 that groups of children孩子
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那就是成组的孩子
02:40
can learn学习 to use computers电脑 and the internet互联网 on their own拥有,
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可以自己学习如何使用电脑和互联网,
02:43
irrespective不管 of who
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任何地方的任何孩子
02:45
or where they were.
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都可以。
02:48
At that point, I became成为 a little more ambitious有雄心
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到这时,我的野心更大了一点,
02:51
and decided决定 to see
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并决定看看
02:54
what else其他 could children孩子 do with a computer电脑.
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孩子们还能用电脑做什么。
02:57
We started开始 off with an experiment实验 in Hyderabad海得拉巴, India印度,
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我们在印度的海得拉巴市开始了这个实验,
03:00
where I gave a group of children孩子 --
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我把一台电脑给了一群孩子——
03:03
they spoke English英语 with a very strong强大 Telugu泰卢固语 accent口音.
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他们讲英语时带着
03:06
I gave them a computer电脑
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很强的泰卢固语口音,
03:08
with a speech-to-text语音到文本 interface接口,
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电脑里有语音文字转换界面,
03:10
which哪一个 you now get free自由 with Windows视窗,
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现在这个功能在Windows里是免费的,
03:13
and asked them to speak说话 into it.
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我让他们对着电脑说话。
03:15
So when they spoke into it,
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当他们对着电脑说的时候,
03:17
the computer电脑 typed类型 out gibberish胡言乱语,
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电脑打出了毫无意义的乱语,
03:19
so they said, "Well, it doesn't understand理解 anything of what we are saying."
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然后他们说,“电脑一点都不知道我们在说什么。”
03:21
So I said, "Yeah, I'll leave离开 it here for two months个月.
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我就说,“是啊,我把电脑放这儿两个月。
03:23
Make yourself你自己 understood了解
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你们设法让电脑知道
03:25
to the computer电脑."
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你们在说什么“
03:27
So the children孩子 said, "How do we do that."
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然后孩子们问,”我们要怎么做啊?“
03:29
And I said,
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我说,
03:31
"I don't know, actually其实."
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”其实我也不知道。“
03:33
(Laughter笑声)
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(笑声)
03:35
And I left.
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然后我走了。
03:37
(Laughter笑声)
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(笑声)
03:40
Two months个月 later后来 --
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两个月后——
03:42
and this is now documented记录
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现在这项研究刊登在
03:44
in the Information信息 Technology技术
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《国际发展领域的信息技术应用》
03:46
for International国际 Development发展 journal日志 --
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这本杂志上——
03:48
that accents口音 had changed
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他们的口音变了
03:50
and were remarkably异常 close to the neutral中性 British英国的 accent口音
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变得非常接近我在语音文字合成器中设定的
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in which哪一个 I had trained熟练 the speech-to-text语音到文本 synthesizer合成.
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正规英国口音。
03:56
In other words, they were all speaking请讲 like James詹姆士 Tooley托雷.
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也就是说,他们说得都跟James Tooley似的。
03:59
(Laughter笑声)
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(笑声)
04:01
So they could do that on their own拥有.
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所以他们可以靠自己完成。
04:03
After that, I started开始 to experiment实验
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然后,我开始实验让
04:05
with various各个 other things
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他们做一些可能靠自己做到的
04:07
that they might威力 learn学习 to do on their own拥有.
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其他不同的事情。
04:09
I got an interesting有趣 phone电话 call once一旦 from Columbo科伦坡,
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我曾接到来自Columbo现已去世的
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from the late晚了 Arthur亚瑟 C. Clarke克拉克,
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科幻小说作家Arthur C. Clarke的一个有趣的电话,
04:14
who said, "I want to see what's going on."
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他说,“我想亲自看看实验进展。”
04:16
And he couldn't不能 travel旅行, so I went over there.
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因他无法旅行,所以我到他那里去。
04:19
He said two interesting有趣 things,
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他说了两件有趣的事情,
04:21
"A teacher老师 that can be replaced更换 by a machine should be."
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“一个可以被机器替换的老师应该被替换。”
04:26
(Laughter笑声)
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(笑声)
04:28
The second第二 thing he said was that,
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他说的第二件事是,
04:30
"If children孩子 have interest利益,
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“如果孩子们有兴趣
04:32
then education教育 happens发生."
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那么教育就会自然发生。“
04:35
And I was doing that in the field领域,
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而我正将此付诸实践,
04:37
so every一切 time I would watch it and think of him.
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所以每次我都会看这个录像并想到他。
04:39
(Video视频) Arthur亚瑟 C. Clarke克拉克: And they can definitely无疑
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(录像)Arthur C. Clarke:它们肯定会
04:42
help people,
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对人们有帮助,
04:44
because children孩子 quickly很快 learn学习 to navigate导航
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因为孩子们很快学会如何浏览
04:46
the web卷筒纸 and find things which哪一个 interest利益 them.
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并找到他们感兴趣的东西。
04:49
And when you've got interest利益, then you have education教育.
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当他们产生兴趣时,教育就自然发生了。
04:52
Sugata菅田 Mitra米特拉: I took the experiment实验 to South Africa非洲.
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Sugata Mitra:我在南非进行了这个实验。
04:55
This is a 15 year-old boy男孩.
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这是一个15岁大的男孩。
04:57
(Video视频) Boy男孩: ... just mention提到, I play games游戏
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(录像):男孩:……顺便提一下,我像
05:00
like animals动物,
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动物一样玩游戏,
05:03
and I listen to music音乐.
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并且我听音乐。
05:06
SMSM: And I asked him, "Do you send发送 emails电子邮件?"
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SM:然后我问他:”你发送电子邮件吗?“
05:08
And he said, "Yes, and they hop across横过 the ocean海洋."
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他说,”是的,它们会跨越海洋。“
05:12
This is in Cambodia柬埔寨,
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这是在柬埔寨,
05:14
rural乡村 Cambodia柬埔寨 --
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乡下似的柬埔寨
05:17
a fairly相当 silly愚蠢 arithmetic算术 game游戏,
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这是一个比较愚蠢的算术游戏,
05:20
which哪一个 no child儿童 would play inside the classroom课堂 or at home.
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没有孩子会在教室或家里玩它。
05:22
They would, you know, throw it back at you.
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他们会把它扔回来给你。
05:24
They'd他们会 say, "This is very boring无聊."
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他们会说,”这很无聊。“
05:26
If you leave离开 it on the pavement路面
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如果你把它留在道路上,
05:28
and if all the adults成年人 go away,
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如果大人们都走了,
05:30
then they will show显示 off with each other
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然后他们就会互相炫耀
05:32
about what they can do.
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他们能做到的东西。
05:34
This is what these children孩子 are doing.
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这是这些孩子正在做的东西。
05:36
They are trying to multiply, I think.
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我想他们正在试图乘数。
05:39
And all over India印度,
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在印度各地,
05:41
at the end结束 of about two years年份,
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快到两年的时候,
05:43
children孩子 were beginning开始 to Google谷歌 their homework家庭作业.
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孩子们开始用谷歌搜索他们的作业。
05:46
As a result结果, the teachers教师 reported报道
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结果是,老师们反映他们的
05:48
tremendous巨大 improvements改进 in their English英语 --
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英文进步巨大
05:50
(Laughter笑声)
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(笑声)
05:54
rapid快速 improvement起色 and all sorts排序 of things.
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其他方面的进步也很快。
05:56
They said, "They have become成为 really deep thinkers思想家 and so on and so forth向前.
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他们说,”孩子们的思维变得很深刻,诸如此类。“
05:59
(Laughter笑声)
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(笑声)
06:02
And indeed确实 they had.
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的确是这样的。
06:04
I mean, if there's stuff东东 on Google谷歌,
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我的意思是,如果这东西在谷歌上有,
06:06
why would you need to stuff东东 it into your head?
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何必要在脑子里记住?
06:10
So at the end结束 of the next下一个 four years年份,
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又过了将近四年,
06:12
I decided决定 that groups of children孩子 can navigate导航 the internet互联网
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我认为这些孩子可以自行通过浏览网络
06:15
to achieve实现 educational教育性 objectives目标 on their own拥有.
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来达到教育的目标。
06:18
At that time, a large amount of money
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那时,纽卡斯特大学接到了
06:20
had come into Newcastle新城堡 University大学
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一大笔捐款
06:22
to improve提高 schooling教育 in India印度.
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来改善印度的学校。
06:25
So Newcastle新城堡 gave me a call. I said, "I'll do it from Delhi新德里."
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于是纽卡斯特大学给了我一个电话。我说,”我会从德里开始。“
06:28
They said, "There's no way you're going to handle处理
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他们说,"你不可能坐在德里
06:30
a million百万 pounds-worth英镑价值 of University大学 money
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来处理上百万英镑
06:33
sitting坐在 in Delhi新德里."
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的学校经费。"
06:35
So in 2006,
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于是在2006年,
06:37
I bought myself a heavy overcoat大衣
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我给自己买了一件厚重的大衣
06:39
and moved移动 to Newcastle新城堡.
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来到纽卡斯特。
06:42
I wanted to test测试 the limits范围
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我想测试这个系统
06:44
of the system系统.
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的极限。
06:46
The first experiment实验 I did out of Newcastle新城堡
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我在纽卡斯特之外做的第一个实验
06:48
was actually其实 doneDONE in India印度.
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其实是在印度。
06:50
And I set myself and impossible不可能 target目标:
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我为自己制定了一个不可能的目标:
06:53
can Tamil泰米尔人 speaking请讲
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让一群南印度村落
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12-year-old-岁 children孩子
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里说泰米尔语的
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in a South Indian印度人 village
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12岁的孩子们
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teach themselves他们自己 biotechnology生物技术
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靠自己用英语
07:03
in English英语 on their own拥有?
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学习生物科技。
07:05
And I thought, I'll test测试 them, they'll他们会 get a zero --
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我以为,我会测试他们,他们会得0分。
07:08
I'll give the materials物料, I'll come back and test测试 them --
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我会给他们相关材料,并回来测试他们。
07:10
they get another另一个 zero,
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他们又得了零分。
07:12
I'll go back and say, "Yes, we need teachers教师 for certain某些 things."
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我回去说,“是的,我们需要教师来教些东西。”
07:16
I called in 26 children孩子.
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我叫了26个孩子。
07:18
They all came来了 in there, and I told them
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他们全都来了,我告诉他们说
07:20
that there's some really difficult stuff东东 on this computer电脑.
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这电脑上有些非常困难的东西。
07:22
I wouldn't不会 be surprised诧异 if you didn't understand理解 anything.
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如果你们一点都理解不了,我也不会感到惊讶。
07:25
It's all in English英语, and I'm going.
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它们全部是英文的,我走了。
07:28
(Laughter笑声)
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(笑声)
07:30
So I left them with it.
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然后我把电脑留给他们。
07:32
I came来了 back after two months个月,
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两个月后我回来了,
07:34
and the 26 children孩子 marched游行 in looking very, very quiet安静.
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这26个孩子排队进来,看上去很安静。
07:36
I said, "Well, did you look at any of the stuff东东?"
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我说,“嗯,你们有没有看那些东西?”
07:39
They said, "Yes, we did."
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他们说,“是的,我们看了。”
07:41
"Did you understand理解 anything?" "No, nothing."
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“你们能理解多少?”“一点也不理解。”
07:44
So I said,
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然后我说,
07:46
"Well, how long did you practice实践 on it
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“那你们在电脑上操作多久以后,
07:48
before you decided决定 you understood了解 nothing?"
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才认为你们什么也理解不了?”
07:50
They said, "We look at it every一切 day."
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他们说,“我们每天都看。”
07:53
So I said, "For two months个月, you were looking at stuff东东 you didn't understand理解?"
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然后我说,“你们这两个月一直都在看你们看不懂的东西?”
07:55
So a 12 year-old girl女孩 raises加薪 her hand and says,
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然后一个12岁的女孩举起手说,
07:57
literally按照字面,
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原话是,
08:00
"Apart距离 from the fact事实 that improper不当 replication复制 of the DNA脱氧核糖核酸 molecule分子
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“除了错误复制DNA分子会
08:03
causes原因 genetic遗传 disease疾病,
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导致遗传疾病这个事实之外,
08:05
we've我们已经 understood了解 nothing else其他."
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我们什么也不懂。”
08:07
(Laughter笑声)
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(笑声)
08:09
(Applause掌声)
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(掌声)
08:16
(Laughter笑声)
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(笑声)
08:19
It took me three years年份 to publish发布 that.
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我花了三年时间发表这个研究结果。
08:21
It's just been published发表 in the British英国的 Journal日志 of Educational教育性 Technology技术.
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刚发表在《英国教育科技杂志》上。
08:24
One of the referees裁判 who refereed审阅 the paper said,
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其中一个审阅论文的专家说,
08:27
"It's too good to be true真正,"
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“这太好了,不可能是真的,”
08:30
which哪一个 was not very nice不错.
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我对此不敢苟同。
08:32
Well, one of the girls女孩 had taught herself她自己
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其中一个女孩自学
08:34
to become成为 the teacher老师.
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成为教师。
08:36
And then that's her over there.
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那边的那个就是她。
08:46
Remember记得, they don't study研究 English英语.
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不要忘记,她们没学英文。
09:01
I edited编辑 out the last bit when I asked, "Where is the neuron神经元?"
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我把最后一点删除,我问她,“神经元在哪儿?”
09:04
and she says, "The neuron神经元? The neuron神经元,"
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她说,“神经元?神经元?”
09:06
and then she looked看着 and did this.
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然后她看了看做了这个。
09:09
Whatever随你 the expression表达, it was not very nice不错.
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这个表情可不太好。
09:12
So their scores分数 had gone走了 up from zero to 30 percent百分,
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那么她们的分数从零分提高到30分,
09:15
which哪一个 is an educational教育性 impossibility不可能的事 under the circumstances情况.
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在这种情形下,已经达到教育上不可能达到的程度了。
09:18
But 30 percent百分 is not a pass通过.
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但30分还是不及格。
09:21
So I found发现 that they had a friend朋友,
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于是我发现她们有一个朋友,
09:23
a local本地 accountant会计, a young年轻 girl女孩,
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一个年轻的女孩,在当地做会计,
09:25
and they played发挥 football足球 with her.
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她们跟她经常踢足球。
09:27
I asked that girl女孩, "Would you teach them
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我问这个女孩,“你愿意
09:29
enough足够 biotechnology生物技术 to pass通过?"
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教她们足够的生物科技知识,来帮她们及格吗?”
09:31
And she said, "How would I do that? I don't know the subject学科."
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她说,“我怎么能做到啊?我根本不懂这门科目。”
09:33
I said, "No, use the method方法 of the grandmother祖母."
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我说,“你是不懂,不过可以用奶奶的方法。”
09:35
She said, "What's that?"
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她说,“那是什么?”
09:37
I said, "Well, what you've got to do
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我说,“嗯,你要做的只是
09:39
is stand behind背后 them
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站在她们后面
09:41
and admire欣赏 them all the time.
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并且一直赞美她们。
09:44
Just say to them, 'That's'那是 cool. That's fantastic奇妙.
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只需对她们说,‘这好酷哦。这太棒了。
09:46
What is that? Can you do that again? Can you show显示 me some more?'"
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这是什么?你能再做一遍吗?能不能让我多看一些?’”
09:49
She did that for two months个月.
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她这样做了两个月。
09:51
The scores分数 went up to 50,
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分数提高到50分,
09:53
which哪一个 is what the posh辣妹 schools学校 of New Delhi新德里,
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这分数跟新德里豪华学校的学生差不多,
09:55
with a trained熟练 biotechnology生物技术 teacher老师 were getting得到.
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那样的豪华学校却是配备着训练有素的生物科技教师的
09:58
So I came来了 back to Newcastle新城堡
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于是我戴着这些研究结果
10:00
with these results结果
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回到纽卡斯特,
10:02
and decided决定
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我认为
10:04
that there was something happening事件 here
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这里所发生的事情
10:06
that definitely无疑 was getting得到 very serious严重.
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确实具有重大价值。
10:10
So, having experimented试验 in all sorts排序 of remote远程 places地方,
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在各种各样的偏远地区实验之后,
10:13
I came来了 to the most remote远程 place地点 that I could think of.
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我来到我能想到的最偏远的地方。
10:16
(Laughter笑声)
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(笑声)
10:19
Approximately 5,000 miles英里 from Delhi新德里
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距离德里大约5000英里的地方
10:22
is the little town of Gateshead盖茨黑德.
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有一个小镇叫Gateshead。
10:24
In Gateshead盖茨黑德, I took 32 children孩子
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在Gateshead,我找了32个孩子,
10:27
and I started开始 to fine-tune微调 the method方法.
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并开始调整实验方法。
10:30
I made制作 them into groups of four.
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我让他们分成四组。
10:33
I said, "You make your own拥有 groups of four.
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我说,“你们自己分成四组。
10:35
Each group of four can use one computer电脑 and not four computers电脑."
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每组四个人用一台电脑,而不是四台电脑。”
10:38
Remember记得, from the Hole in the Wall.
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别忘了,来自那个墙上的洞。
10:41
"You can exchange交换 groups.
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“你们可以交换组别。
10:43
You can walk步行 across横过 to another另一个 group,
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如果不喜欢自己的组,
10:45
if you don't like your group, etc等等.
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可以去其他组,等等。
10:47
You can go to another另一个 group, peer窥视 over their shoulders肩膀, see what they're doing,
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你们可以去另一个组偷看,看看他们在干什么,
10:50
come back to you own拥有 group and claim要求 it as your own拥有 work."
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然后回来宣称这是你们自己做的。”
10:53
And I explained解释 to them
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我跟他们解释,
10:55
that, you know, a lot of scientific科学 research研究 is doneDONE using运用 that method方法.
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你们懂的,许多科学研究就是这么来的。
10:58
(Laughter笑声)
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(笑声)
11:00
(Applause掌声)
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(掌声)
11:07
The children孩子 enthusiastically踊跃 got after me and said,
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孩子们非常热切地追着我说,
11:09
"Now, what do you want us to do?"
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“现在你要让我们做什么?”
11:11
I gave them six GCSEGCSE questions问题.
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我给了他们六个GCSE普通中等教育证书的问题。
11:14
The first group -- the best最好 one --
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第一组,最好的一组,
11:16
solved解决了 everything in 20 minutes分钟.
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在20分钟内解决了所有问题。
11:18
The worst最差, in 45.
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最差的一组,45分钟内完成。
11:21
They used everything that they knew知道 --
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他们使用所有他们知道的方法--
11:23
news新闻 groups, Google谷歌, Wikipedia维基百科,
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新闻组,谷歌,维基百科,
11:25
Ask Jeeves占道, etc等等.
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问Jeeves等等。
11:27
The teachers教师 said, "Is this deep learning学习?"
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教师们问,“这算是深入的学习吗?”
11:30
I said, "Well, let's try it.
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我说,“那让我们来试试这个吧。
11:32
I'll come back after two months个月.
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我两个月后回来。
11:34
We'll give them a paper test测试 --
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我让他们参加一个笔试测试--
11:36
no computers电脑, no talking to each other, etc等等."
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没有电脑,不准互相交谈,等等。”
11:38
The average平均 score得分了 when I'd doneDONE it with the computers电脑 and the groups
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在允许使用电脑和小组学习的情况下,平均分数
11:40
was 76 percent百分.
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是76。
11:42
When I did the experiment实验, when I did the test测试,
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在两个月后进行的测试,
11:44
after two months个月, the score得分了
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分数还是
11:47
was 76 percent百分.
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76。
11:50
There was photographic摄影 recall召回
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孩子们拥有
11:52
inside the children孩子,
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摄像记忆的能力。
11:54
I suspect疑似 because they're discussing讨论 with each other.
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我怀疑这是因为他们互相讨论的结果。
11:57
A single child儿童 in front面前 of a single computer电脑
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一个孩子一台电脑是不会产生
11:59
will not do that.
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这样的效果的。
12:01
I have further进一步 results结果,
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我还有些更深入的研究结果,
12:03
which哪一个 are almost几乎 unbelievable难以置信的,
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几乎是难以令人相信的,
12:05
of scores分数 which哪一个 go up with time.
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这些分数随着时间推移而提高。
12:07
Because their teachers教师 say
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因为他们的老师说,
12:09
that after the session会议 is over,
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在研究结束后,
12:11
the children孩子 continue继续 to Google谷歌 further进一步.
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孩子们继续更深入的谷歌搜索。
12:14
Here in Britain英国, I put out a call
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在英国,在我的[]实验后,
12:16
for British英国的 grandmothers祖母,
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我给英国的奶奶们
12:18
after my Kuppam库普帕姆 experiment实验.
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发了一个号召。
12:20
Well, you know,
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嗯,你们知道,
12:22
they're very vigorous蓬勃 people, British英国的 grandmothers祖母.
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英国的奶奶们是非常具有活力的人群。
12:24
200 of them volunteered自告奋勇 immediately立即.
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有200人马上志愿加入。
12:26
(Laughter笑声)
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(笑声)
12:28
The deal合同 was that they would give me
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协议是她们给我
12:31
one hour小时 of broadband宽带 time,
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一个小时的宽带上网时间,
12:33
sitting坐在 in their homes家园,
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在她们家里坐着,
12:35
one day in a week.
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每个星期一次。
12:37
So they did that,
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然后她们这么做了。
12:39
and over the last two years年份,
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在过去两年里,
12:41
over 600 hours小时 of instruction指令
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有600小时的指导
12:43
has happened发生 over SkypeSkype的,
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通过Skype进行了,
12:45
using运用 what my students学生们 call the granny奶奶 cloud.
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使用的是我的学生们称之为奶奶云的方法。
12:48
The granny奶奶 cloud sits坐镇 over there.
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奶奶云在那儿坐着。
12:51
I can beam光束 them to whichever任何 school学校 I want to.
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我可以把她们传送到任何我想传送的学校。
13:00
(Video视频) Teacher老师: You can't catch抓住 me.
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(录像)老师:你抓不到我。
13:02
You say it.
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跟我读。
13:05
You can't catch抓住 me.
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你抓不到我。
13:08
Children孩子: You can't catch抓住 me.
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孩子们:你抓不到我。
13:11
Teacher老师: I'm the gingerbread姜饼 man.
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老师:我是姜饼人。
13:14
Children孩子: I'm the gingerbread姜饼 man.
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孩子们:我是姜饼人。
13:16
Teacher老师: Well doneDONE. Very good ...
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老师:做的很好,非常好。
13:24
SMSM: Back at Gateshead盖茨黑德,
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SM:回到Gateshead,
13:26
a 10-year-old-岁 girl女孩 gets得到 into the heart of Hinduism印度教
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一个10岁的女孩在15分钟内进入了
13:28
in 15 minutes分钟.
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印度教的中心。
13:30
You know, stuff东东 which哪一个 I don't know anything about.
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你知道,这些东西我一点也不懂。
13:36
Two children孩子 watch a TEDTalkTED演讲.
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两个孩子在看TED演讲。
13:38
They wanted to be footballers足球运动员 before.
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而他们以前想当足球运动员。
13:40
After watching观看 eight TEDTalksTED演讲,
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看了8个TED演讲者之后,
13:42
he wants to become成为 Leonardo莱昂纳多 daDA Vinci达芬奇.
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他想成为达芬奇。
13:45
(Laughter笑声)
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(笑声)
13:48
(Applause掌声)
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(掌声)
13:51
It's pretty漂亮 simple简单 stuff东东.
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这是很简单的东西。
13:53
This is what I'm building建造 now --
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这是我现在在构建的。
13:55
they're called SOLEs鞋底: Self Organized有组织的 Learning学习 Environments环境.
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它们叫SOLEs:自我组织的学习环境。
13:58
The furniture家具 is designed设计
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这些装置是特地设计的,
14:00
so that children孩子 can sit in front面前 of big, powerful强大 screens屏幕,
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好让孩子们坐在一个强大的屏幕前面,
14:03
big broadband宽带 connections连接, but in groups.
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拥有高速宽带连接,他们是分组的。
14:06
If they want, they can call the granny奶奶 cloud.
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如果他们愿意的话,可以叫上奶奶云。
14:09
This is a SOLE唯一 in Newcastle新城堡.
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这是在纽卡斯特设置的一个SOLE。
14:11
The mediator中间人 is from Pune普纳, India印度.
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这个中间人来自印度的[]。
14:13
So how far can we go? One last little bit and I'll stop.
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我们能够走多远?再说一点我就结束。
14:16
I went to Turin都灵 in May可能.
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我在五月去了都灵。
14:20
I sent发送 all the teachers教师 away from my group of 10 year-old students学生们.
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我找了一组10岁的学生,让他们的老师全部离开。
14:24
I speak说话 only English英语, they speak说话 only Italian意大利,
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我只说英语,他们只说意大利语,
14:27
so we had no way to communicate通信.
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所以我们没有办法沟通。
14:29
I started开始 writing写作 English英语 questions问题 on the blackboard黑板.
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我开始在黑板上写英语问题。
14:33
The children孩子 looked看着 at it and said, "What?"
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孩子们看了以后说,“什么?”
14:35
I said, "Well, do it."
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我说,“嗯,做吧。”
14:37
They typed类型 it into Google谷歌, translated翻译 it into Italian意大利,
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他们把它输入谷歌,翻译成意大利语,
14:40
went back into Italian意大利 Google谷歌.
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然后去意大利语谷歌。
14:42
Fifteen十五 minutes分钟 later后来 --
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15分钟后……
14:52
next下一个 question: where is Calcutta加尔各答?
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下一个问题:Calcutta在哪儿?
14:57
This one, they took only 10 minutes分钟.
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他们在这个问题上花了10分钟。
15:04
I tried试着 a really hard one then.
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然后我试了一个很难的问题。
15:07
Who was Pythagoras毕达哥拉斯, and what did he do?
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毕达哥拉斯是谁,他做了什么?
15:12
There was silence安静 for a while,
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他们沉默了一会儿,
15:14
then they said, "You've spelled拼写 it wrong错误.
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然后说,“你拼错了。
15:16
It's PitagoraPitagora."
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应该是Pitagora。”
15:23
And then,
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然后,
15:25
in 20 minutes分钟,
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过了20分钟,
15:27
the right-angled直角 triangles三角形 began开始 to appear出现 on the screens屏幕.
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直角三角形开始在屏幕上出现。
15:29
This sent发送 shivers不寒而栗 up my spine脊柱.
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这让我脊梁冒汗。
15:32
These are 10 year-olds岁的孩子.
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他们只是10岁的孩子。
15:47
Text文本: In another另一个 30 minutes分钟 they would reach达到 the Theory理论 of Relativity相对论. And then?
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文字:再过30分钟他们就会到达相对论。然后呢?
15:50
(Laughter笑声)
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(笑声)
15:52
(Applause掌声)
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(掌声)
16:01
SMSM: So you know what's happened发生?
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SM:所以你知道发生了什么吗?
16:03
I think we've我们已经 just stumbled迷迷糊糊 across横过
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我认为我们偶然发现了
16:05
a self-organizing自组织 system系统.
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一个自我组织的系统。
16:07
A self-organizing自组织 system系统 is one
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一个自我组织的系统是指
16:09
where a structure结构体 appears出现
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在没有外界干预的情况下
16:11
without explicit明确的 intervention介入 from the outside.
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自动出现的一个结构。
16:14
Self-organizing自组织 systems系统 also always show显示 emergence紧急情况,
356
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而且自我组织系统总是出现这样的现象,
16:17
which哪一个 is that the system系统 starts启动 to do things,
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即这系统会开始做些事情,
16:19
which哪一个 it was never designed设计 for.
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而系统本非为此而设计。
16:21
Which哪一个 is why you react应对 the way you do,
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这也是你们为什么会这么反应,
16:23
because it looks容貌 impossible不可能.
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因为它看起来是不可能的。
16:26
I think I can make a guess猜测 now --
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我认为我可以在此做个猜测。
16:29
education教育 is self-organizing自组织 system系统,
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教育是一个自我组织的系统,
16:31
where learning学习 is an emergent应急 phenomenon现象.
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而学习是一个显露的现象。
16:33
It'll它会 take a few少数 years年份 to prove证明 it, experimentally实验,
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这可能要花几年的时间才能通过实验证明,
16:35
but I'm going to try.
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但我会努力去尝试。
16:37
But in the meanwhile与此同时, there is a method方法 available可得到.
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但现在,有一个方法是有效的。
16:40
One billion十亿 children孩子, we need 100 million百万 mediators调解员 --
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10亿孩子,我们需要1亿中间人--
16:43
there are many许多 more than that on the planet行星 --
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我们世上远比这多--
16:45
10 million百万 SOLEs鞋底,
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成立1千万个SOLE,
16:47
180 billion十亿 dollars美元 and 10 years年份.
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1千8百亿美元和10年
16:51
We could change更改 everything.
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我们可以改变一切。
16:53
Thanks谢谢.
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谢谢
16:55
(Applause掌声)
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(掌声)
Translated by Yujian Li
Reviewed by Tony Yet

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ABOUT THE SPEAKER
Sugata Mitra - Education researcher
Educational researcher Sugata Mitra is the winner of the 2013 TED Prize. His wish: Build a School in the Cloud, where children can explore and learn from one another.

Why you should listen

In 1999, Sugata Mitra and his colleagues dug a hole in a wall bordering an urban slum in New Delhi, installed an Internet-connected PC and left it there, with a hidden camera filming the area. What they saw: kids from the slum playing with the computer and, in the process, learning how to use it -- then teaching each other. These famed “Hole in the Wall” experiments demonstrated that, in the absence of supervision and formal teaching, children can teach themselves and each other -- if they’re motivated by curiosity. Mitra, now a professor of educational technology at Newcastle University, called it "minimally invasive education."

Mitra thinks self-organized learning will shape the future of education. At TED2013, he made a bold TED Prize wish: Help me build a School in the Cloud where children can explore and learn on their own -- and teach one another -- using resouces from the worldwide cloud.

The School in the Cloud now includes seven physical locations -- five in India and two in the UK. At the same time, the School in the Cloud online platform lets students participate anywhere, with partner learning labs and programs in countries like Colombia, Pakistan and Greece. In 2016, Mitra held the first School in the Cloud conference in India. He shared that more than 16,000 SOLE sessions had taken place so far, with kids all around the world dipping their toes in this new education model.

More profile about the speaker
Sugata Mitra | Speaker | TED.com