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

蘇加他.米托的自我教育新實驗

Filmed:
3,097,850 views

教育科學家蘇加他.米托解決教育最大的問題之一 - 最好的老師和學校都不存在於最需要教育的地方。在一連串從新德里、南非到義大利的實地試驗中,他讓孩子們自己上網,看到了顛覆我們對"教育"的想法的革命性結果。
- 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明顯 statement聲明 up there.
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上面的這些話,是大家都知道的
00:19
I started開始 with that sentence句子 about 12 years年份 ago,
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12年前,我從這句話開始,
00:22
and I started開始 in the context上下文
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從開發中國家
00:25
of developing發展 countries國家,
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的環境開始
00:27
but you're sitting坐在 here from every一切 corner of the world世界.
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但是在座的各位,是從全世界各地來的
00:30
So if you think of a map地圖 of your country國家,
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你們如果想像一下自己國家的地圖
00:33
I think you'll你會 realize實現
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你會發現
00:35
that for every一切 country國家 on Earth地球,
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對每一個國家而言,
00:37
you could draw little circles to say,
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你都可以畫出些小圈圈,說:
00:39
"These are places地方 where good teachers教師 won't慣於 go."
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"這些是好老師不願意去的地方"
00:43
On top最佳 of that,
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而且
00:45
those are the places地方 from where trouble麻煩 comes.
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這些都是出現問題的地方
00:48
So we have an ironic具有諷刺意味 problem問題 --
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這是個有點諷刺意味的問題
00:50
good teachers教師 don't want to go
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好老師不願意去
00:52
to just those places地方 where they're needed需要 the most.
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那些最需要他們的地方
00:55
I started開始 in 1999
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我從1999年開始
00:58
to try and address地址 this problem問題 with an experiment實驗,
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針對這個問題做實驗
01:01
which哪一個 was a very simple簡單 experiment實驗 in New Delhi新德里.
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這是個在新德里的很簡單的實驗
01:06
I basically基本上 embedded嵌入式 a computer電腦
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我基本上把一部電腦嵌進
01:09
into a wall of a slum貧民窟 in New Delhi新德里.
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一座位於新德里貧民窟的圍牆裡面
01:13
The children孩子 barely僅僅 went to school學校, they didn't know any English英語 --
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那裡的孩子幾乎不上學。也完全不懂英文
01:16
they'd他們會 never seen看到 a computer電腦 before,
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他們從沒有看過電腦
01:18
and they didn't know what the internet互聯網 was.
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也不知道網際網路是什麼
01:21
I connected連接的 high speed速度 internet互聯網 to it -- it's about three feet off the ground地面 --
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我給這部電腦連上高速網路 - 電腦嵌在約一公尺高的牆面上
01:24
turned轉身 it on and left it there.
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把電腦打開,然後就留在那裡
01:26
After this,
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之後
01:28
we noticed注意到 a couple一對 of interesting有趣 things, which哪一個 you'll你會 see.
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我們注意到幾件有趣的事情,等一下你們也會看到
01:31
But I repeated重複 this all over India印度
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但我在全印度重複做這件事
01:34
and then through通過
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也到
01:36
a large part部分 of the world世界
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世界的很多地方做同樣的實驗
01:38
and noticed注意到
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我注意到
01:40
that children孩子 will learn學習 to do
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孩子們會學著做
01:42
what they want to learn學習 to do.
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他們自己想學的東西
01:45
This is the first experiment實驗 that we did --
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這是我們做的第一個實驗 -
01:47
eight year-old boy男孩 on your right
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右手邊的八歲男孩
01:49
teaching教學 his student學生, a six year-old girl女孩,
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正在教他的學生 - 一個六歲的小女孩
01:52
and he was teaching教學 her how to browse瀏覽.
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他在教她如何上網
01:56
This boy男孩 here in the middle中間 of central中央 India印度 --
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這個孩子是在印度中部的
02:00
this is in a Rajasthan拉賈斯坦邦 village,
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這裡是一個拉加斯坦村落
02:02
where the children孩子 recorded記錄 their own擁有 music音樂
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在這裡,孩子們錄自己的音樂
02:05
and then played發揮 it back to each other
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然後放給彼此聽
02:08
and in the process處理,
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在這過程中
02:10
they've他們已經 enjoyed享受 themselves他們自己 thoroughly.
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他們完全陶醉其中
02:12
They did all of this in four hours小時
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在第一次接觸電腦之後的
02:14
after seeing眼看 the computer電腦 for the first time.
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4小時之內,他們完成這些作品
02:17
In another另一個 South Indian印度人 village,
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在另一個南印度村落
02:20
these boys男孩 here
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這些男孩子
02:22
had assembled組裝 a video視頻 camera相機
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自己組了一個錄影機
02:24
and were trying to take the photograph照片 of a bumble弄糟 bee蜜蜂.
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然後試著替一隻大黃蜂拍照
02:26
They downloaded下載 it from Disney迪士尼.comCOM,
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他們從迪士尼或類似的網站
02:28
or one of these websites網站,
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下載程式
02:30
14 days after putting the computer電腦 in their village.
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這是把電腦放在這裡14天之後完成的。
02:36
So at the end結束 of it,
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最後
02:38
we concluded總結 that groups of children孩子
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我們的結論是:孩子們
02:40
can learn學習 to use computers電腦 and the internet互聯網 on their own擁有,
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可以自己學會用電腦和網際網路
02:43
irrespective不管 of who
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不論他們是誰
02:45
or where they were.
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或住在哪裡
02:48
At that point, I became成為 a little more ambitious有雄心
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這時候,我開始有大一點的野心
02:51
and decided決定 to see
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決定去看看
02:54
what else其他 could children孩子 do with a computer電腦.
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孩子可以用電腦做哪些其他的事
02:57
We started開始 off with an experiment實驗 in Hyderabad海得拉巴, India印度,
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我們從印度海得拉巴的實驗開始
03:00
where I gave a group of children孩子 --
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在那裡,我給一群孩子--
03:03
they spoke English英語 with a very strong強大 Telugu泰盧固語 accent口音.
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他們講的英文有很重的泰盧固口音
03:06
I gave them a computer電腦
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我給他們一部電腦
03:08
with a speech-to-text語音到文本 interface接口,
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附上語音辨識的介面
03:10
which哪一個 you now get free自由 with Windows視窗,
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現在,在Windows上就有免費的語音輸入
03:13
and asked them to speak說話 into it.
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我要他們對電腦說話
03:15
So when they spoke into it,
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當他們對電腦說話時
03:17
the computer電腦 typed類型 out gibberish胡言亂語,
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電腦顯示的是亂七八糟的字
03:19
so they said, "Well, it doesn't understand理解 anything of what we are saying."
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他們說:"電腦完全聽不懂我們說的話"
03:21
So I said, "Yeah, I'll leave離開 it here for two months個月.
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我說:"對阿,我把電腦留在這裡兩個月,
03:23
Make yourself你自己 understood了解
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你們要讓電腦
03:25
to the computer電腦."
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聽懂你們說的話"
03:27
So the children孩子 said, "How do we do that."
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孩子說:"這怎麼辦得到?"
03:29
And I said,
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我說
03:31
"I don't know, actually其實."
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"我也不知道"
03:33
(Laughter笑聲)
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(笑聲)
03:35
And I left.
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我就走了
03:37
(Laughter笑聲)
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(笑聲)
03:40
Two months個月 later後來 --
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兩個月之後
03:42
and this is now documented記錄
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這個實驗紀錄在
03:44
in the Information信息 Technology技術
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資訊技術
03:46
for International國際 Development發展 journal日誌 --
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促進國際發展雜誌上
03:48
that accents口音 had changed
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口音改掉了
03:50
and were remarkably異常 close to the neutral中性 British英國的 accent口音
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改成非常接近中性英式英語的口音
03:53
in which哪一個 I had trained熟練 the speech-to-text語音到文本 synthesizer合成.
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這就是我設的語音輸入合成器的口音
03:56
In other words, they were all speaking請講 like James詹姆士 Tooley托雷.
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換句話說,他們講得像英國教育家詹姆士托利一樣
03:59
(Laughter笑聲)
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(笑聲)
04:01
So they could do that on their own擁有.
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所以,證明他們可以自己學會
04:03
After that, I started開始 to experiment實驗
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之後,我開始實驗
04:05
with various各個 other things
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各種不同的知識
04:07
that they might威力 learn學習 to do on their own擁有.
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看看他們是不是可以自己學會
04:09
I got an interesting有趣 phone電話 call once一旦 from Columbo科倫坡,
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我接到一通從可倫波打來的電話
04:12
from the late晚了 Arthur亞瑟 C. Clarke克拉克,
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是已故的亞瑟·克拉克爵士打來的
04:14
who said, "I want to see what's going on."
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他說:"我想聽聽你在做什麼"
04:16
And he couldn't不能 travel旅行, so I went over there.
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因為他不能長途旅行,所以我就去找他
04:19
He said two interesting有趣 things,
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他說了兩件有趣的事:
04:21
"A teacher老師 that can be replaced更換 by a machine should be."
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"如果機器可以取代老師的話,就應該取代"
04:26
(Laughter笑聲)
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(笑聲)
04:28
The second第二 thing he said was that,
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他說的第二件事是:
04:30
"If children孩子 have interest利益,
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"當孩子們有興趣
04:32
then education教育 happens發生."
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教育就會出現"
04:35
And I was doing that in the field領域,
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我就是在外面做這樣的教育
04:37
so every一切 time I would watch it and think of him.
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所以每次我看到這些,我就想起他
04:39
(Video視頻) Arthur亞瑟 C. Clarke克拉克: And they can definitely無疑
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(影像)亞瑟·克拉克說:"這些絕對可以
04:42
help people,
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幫助人
04:44
because children孩子 quickly很快 learn學習 to navigate導航
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因為孩子們很快就學會搜尋
04:46
the web捲筒紙 and find things which哪一個 interest利益 them.
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然後到裡面找有趣的東西。
04:49
And when you've got interest利益, then you have education教育.
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當有了興趣,教育就自然產生"
04:52
Sugata菅田 Mitra米特拉: I took the experiment實驗 to South Africa非洲.
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我把這個實驗帶到南非去
04:55
This is a 15 year-old boy男孩.
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這是個15歲的男孩
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(Video視頻) Boy男孩: ... just mention提到, I play games遊戲
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(影像)男孩說: ...我玩遊戲
05:00
like animals動物,
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像動物遊戲
05:03
and I listen to music音樂.
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我也聽音樂
05:06
SMSM: And I asked him, "Do you send發送 emails電子郵件?"
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SM:我問他,"你會用電子郵件嗎?"
05:08
And he said, "Yes, and they hop across橫過 the ocean海洋."
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他說,"會啊,電子郵件一路跳過海洋"
05:12
This is in Cambodia柬埔寨,
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這是在柬埔寨
05:14
rural鄉村 Cambodia柬埔寨 --
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柬埔寨的郊區
05:17
a fairly相當 silly愚蠢 arithmetic算術 game遊戲,
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這是個很呆的算術遊戲
05:20
which哪一個 no child兒童 would play inside the classroom課堂 or at home.
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孩子在教室或在家裡都不願意玩
05:22
They would, you know, throw it back at you.
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他們會丟回給你
05:24
They'd他們會 say, "This is very boring無聊."
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說:"這很無聊"
05:26
If you leave離開 it on the pavement路面
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如果你把這遊戲放在走道上
05:28
and if all the adults成年人 go away,
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當大人都走開了
05:30
then they will show顯示 off with each other
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他們就會彼此炫耀
05:32
about what they can do.
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他們會答的題目
05:34
This is what these children孩子 are doing.
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這就是孩子們正在做的..
05:36
They are trying to multiply, I think.
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據我所知,他們正試著做乘法
05:39
And all over India印度,
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全印度
05:41
at the end結束 of about two years年份,
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在兩年之後
05:43
children孩子 were beginning開始 to Google谷歌 their homework家庭作業.
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孩子們開始上網找家庭作業的答案
05:46
As a result結果, the teachers教師 reported報導
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結果,老師說
05:48
tremendous巨大 improvements改進 in their English英語 --
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他們的英文進步神速
05:50
(Laughter笑聲)
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(笑聲)
05:54
rapid快速 improvement起色 and all sorts排序 of things.
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在每一個方面都進步神速
05:56
They said, "They have become成為 really deep thinkers思想家 and so on and so forth向前.
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老師說:"他們變成深度的思想家"之類的
05:59
(Laughter笑聲)
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(笑聲)
06:02
And indeed確實 they had.
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實際上也是真的
06:04
I mean, if there's stuff東東 on Google谷歌,
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我是說,如果在谷歌搜尋引擎上有答案
06:06
why would you need to stuff東東 it into your head?
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幹麻還要把答案東西塞在腦子裡?
06:10
So at the end結束 of the next下一個 four years年份,
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所以四年之後
06:12
I decided決定 that groups of children孩子 can navigate導航 the internet互聯網
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我下了結論:成群的孩子可以一起上網搜尋
06:15
to achieve實現 educational教育性 objectives目標 on their own擁有.
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以這樣的自我學習,達成教育的目標。
06:18
At that time, a large amount of money
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當時,有很多經費
06:20
had come into Newcastle新城堡 University大學
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給纽卡斯爾大學
06:22
to improve提高 schooling教育 in India印度.
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來改進印度的教學
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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所以纽卡斯爾大學就打電話給我。我說:"我在新德里這裡執行"
06:28
They said, "There's no way you're going to handle處理
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他們說:"你不可能坐在新德里
06:30
a million百萬 pounds-worth英鎊價值 of University大學 money
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來管理價值一百萬英鎊的
06:33
sitting坐在 in Delhi新德里."
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學校經費"
06:35
So in 2006,
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所以,2006年
06:37
I bought myself a heavy overcoat大衣
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我買了一件很厚重的大衣
06:39
and moved移動 to Newcastle新城堡.
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搬到紐卡素去工作
06:42
I wanted to test測試 the limits範圍
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我要試試看這個系統的
06:44
of the system系統.
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極限在哪裡
06:46
The first experiment實驗 I did out of Newcastle新城堡
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我到紐卡素做的第一個實驗,
06:48
was actually其實 doneDONE in India印度.
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發生在印度
06:50
And I set myself and impossible不可能 target目標:
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我給自己一個不可能的目標:
06:53
can Tamil泰米爾人 speaking請講
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講泰米語的
06:56
12-year-old-歲 children孩子
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住在印度南部村落的
06:58
in a South Indian印度人 village
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12歲孩子們
07:01
teach themselves他們自己 biotechnology生物技術
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可能用英文自學
07:03
in English英語 on their own擁有?
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生物科技嗎?
07:05
And I thought, I'll test測試 them, they'll他們會 get a zero --
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我想:"我給他們測驗,他們會得0分,
07:08
I'll give the materials物料, I'll come back and test測試 them --
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然後我給們素材,再回來測一次,
07:10
they get another另一個 zero,
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他們會再得0分
07:12
I'll go back and say, "Yes, we need teachers教師 for certain某些 things."
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然後我就回去說:"在某些領域,還是需要老師教才行"
07:16
I called in 26 children孩子.
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我找了26個學生
07:18
They all came來了 in there, and I told them
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他們都進到教室裡,我對他們說
07:20
that there's some really difficult stuff東東 on this computer電腦.
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在電腦裡,有個很難的東西
07:22
I wouldn't不會 be surprised詫異 if you didn't understand理解 anything.
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你們如果不懂,我也不會很驚訝
07:25
It's all in English英語, and I'm going.
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全部是英文的。而且,我要走了。
07:28
(Laughter笑聲)
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(笑聲)
07:30
So I left them with it.
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我就讓他們自己弄清楚
07:32
I came來了 back after two months個月,
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兩個月之後,我回來
07:34
and the 26 children孩子 marched遊行 in looking very, very quiet安靜.
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那26個學生進來時,看起來非常安靜
07:36
I said, "Well, did you look at any of the stuff東東?"
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我說:"你們讀過那篇文章了嗎?"
07:39
They said, "Yes, we did."
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他們說:"讀了"
07:41
"Did you understand理解 anything?" "No, nothing."
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"你們學到什麼?" "什麼也沒學到"
07:44
So I said,
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我說,
07:46
"Well, how long did you practice實踐 on it
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"你們學習了多久之後,
07:48
before you decided決定 you understood了解 nothing?"
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才確定你們什麼都沒學到?"
07:50
They said, "We look at it every一切 day."
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他們說:"我們每天都在看"
07:53
So I said, "For two months個月, you were looking at stuff東東 you didn't understand理解?"
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我說:"你們每天看這個搞不懂的東西,足足兩個月嗎?"
07:55
So a 12 year-old girl女孩 raises加薪 her hand and says,
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一個12歲的女孩舉手說:
07:57
literally按照字面,
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她這麼說
08:00
"Apart距離 from the fact事實 that improper不當 replication複製 of the DNA脫氧核糖核酸 molecule分子
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"除了知道DNA分子不正常的複製
08:03
causes原因 genetic遺傳 disease疾病,
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會造成基因上的疾病之外
08:05
we've我們已經 understood了解 nothing else其他."
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我們沒有學到任何其他東西"
08:07
(Laughter笑聲)
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(笑聲)
08:09
(Applause掌聲)
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(掌聲)
08:16
(Laughter笑聲)
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(笑聲)
08:19
It took me three years年份 to publish發布 that.
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我花了三年才出版這篇論文
08:21
It's just been published發表 in the British英國的 Journal日誌 of Educational教育性 Technology技術.
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這論文剛剛在英國教育技術期刊上刊出
08:24
One of the referees裁判 who refereed審閱 the paper said,
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其中一位評審寫:
08:27
"It's too good to be true真正,"
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"好得令人難以置信"
08:30
which哪一個 was not very nice不錯.
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這評語其實不太好
08:32
Well, one of the girls女孩 had taught herself她自己
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其中一個女孩子,
08:34
to become成為 the teacher老師.
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自學成為大家的老師
08:36
And then that's her over there.
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畫面上的就是她
08:46
Remember記得, they don't study研究 English英語.
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大家記得,他們不懂英文
09:01
I edited編輯 out the last bit when I asked, "Where is the neuron神經元?"
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我剪掉最後的一小段。當時我問:"神經元在哪裡?"
09:04
and she says, "The neuron神經元? The neuron神經元,"
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她說,"神經元?神經元?"
09:06
and then she looked看著 and did this.
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然後她看著我,做這個動作
09:09
Whatever隨你 the expression表達, it was not very nice不錯.
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不管表情如何,都不太好看。
09:12
So their scores分數 had gone走了 up from zero to 30 percent百分,
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他們的分數也從0分,提升到30分
09:15
which哪一個 is an educational教育性 impossibility不可能的事 under the circumstances情況.
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在這種環境下,已經是教育不可能做到的了!
09:18
But 30 percent百分 is not a pass通過.
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但是30分不及格
09:21
So I found發現 that they had a friend朋友,
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後來,我發現他們有個朋友
09:23
a local本地 accountant會計, a young年輕 girl女孩,
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是當地的會計師,一個年輕女生
09:25
and they played發揮 football足球 with her.
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他們和她一起玩足球
09:27
I asked that girl女孩, "Would you teach them
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我邀請那個女生,"妳教他們生物科技
09:29
enough足夠 biotechnology生物技術 to pass通過?"
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讓他們通過考試,好嗎?"
09:31
And she said, "How would I do that? I don't know the subject學科."
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她說:"我怎麼會?我對這個學門不了解啊!"
09:33
I said, "No, use the method方法 of the grandmother祖母."
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我說:"不必了解。只要用奶奶的方法就好了"
09:35
She said, "What's that?"
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她說:"那是什麼方法?"
09:37
I said, "Well, what you've got to do
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我說:"妳只要
09:39
is stand behind背後 them
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站在後面
09:41
and admire欣賞 them all the time.
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一直讚美他們
09:44
Just say to them, 'That's'那是 cool. That's fantastic奇妙.
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跟他們說:好棒啊,好厲害喔
09:46
What is that? Can you do that again? Can you show顯示 me some more?'"
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那是什麼呢?你可以再做一次嗎?再多給我看幾招,好嗎?"
09:49
She did that for two months個月.
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她就這樣做了2個月
09:51
The scores分數 went up to 50,
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分數提昇到50分
09:53
which哪一個 is what the posh辣妹 schools學校 of New Delhi新德里,
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這分數是在新德里的高級學校
09:55
with a trained熟練 biotechnology生物技術 teacher老師 were getting得到.
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有專業生物科技老師教導的學生的分數
09:58
So I came來了 back to Newcastle新城堡
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所以我回到紐卡素
10:00
with these results結果
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帶著這些結果
10:02
and decided決定
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我確定
10:04
that there was something happening事件 here
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這些現象
10:06
that definitely無疑 was getting得到 very serious嚴重.
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是很嚴肅的
10:10
So, having experimented試驗 in all sorts排序 of remote遠程 places地方,
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所以,在對偏遠地去做了這麼多實驗之後
10:13
I came來了 to the most remote遠程 place地點 that I could think of.
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我到了全世界最偏遠的地方
10:16
(Laughter笑聲)
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(笑聲)
10:19
Approximately 5,000 miles英里 from Delhi新德里
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距離德里5000英哩遠
10:22
is the little town of Gateshead蓋茨黑德.
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就是英國小鎮蓋茨黑德
10:24
In Gateshead蓋茨黑德, I took 32 children孩子
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在蓋茨黑德,我找了32個學生
10:27
and I started開始 to fine-tune微調 the method方法.
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開始微調我用過的方法
10:30
I made製作 them into groups of four.
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我讓他們成為4人一組
10:33
I said, "You make your own擁有 groups of four.
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我說:"你們自己組成4人一組
10:35
Each group of four can use one computer電腦 and not four computers電腦."
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每4個人一組可以用1部電腦,而不是4部"
10:38
Remember記得, from the Hole in the Wall.
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這是從"牆上的洞"來的經驗
10:41
"You can exchange交換 groups.
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"你可以換組
10:43
You can walk步行 across橫過 to another另一個 group,
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你可以到別的組去
10:45
if you don't like your group, etc等等.
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如果你不喜歡自己這一組的話
10:47
You can go to another另一個 group, peer窺視 over their shoulders肩膀, see what they're doing,
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你可以去別組,偷看,看他們在幹什麼
10:50
come back to you own擁有 group and claim要求 it as your own擁有 work."
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回來之後跟你的組員說,這是你自己的想法"
10:53
And I explained解釋 to them
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我跟他們解釋說,
10:55
that, you know, a lot of scientific科學 research研究 is doneDONE using運用 that method方法.
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很多科學研究,都是用這種方法做出來的
10:58
(Laughter笑聲)
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(笑聲)
11:00
(Applause掌聲)
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(掌聲)
11:07
The children孩子 enthusiastically踴躍 got after me and said,
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那些孩子很急切的追著我問說:
11:09
"Now, what do you want us to do?"
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"你要我們做什麼?"
11:11
I gave them six GCSEGCSE questions問題.
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我給他們6個英國中等教育普通證明考試(GCSE)的題目
11:14
The first group -- the best最好 one --
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第一組,最好的那組
11:16
solved解決了 everything in 20 minutes分鐘.
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在20分鐘之內解完所有題目
11:18
The worst最差, in 45.
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最差的也在45分鐘之內解完題目
11:21
They used everything that they knew知道 --
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他們用了所有資源
11:23
news新聞 groups, Google谷歌, Wikipedia維基百科,
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新聞、谷歌搜尋、維基百科
11:25
Ask Jeeves佔道, etc等等.
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AskJeeves(各種問題的解答網站)等
11:27
The teachers教師 said, "Is this deep learning學習?"
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老師說:"這樣有深度學習嗎?"
11:30
I said, "Well, let's try it.
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我說:"試試看囉
11:32
I'll come back after two months個月.
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2個月後我再回來
11:34
We'll give them a paper test測試 --
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我們給他們紙上的測驗 --
11:36
no computers電腦, no talking to each other, etc等等."
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不能用電腦、也不能互相交談等等,看結果如何"
11:38
The average平均 score得分了 when I'd doneDONE it with the computers電腦 and the groups
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用小組討論和電腦時,平均分數是
11:40
was 76 percent百分.
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76分
11:42
When I did the experiment實驗, when I did the test測試,
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2個月之後,我再回來
11:44
after two months個月, the score得分了
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做測驗,分數是
11:47
was 76 percent百分.
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76分
11:50
There was photographic攝影 recall召回
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這些孩子像拍照一樣,
11:52
inside the children孩子,
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記得所有學過的東西。
11:54
I suspect疑似 because they're discussing討論 with each other.
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我猜想,這是因為他們彼此討論,所以記得。
11:57
A single child兒童 in front面前 of a single computer電腦
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因為,單獨一個孩子坐在電腦前
11:59
will not do that.
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是不可能記得所有東西的。
12:01
I have further進一步 results結果,
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我還有進一步的結果
12:03
which哪一個 are almost幾乎 unbelievable難以置信的,
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幾乎是難以置信的結果
12:05
of scores分數 which哪一個 go up with time.
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就是考試分數繼續往上提升
12:07
Because their teachers教師 say
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因為老師說,他們
12:09
that after the session會議 is over,
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課程結束之後
12:11
the children孩子 continue繼續 to Google谷歌 further進一步.
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這些孩子繼續在網路上找答案
12:14
Here in Britain英國, I put out a call
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在英國,我送出一個需求
12:16
for British英國的 grandmothers祖母,
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號召英國奶奶們
12:18
after my Kuppam庫普帕姆 experiment實驗.
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經過我的實驗之後,
12:20
Well, you know,
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喔,大家都知道
12:22
they're very vigorous蓬勃 people, British英國的 grandmothers祖母.
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英國奶奶是很有活力的一群
12:24
200 of them volunteered自告奮勇 immediately立即.
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馬上有200位自願者
12:26
(Laughter笑聲)
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(笑聲)
12:28
The deal合同 was that they would give me
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奶奶們給我
12:31
one hour小時 of broadband寬帶 time,
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一個小時的寬頻上網時間
12:33
sitting坐在 in their homes家園,
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坐在自己家裡
12:35
one day in a week.
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每週只要一天即可
12:37
So they did that,
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他們就照做
12:39
and over the last two years年份,
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過去兩年之間
12:41
over 600 hours小時 of instruction指令
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有超過600小時的教導
12:43
has happened發生 over SkypeSkype的,
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在Skype上進行
12:45
using運用 what my students學生們 call the granny奶奶 cloud.
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用的技術,被我的學生稱為"雲端奶奶"
12:48
The granny奶奶 cloud sits坐鎮 over there.
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雲端奶奶坐在那裡
12:51
I can beam光束 them to whichever任何 school學校 I want to.
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我可以把她們發射到任何一所學校去
13:00
(Video視頻) Teacher老師: You can't catch抓住 me.
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(錄影)老師: "你抓不到我
13:02
You say it.
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你們說一遍
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:"你抓不到我"
13:11
Teacher老師: I'm the gingerbread薑餅 man.
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老師:"我是薑餅人"
13:14
Children孩子: I'm the gingerbread薑餅 man.
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孩子:"我是薑餅人"
13:16
Teacher老師: Well doneDONE. Very good ...
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老師:"很棒很棒!!"
13:24
SMSM: Back at Gateshead蓋茨黑德,
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SM:"回到蓋茨黑德,
13:26
a 10-year-old-歲 girl女孩 gets得到 into the heart of Hinduism印度教
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一位10歲的女孩在15分鐘之內
13:28
in 15 minutes分鐘.
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學會印度教的精隨
13:30
You know, stuff東東 which哪一個 I don't know anything about.
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這是我完全不懂的東西
13:36
Two children孩子 watch a TEDTalkTED演講.
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兩個孩子在看TED網路視訊
13:38
They wanted to be footballers足球運動員 before.
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他們以前想當足球明星
13:40
After watching觀看 eight TEDTalksTED演講,
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在看了8場TED的演講之後
13:42
he wants to become成為 Leonardo萊昂納多 daDA Vinci達芬奇.
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他要當達文西
13:45
(Laughter笑聲)
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(笑聲)
13:48
(Applause掌聲)
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(掌聲)
13:51
It's pretty漂亮 simple簡單 stuff東東.
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這其實都很簡單
13:53
This is what I'm building建造 now --
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這是我現在正在做的
13:55
they're called SOLEs鞋底: Self Organized有組織的 Learning學習 Environments環境.
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叫做SOLE:自我組織的學習環境
13:58
The furniture家具 is designed設計
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這些家具的設計
14:00
so that children孩子 can sit in front面前 of big, powerful強大 screens屏幕,
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讓一群小朋友可以圍坐在很強大的電腦螢幕前
14:03
big broadband寬帶 connections連接, but in groups.
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可以寬頻上網,但是要一群小朋友才行
14:06
If they want, they can call the granny奶奶 cloud.
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如果他們想的話,可以呼叫雲端奶奶
14:09
This is a SOLE唯一 in Newcastle新城堡.
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這是在紐卡素的SOLE
14:11
The mediator中間人 is from Pune普納, India印度.
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畫面上的管理員來自印度
14:13
So how far can we go? One last little bit and I'll stop.
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我們可以做到什麼程度呢? 再一點點我就結束了。
14:16
I went to Turin都靈 in May可能.
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我5月去了義大利的都靈
14:20
I sent發送 all the teachers教師 away from my group of 10 year-old students學生們.
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我把老師支開,讓我單獨和一群10歲孩子在一起
14:24
I speak說話 only English英語, they speak說話 only Italian意大利,
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我只會講英文,他們只會講義大利文
14:27
so we had no way to communicate通信.
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我們不能溝通
14:29
I started開始 writing寫作 English英語 questions問題 on the blackboard黑板.
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我在黑板上寫英文題目
14:33
The children孩子 looked看著 at it and said, "What?"
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孩子們看著我,說:"什麼啦?"
14:35
I said, "Well, do it."
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我說:"解題阿"
14:37
They typed類型 it into Google谷歌, translated翻譯 it into Italian意大利,
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他們把問題輸入谷歌搜尋引擎,翻譯成義大利文
14:40
went back into Italian意大利 Google谷歌.
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回到義大利文的谷歌搜尋引擎
14:42
Fifteen十五 minutes分鐘 later後來 --
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15分鐘之後
14:52
next下一個 question: where is Calcutta加爾各答?
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下一個問題:加爾各答在哪裡?
14:57
This one, they took only 10 minutes分鐘.
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這個只花了10分鐘就答對了
15:04
I tried試著 a really hard one then.
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我又試了一題很難的
15:07
Who was Pythagoras畢達哥拉斯, and what did he do?
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畢達格拉斯是誰? 他做過什麼事情?
15:12
There was silence安靜 for a while,
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剛開始,一度沉默
15:14
then they said, "You've spelled拼寫 it wrong錯誤.
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然後他們說:"你寫錯了啦!"
15:16
It's PitagoraPitagora."
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"應該是畢達哥拉斯啦"
15:23
And then,
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然後
15:25
in 20 minutes分鐘,
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在20分鐘之內
15:27
the right-angled直角 triangles三角形 began開始 to appear出現 on the screens屏幕.
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直角三角形的圖像,出現在螢幕上
15:29
This sent發送 shivers不寒而栗 up my spine脊柱.
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這讓我脊椎發麻
15:32
These are 10 year-olds歲的孩子.
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他們才10 歲
15:47
Text文本: In another另一個 30 minutes分鐘 they would reach達到 the Theory理論 of Relativity相對論. And then?
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文字: 再過30分鐘,他們可能查到相對論。然後呢?
15:50
(Laughter笑聲)
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(笑聲)
15:52
(Applause掌聲)
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(掌聲)
16:01
SMSM: So you know what's happened發生?
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SM: 到底發生了什麼事呢?
16:03
I think we've我們已經 just stumbled迷迷糊糊 across橫過
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我想,我們正歪歪倒倒的
16:05
a self-organizing自組織 system系統.
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走過了一個自我組織的系統
16:07
A self-organizing自組織 system系統 is one
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自我組織的系統是
16:09
where a structure結構體 appears出現
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一個在沒有外界干擾的時候
16:11
without explicit明確的 intervention介入 from the outside.
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出現的完整架構。
16:14
Self-organizing自組織 systems系統 also always show顯示 emergence緊急情況,
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自我組織的系統同時也顯示出一種演進,
16:17
which哪一個 is that the system系統 starts啟動 to do things,
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這演進,就是系統開始用前所未有的方式
16:19
which哪一個 it was never designed設計 for.
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來完成它的工作。
16:21
Which哪一個 is why you react應對 the way you do,
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這就是你你有這些反應背後的原因
16:23
because it looks容貌 impossible不可能.
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因為乍看之下,這些演進是不可能的。
16:26
I think I can make a guess猜測 now --
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我想我可以猜測:
16:29
education教育 is self-organizing自組織 system系統,
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教育是個自我組織的系統
16:31
where learning學習 is an emergent應急 phenomenon現象.
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在教育系統裡,學習是一個漸進的現象
16:33
It'll它會 take a few少數 years年份 to prove證明 it, experimentally實驗,
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得花好幾年去實驗改進,
16:35
but I'm going to try.
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但是我會繼續嘗試。
16:37
But in the meanwhile與此同時, there is a method方法 available可得到.
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在此同時,有個可行的方法
16:40
One billion十億 children孩子, we need 100 million百萬 mediators調解員 --
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10億個孩子,我們需要1億個協助者
16:43
there are many許多 more than that on the planet行星 --
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我們有的比需要的還要多
16:45
10 million百萬 SOLEs鞋底,
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1 千萬組SOLE
16:47
180 billion十億 dollars美元 and 10 years年份.
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1千8百萬美金和10年的時間
16:51
We could change更改 everything.
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我們可以改變一切
16:53
Thanks謝謝.
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謝謝
16:55
(Applause掌聲)
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(掌聲)
Translated by Lucy Chang
Reviewed by Jeannie Cheng

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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