LIFT 2007
Sugata Mitra: Kids can teach themselves
Sugata Mitra教授演示孩童們如何自我學習
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Sugata Mitra在LIFT 2007會場上與大家分享他的"牆上的洞"計畫. 參與的小孩子自動自發地學會如何用個人電腦--並且還能教其他的小孩. 他如是問, 小孩子還能夠自動自發學會其他什麼東西?
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. Full bio
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.
00:16
I have a tough job to do.
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我眼前有個難題
00:19
You know, when I looked at the profile of the audience here,
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當我看到現場觀眾的背景資料
00:25
with their connotations and design, in all its forms,
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有著各式各樣的樣式及涵義
00:32
and with so much and so many people working
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加上許多人已經
00:34
on collaborative and networks, and so on, that I wanted to tell you,
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有著我想要向大家分享的協作及人際網路等工作經驗
00:39
I wanted to build an argument for primary education
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我想要提出一項小學教育的論述
00:44
in a very specific context.
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明確地來說
00:46
In order to do that in 20 minutes, I have to bring out four ideas --
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在20分鐘內說清楚來龍去脈, 我必須提出四個構想
00:50
it's like four pieces of a puzzle.
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就像是四片拼圖
00:53
And if I succeed in doing that,
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如果我能成功的把這四個構想說清楚
00:56
maybe you would go back with the thought
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也許能讓你們回去慢慢想
00:59
that you could build on, and perhaps help me do my work.
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能夠如何在我的計畫基礎上再發揚光大
01:06
The first piece of the puzzle is remoteness
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第一片拼圖是偏遠性
01:09
and the quality of education.
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及受教育的品質
01:11
Now, by remoteness, I mean two or three different kinds of things.
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當我說偏遠性, 有二到三種不同的意思
01:16
Of course, remoteness in its normal sense, which means
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當然, 通常當人們說偏遠性, 他們指的是
01:19
that as you go further and further away
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離起點越來越遠
01:22
from an urban center, you get to remoter areas.
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從市中心到偏遠的地方
01:27
What happens to education?
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那對教育來說又怎麼樣呢?
01:30
The second, or a different kind of remoteness
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第二種不同的偏遠性
01:32
is that within the large metropolitan areas all over the world,
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是在世界上各個大型都會區內
01:37
you have pockets, like slums, or shantytowns, or poorer areas,
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有某些區塊, 如貧民窟, 陋巷或是比較窮的社區
01:42
which are socially and economically remote
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與都會區內其他地方在社會及經濟方面
01:46
from the rest of the city, so it's us and them.
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有差距(偏遠性), 變成我們與他們兩個群體
01:49
What happens to education in that context?
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這樣來說教育又會是怎麼樣的背景下呢?
01:51
So keep both of those ideas of remoteness.
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於是我們從這兩種偏遠性的概念出發
01:59
We made a guess. The guess was that schools in remote areas
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我們做了一個假設:偏遠區域的學校裡
02:02
do not have good enough teachers.
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師資不夠好
02:05
If they do have, they cannot retain those teachers.
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如果有良好師資, 學校無法長久留住這些人
02:07
They do not have good enough infrastructure.
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它們的基礎建設不夠好
02:10
And if they had some infrastructure,
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就算具備部份基礎建設
02:12
they have difficulty maintaining it.
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它們也無法輕易維持正常運行狀態
02:14
But I wanted to check if this is true. So what I did last year was
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但是我想要驗證這個假設是否正確. 所以去年
02:19
we hired a car, looked up on Google,
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我們雇了一輛車, 査了Google
02:24
found a route into northern India from New Delhi
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找了一條從新德里到北印度的小路
02:29
which, you know, which did not cross any big cities
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這條路途中並不會經過任何大城市
02:34
or any big metropolitan centers. Drove out about 300 kilometers,
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或任何大型都會區. 大概300公里的路程中
02:40
and wherever we found a school, administered a set of standard tests,
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只要找到學校, 我們就會主持一項制式的測驗
02:45
and then took those test results and plotted them on a graph.
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然後把成績結果畫成圖表
02:51
The graph was interesting, although you need to consider it carefully.
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這份圖表很有趣, 雖然需要仔細推敲
02:55
I mean, this is a very small sample; you should not generalize from it.
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因為樣本數太少了, 不應該一概而論
02:59
But it was quite obvious, quite clear,
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但是結果很明顯也很清楚
03:01
that for this particular route that I had taken,
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這條我們走過的路途中
03:05
the remoter the school was, the worse its results seemed to be.
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越偏遠的學校, 測驗成績越糟
03:10
That seemed a little damning,
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這結果似乎有點令人沮喪
03:12
and I tried to correlate it with things like infrastructure,
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我試著找出與之有相關性的事物, 如基礎設施
03:17
or with the availability of electricity, and things like that.
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或是供電能力等等
03:20
To my surprise, it did not correlate.
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我很驚訝的發現, 這些都沒有相關性
03:23
It did not correlate with the size of classrooms.
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成績與班級大小無關
03:26
It did not correlate with the quality of the infrastructure.
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與基礎設施品質無關
03:31
It did not correlate with the poverty levels. It did not correlate.
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與貧窮程度沒有關聯. 就是無關
03:35
But what happened was that when I administered a questionnaire
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但後來我發了一份問卷
03:39
to each of these schools, with one single question for the teachers -- which was,
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給這些學校, 問老師們一件事:
03:43
"Would you like to move to an urban, metropolitan area?" --
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你是否想要搬到城市或都會區?
03:48
69 percent of them said yes. And as you can see from that,
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如你所見的69%的老師答了是
03:53
they say yes just a little bit out of Delhi,
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他們說想搬到德里邊緣, 離德里不遠的地方
03:59
and they say no when you hit the rich suburbs of Delhi --
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但是他們並不想搬到德里的富人區
04:02
because, you know, those are relatively better off areas --
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因為這些富人區的居民都比較富裕
04:05
and then from 200 kilometers out of Delhi, the answer is consistently yes.
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除此之外, 離德里200公里以外之後的老師一致性地回答是
04:09
I would imagine that a teacher who comes or walks into class
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我想一個老師每天來學校
04:12
every day thinking that, I wish I was in some other school,
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都在想:真希望我現在在其他學校任職
04:16
probably has a deep impact on what happens to the results.
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這情況也許對前面說的測驗結果有著重大的影響
04:20
So it looked as though teacher motivation and teacher migration
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所以看起來教師的動機及教師的遷徙
04:25
was a powerfully correlated thing with what was happening in primary schools,
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與小學教育現況有著強烈的相關性
04:30
as opposed to whether the children have enough to eat,
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相反的, 孩子們是否有東西吃
04:33
and whether they are packed tightly into classrooms
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及教室內人數多寡
04:35
and that sort of thing. It appears that way.
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等等的, 看起來與測驗結果並無相關
04:39
When you take education and technology, then I find in the literature that,
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說到教育與科技, 我發現到
04:44
you know, things like websites, collaborative environments --
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像是網站, 協作環境啦等新理念
04:47
you've been listening to all that in the morning --
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你們從上午就一直在聽的東西
04:49
it's always piloted first in the best schools, the best urban schools,
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一直都是在最好的學校先行測試, 城市裡的最好學校
04:55
and, according to me, biases the result.
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然後在我看來, 導致了偏見
04:58
The literature -- one part of it, the scientific literature --
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有份文獻...一部份科技文獻
05:02
consistently blames ET as being over-hyped and under-performing.
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一貫地批評教育科技(ET)成效被誇大了而且一直達不到要求
05:07
The teachers always say, well, it's fine, but it's too expensive for what it does.
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教師們永遠都說, 這很好, 但是太貴了
05:13
Because it's being piloted in a school where the students are already getting,
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因為試行的學校中,裡面的學生早就已經體驗過這些科技
05:16
let's say, 80 percent of whatever they could do.
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這樣說好了,也許現在他們能做到80%
05:19
You put in this new super-duper technology, and now they get 83 percent.
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加上最新最好的科技, 現在他們能得到約83%效益
05:23
So the principal looks at it and says,
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所以校長就會說
05:25
3 percent for 300,000 dollars? Forget it.
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3%就需要30萬元? 算了吧
05:28
If you took the same technology and piloted it into one of those remote schools,
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如果把同樣的科技拿到偏遠的學校裡做測試
05:33
where the score was 30 percent, and, let's say, took that up to 40 percent --
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假設原本測驗成績是30%, 用了科技之後成績達到40%
05:38
that will be a completely different thing.
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那這又是另外一種狀況了
05:40
So the relative change that ET, Educational Technology, would make,
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所以教育科技(ET)能夠帶來的相對效益
05:44
would be far greater at the bottom of the pyramid than at the top,
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在金字塔底層效益會比金字塔頂端要來的大得多
05:47
but we seem to be doing it the other way about.
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但是我們現在做法似乎背道而馳
05:50
So I came to this conclusion that ET should reach
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所以我的結論就是ET應該要
05:53
the underprivileged first, not the other way about.
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先用在下層社會,而非上層社會
05:56
And finally came the question of, how do you tackle teacher perception?
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最後問題來了, 如何改變教師的看法
05:59
Whenever you go to a teacher and show them some technology,
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只要你去找教師並且告訴他某種科技
06:01
the teacher's first reaction is,
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他的第一個反應是
06:03
you cannot replace a teacher with a machine -- it's impossible.
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你不能用一台機器取代一位老師--這是不可能的
06:09
I don't know why it's impossible, but, even for a moment,
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我不懂為何那是不可能的, 但是, 就算是一下子也好
06:11
if you did assume that it's impossible -- I have a quotation from Sir Arthur C. Clarke,
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假設那是有可能的--我在科羅拉多預見的科幻小說作家Arthur C. Clarke爵士
06:16
the science fiction writer whom I met in Colombo,
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說過一句話
06:20
and he said something which completely solves this problem.
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他說的話能完全解決這個問題
06:24
He said a teacher than can be replaced by a machine, should be.
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他說,如果一位教師能被機器所取代,那就應該那樣做
06:30
So, you know, it puts the teacher into a tough bind, you have to think.
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所以, 老師就很難當了, 你必須思考
06:36
Anyway, so I'm proposing that an alternative primary education,
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不管怎麼樣, 我認為一份特殊的小學教育
06:39
whatever alternative you want, is required where schools don't exist,
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不管如何另類, 應該是那所學校原本沒有的
06:44
where schools are not good enough, where teachers are not available
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應該在學校排名不夠好, 教師不夠多
06:47
or where teachers are not good enough, for whatever reason.
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或是不管什麼原因, 師資不夠好的學校裡實施
06:50
If you happen to live in a part of the world where none of this applies,
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如果你正好住在一個上述種種都不存在的地方
06:54
then you don't need an alternative education.
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那你就不需要特殊教育
06:56
So far I haven't come across such an area, except for one case. I won't name the area,
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到目前為止, 除了一處以外, 我還沒找到那樣的地方,但我不會說是哪裡
07:02
but somewhere in the world people said, we don't have this problem,
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但是世界上總會有人說, 我們沒有這樣的問題
07:05
because we have perfect teachers and perfect schools.
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因為我們有完美的教師與完美的學校
07:09
There are such areas, but -- anyway, I'd never heard that anywhere else.
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有這樣完美的地方, 但是在此之外, 就再也沒聽過了
07:15
I'm going to talk about children and self-organization,
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我現在要說說小孩與自我組織能力
07:18
and a set of experiments which sort of led to this idea
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還有一系列實驗顯現了
07:22
of what might an alternative education be like.
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特殊的教育或許會成什麼樣子
07:26
They're called the hole-in-the-wall experiments.
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這組實驗稱為"牆上的洞"
07:28
I'll have to really rush through this. They're a set of experiments.
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我必須加快速度了. 這是一組實驗
07:33
The first one was done in New Delhi in 1999.
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第一項是1999年在新德里執行的
07:39
And what we did over there was pretty much simple.
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這個實驗其實蠻簡單的
07:43
I had an office in those days which bordered a slum, an urban slum,
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當時我在市中心貧民窟附近有一個緊鄰貧民窟的辦公室
07:47
so there was a dividing wall between our office and the urban slum.
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在我們辦公室與貧民窟中間有一道分隔牆
07:51
They cut a hole inside that wall --
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在那道牆上鑽了一個洞
07:53
which is how it has got the name hole-in-the-wall --
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所以實驗名為牆上的洞
07:55
and put a pretty powerful PC into that hole, sort of embedded into the wall
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然後我們放了一台性能強大的PC在洞裡, 有點嵌入牆裡的感覺
08:00
so that its monitor was sticking out at the other end,
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所以電腦螢幕在另一端會突出來
08:03
a touchpad similarly embedded into the wall,
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一個觸摸屏同樣類似的嵌入牆裡
08:06
put it on high-speed Internet, put the Internet Explorer there,
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接上高速網路, 加上Internet Explorer
08:12
put it on Altavista.com -- in those days -- and just left it there.
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連到Altavista.com--當時--然後就擺著不管它
08:15
And this is what we saw.
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這是我們觀察到的
08:20
So that was my office in IIT. Here's the hole-in-the-wall.
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所以這就是我的IT辦公室. 就是牆上的洞計畫
08:29
About eight hours later, we found this kid.
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大約八小時後我們發現一個小孩
08:35
To the right is this eight-year-old child who --
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右邊這個八歲小孩
08:40
and to his left is a six-year-old girl, who is not very tall.
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他左邊是一個六歲身材矮小的女孩
08:45
And what he was doing was, he was teaching her to browse.
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他正在教這個女孩如何用瀏覽器
08:49
So it sort of raised more questions than it answered.
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這個發現讓我們產生了更多的問題
08:54
Is this real? Does the language matter,
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這是真的嗎? 語言是否是一個變因?
08:56
because he's not supposed to know English?
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因為他不應該認得英文
08:58
Will the computer last, or will they break it and steal it
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電腦是否能撐得住, 或是會不會被弄壞或被偷走
09:01
-- and did anyone teach them?
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還有有人教他們嗎?
09:03
The last question is what everybody said, but you know,
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每個人都會問最後的那個問題
09:05
I mean, they must have poked their head over the wall
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那些小孩一定把頭伸過牆這邊來
09:07
and asked the people in your office,
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並且問了你們辦公室的人
09:09
can you show me how to do it, and then somebody taught him.
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可不可以教我怎麼用, 然後有人教了他們
09:12
So I took the experiment out of Delhi and repeated it,
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所以我把同樣的實驗帶出德里去
09:15
this time in a city called Shivpuri in the center of India,
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這一次到了印度中央一個城市叫做Chifpuri
09:21
where I was assured that nobody had ever taught anybody anything.
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在這個地方我可以確認沒有人會教任何人任何事
09:26
(Laughter)
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(笑聲)
09:30
So it was a warm day, and the hole in the wall
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在一個溫暖的一天, "牆上的洞"
09:35
was on that decrepit old building. This is the first kid who came there;
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裝在一座老舊的房屋上. 這是第一個到那裡的小孩
09:40
he later on turned out to be a 13-year-old school dropout.
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後來我們得知他是一個13歲的輟學生
09:42
He came there and he started to fiddle around with the touchpad.
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他開始玩弄那個觸摸屏
09:48
Very quickly, he noticed that when he moves his finger on the touchpad
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很快的他發現當他再觸摸屏上移動手指
09:51
something moves on the screen --
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螢幕上的東西會動
09:52
and later on he told me, "I have never seen a television
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後來他告訴我"我從沒見過可以自己動的電視機"
09:55
where you can do something."
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還可以做事情
09:56
So he figured that out. It took him over two minutes
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他自己就摸索出來了, 花了他兩分鐘
09:59
to figure out that he was doing things to the television.
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他就發現他做什麼這台電視機上面就怎麼動
10:02
And then, as he was doing that, he made an accidental click
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然後當他這樣玩時, 他不小心點了
10:05
by hitting the touchpad -- you'll see him do that.
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觸摸屏一下--等會兒你會看到
10:12
He did that, and the Internet Explorer changed page.
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像這樣, 然後Internet Explorer就換頁面了
10:18
Eight minutes later, he looked from his hand to the screen,
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八分鐘之後, 他眼睛從看著他的手到看著螢幕
10:22
and he was browsing: he was going back and forth.
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而且他正在瀏覽頁面:來來回回的
10:26
When that happened, he started calling all the neighborhood children,
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就在這個時候, 他開始呼喚鄰居小朋友過來
10:31
like, children would come and see what's happening over here.
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就像小孩會圍過來看這裡在幹什麼
10:38
And by the evening of that day, 70 children were all browsing.
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到了當天傍晚, 總共有70個小孩在上網
10:42
So eight minutes and an embedded computer
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所以看起來就只需要
10:46
seemed to be all that we needed there.
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八分鐘及一台嵌入牆裡的電腦
10:50
So we thought that this is what was happening:
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我們以為這就是這樣了
10:53
that children in groups can self-instruct themselves
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團體裡的小孩可以教育彼此
10:56
to use a computer and the Internet. But under what circumstances?
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如何用電腦及如何上網. 但是需要在什麼樣的情況下呢?
11:04
At this time there was a -- the main question was about English.
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這個時候有一個關於英語的疑問
11:10
People said, you know, you really ought to have this in Indian languages.
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有人說, 這個實驗真的應該要用印度語
11:14
So I said, have what, shall I translate the Internet
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我就說了, 哪種, 是要我把整個網路都翻譯成某種印度語言?
11:17
into some Indian language? That's not possible.
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那是不可能的
11:20
So, it has to be the other way about.
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所以應該是另一種做法
11:22
But let's see, how do the children tackle the English language?
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但是, 我們想想, 這些小孩怎麼掌握英文呢?
11:26
I took the experiment out to northeastern India,
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我把實驗帶到印度東北部
11:29
to a village called Madantusi,
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一個叫做Madantusi的村落
11:31
where, for some reason, there was no English teacher,
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在那裡, 並沒有英文老師
11:35
so the children had not learned English at all.
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所以小孩一點都沒學過英文
11:38
And I built a similar hole-in-the-wall.
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然後我佈置了一個類似的牆上的洞
11:42
One big difference in the villages, as opposed to the urban slums:
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在村落與在城市貧民窟一個很大的不同
11:44
there were more girls than boys who came to the kiosk.
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來的小孩里, 女生比男生多
11:48
In the urban slums, the girls tend to stay away.
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在程式貧民窟
11:52
I left the computer there with lots of CDs -- I didn't have any Internet --
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我在電腦旁留了很多CD--那裡沒有任何網路
11:57
and came back three months later.
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三個月後再回去看
12:01
So when I came back there, I found these two kids,
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當我回去那裡時, 我發現這兩個小孩
12:05
eight- and 12-year-olds, who were playing a game on the computer.
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8歲跟12歲, 正在電腦上玩一個遊戲
12:09
And as soon as they saw me they said,
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而且當他們見到我時就說
12:13
"We need a faster processor and a better mouse."
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我們需要更快的處理器跟更好的滑鼠
12:16
(Laughter)
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(笑聲)
12:20
I was real surprised.
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我非常驚訝
12:22
You know, how on earth did they know all this?
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他們到底怎麼知道這些東西的?
12:25
And they said, "Well, we've picked it up from the CDs."
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然而他們說, 我們是從CD上學到這些東西的
12:27
So I said, "But how did you understand what's going on over there?"
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我說, 你們怎麼研究出那裡在做什麼?
12:30
So they said, "Well, you've left this machine
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他們說, 你留了這台機器
12:32
which talks only in English, so we had to learn English."
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只會講英文, 所以我們必須學英文
12:35
So then I measured, and they were using 200 English words with each other
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後來我量了一下,他們可以用200個英文字相互溝通
12:39
-- mispronounced, but correct usage --
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--發音不正確, 但是用法正確--
12:42
words like exit, stop, find, save, that kind of thing,
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像是:退出, 停止, 尋找, 儲存, 那樣的字
12:48
not only to do with the computer but in their day-to-day conversations.
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不僅是在與電腦有關時, 更在他們日常生活對話中
12:51
So, Madantusi seemed to show that language is not a barrier;
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所以Madantusi似乎體現出語言不是一個障礙
12:55
in fact they may be able to teach themselves the language
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事實上, 他們還能自我學習這種語言
12:57
if they really wanted to.
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如果他們想要的話
13:00
Finally, I got some funding to try this experiment out
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最終我有些經費來測試這個實驗
13:05
to see if these results are replicable, if they happen everywhere else.
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看看這樣的結果是否可複製, 在其他地方是否也會是一樣的
13:09
India is a good place to do such an experiment in,
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印度是一個很好的地方來做這種實驗
13:12
because we have all the ethnic diversities, all the -- you know,
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因為我們很多樣化
13:15
the genetic diversity, all the racial diversities,
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有多樣化的種族
13:18
and also all the socio-economic diversities.
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還有各式各樣的社會經濟多樣化群體
13:20
So, I could actually choose samples to cover a cross section
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所以我能夠選取跨群體的樣本
13:25
that would cover practically the whole world.
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基本上能夠涵括全世界
13:29
So I did this for almost five years, and this experiment
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五年之後, 這個實驗
13:33
really took us all the way across the length and breadth of India.
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帶領我們在印度走透透
13:36
This is the Himalayas. Up in the north, very cold.
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這是喜馬拉雅, 在北邊, 非常冷
13:39
I also had to check or invent an engineering design
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我還得確定或是發明某些裝置
13:42
which would survive outdoors, and I was using regular, normal PCs,
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讓普通PC能夠抵擋得住戶外環境,
13:46
so I needed different climates, for which India is also great,
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印度更是有著各種不同的氣候
13:49
because we have very cold, very hot, and so on.
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我們有著極寒冷的地方也有酷熱的地方
13:52
This is the desert to the west. Near the Pakistan border.
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這是西邊的沙漠, 靠近巴基斯坦邊境
14:04
And you see here a little clip of -- one of these villages --
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你可以看到, 在某個村莊
14:08
the first thing that these children did was to find a website
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這些小孩首先做的就是找到一個網頁
14:11
to teach themselves the English alphabet.
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來教他們自己學英文字母
14:15
Then to central India -- very warm, moist, fishing villages,
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到了印度中部--很溫暖, 潮濕的漁村
14:19
where humidity is a very big killer of electronics.
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這裡的濕度對電子設備損害很大
14:23
So we had to solve all the problems we had
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所以我們必須解決問題
14:26
without air conditioning and with very poor power,
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空調與電力都是很缺乏的
14:28
so most of the solutions that came out used little blasts of air
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所以大多是以少量的風力散熱
14:33
put at the right places to keep the machines running.
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來讓電腦持續運作
14:36
I want to just cut this short. We did this over and over again.
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我想先跳過這些, 因為我們一直重複著這實驗
14:41
This sequence is also nice. This is a small child, a six-year-old,
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這一段很有趣. 這個小孩六歲
14:45
telling his eldest sister what to do.
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教他姊姊怎麼用
14:47
And this happens very often with these computers,
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這樣的情況經常發生
14:49
that the younger children are found teaching the older ones.
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年紀小的小孩教年紀大的小孩
14:55
What did we find? We found that six- to 13-year-olds can self-instruct
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實驗結果告訴我們什麼? 在一個設計好的環境內
15:00
in a connected environment,
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6歲到13歲的小孩可以自我學習
15:02
irrespective of anything that we could measure.
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我們能衡量的因素對結果都沒有影響
15:07
So if they have access to the computer, they will teach themselves, including intelligence.
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所以只要他們能接觸電腦, 他們就能學習
15:12
I couldn't find a single correlation with anything, but it had to be in groups.
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我找不到任何變因是與結果有關聯的, 但我想應該跟"團體"有關
15:17
And that may be of great, you know, interest to this group,
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而且它們對在座的各位來說相當重要
15:21
because all of you are talking about groups.
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因為你們都在討論團體
15:23
So here was the power of what a group of children can do,
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這裡顯示如果排除成人的介入
15:27
if you lift the adult intervention.
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一群小孩聚在一起能夠迸出何種火花
15:30
Just a quick idea of the measurements.
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讓我快速說一下衡量標準
15:34
We took standard statistical techniques, so I'm going to not talk about that.
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我們用了標準的統計方法, 所以我不會贅述
15:38
But we got a clean learning curve,
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但是我們得到了一個完美的學習曲線
15:41
almost exactly the same as what you would get in a school.
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幾乎就像是你在學校裡會經歷的一樣
15:44
I'll leave it at that,
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我就不再多說
15:46
because, I mean, it sort of says it all, doesn't it?
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因為我想, 大家都可以了解了, 對嗎?
15:49
What could they learn to do?
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他們可以學到什麼?
15:51
Basic Windows functions, browsing, painting, chatting and email,
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基本的Windows功能, 瀏覽, 小畫家, 即時通及email
15:56
games and educational material, music downloads, playing video.
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玩小遊戲及教學課程, 下載音樂及看影片
15:59
In short, what all of us do.
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簡而言之, 我們平常用電腦做的事情
16:01
And over 300 children will become computer literate
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這樣一來300個小孩都能成為電腦高手
16:05
and be able to do all of these things in six months with one computer.
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都能在6個月內用一部電腦做上述的所有的事情
16:10
So, how do they do that?
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他們到底怎麼做到的?
16:11
If you calculated the actual time of access,
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如果你去算他們使用電腦的時間
16:13
it would work out to minutes per day,
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結果是每天平均才幾分鐘
16:15
so that's not how it's happening.
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所以不是使用時間的問題
16:17
What you have, actually, is there is one child operating the computer.
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實際上是一個小孩操作電腦
16:22
And surrounding him are usually three other children,
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然後通常會有3個其他的小孩圍在旁邊
16:24
who are advising him on what they should do.
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指噵這個小孩怎麼操作
16:28
If you test them, all four will get the same scores in whatever you ask them.
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如果給他們考個試, 四個人都會回答相同的答案
16:32
Around these four are usually a group of about 16 children,
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這四個人身旁又通常會圍繞著16個小孩
16:36
who are also advising, usually wrongly,
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他們也會插嘴下指導棋
16:39
about everything that's going on on the computer.
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通常跟電腦相關的指導棋都是錯的
16:42
And all of them also will clear a test given on that subject.
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而且他們每個人也都能通過跟PC相關的考試
16:47
So they are learning as much by watching as they learn by doing.
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所以他們看著學也通過實際操作來學
16:51
It seems counter-intuitive to adult learning,
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看起來與成人下意識學習的方式相反
16:54
but remember, eight-year-olds live in a society
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但是請記得, 八歲小孩通常都被教育
16:56
where most of the time they are told, don't do this,
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這個不能做, 那個不能做
17:00
you know, don't touch the whiskey bottle.
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不要碰威士忌的瓶子
17:02
So what does the eight-year-old do?
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所以八歲小孩子做些什麼呢?
17:04
He observes very carefully how a whiskey bottle should be touched.
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仔細觀察該如何碰威士忌酒瓶
17:08
And if you tested him,
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而且如果你問他
17:09
he would answer every question correctly on that topic.
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他能夠正確回答這個話題相關的問題
17:11
So, they seem to be able to acquire very quickly.
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所以他們似乎能快速吸收
17:17
So what was the conclusion over the six years of work?
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那這超過六年來的實驗工作的結果為何?
17:20
It was that primary education can happen on its own,
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就是初級教育可以很自然發生
17:24
or parts of it can happen on its own.
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或是部分能很自然自主發生
17:26
It does not have to be imposed from the top downwards.
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不需要上而下的推動
17:30
It could perhaps be a self-organizing system, so that was
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也許就是一個自己組織起來的系統
17:36
the second bit that I wanted to tell you,
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第二件事我想告訴大家的是
17:38
that children can self-organize and attain an educational objective.
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小孩能夠自行組織並且達到教育目標
17:42
The third piece was on values, and again, to put it very briefly,
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第三件事與價值有關, 同樣的, 我必須簡述
17:48
I conducted a test over 500 children spread across all over India,
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我在分布在印度各地超過500個小孩身上做了測試
17:52
and asked them -- I gave them about 68 different
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問他們--我給了他們約68種不同
17:55
values-oriented questions and simply asked them their opinions.
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價值取向的問題, 並問他們他們的想法
17:59
We got all sorts of opinions. Yes, no or I don't know.
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我們得到了不同的看法. 是, 否或我不知道
18:03
I simply took those questions where I got 50 percent yeses and 50 percent noes --
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我把其中50%答案是是的, 還有50%答案為否的挑出來
18:09
so I was able to get a collection of 16 such statements.
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有16個
18:13
These were areas where the children were clearly confused,
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這些就是很明顯小孩感到困惑的說法
18:17
because half said yes and half said no.
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因為一半說是一半說否
18:19
A typical example being, "Sometimes it is necessary to tell lies."
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其中典型的是, 有時候說謊是必要的
18:23
They don't have a way to determine which way to answer this question;
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他們不知道如何回答這樣的問題
18:28
perhaps none of us do.
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也許我們也都不知道
18:31
So I leave you with this third question.
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那我問你們這第三個問題
18:33
Can technology alter the acquisition of values?
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科技是否能改變價值觀的形成?
18:37
Finally, self-organizing systems,
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最後, 自行組織的系統
18:39
about which, again, I won't say too much
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我一樣不用多說
18:41
because you've been hearing all about it.
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因為你們早就聽過了
18:45
Natural systems are all self-organizing:
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自然界的系統都是自行組織的
18:47
galaxies, molecules, cells, organisms, societies --
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銀河, 分子, 細胞 生物, 社群等等
18:50
except for the debate about an intelligent designer.
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都是自行組織的, 除非還要討論關於一個有智慧的造物主的辯論
18:52
But at this point in time, as far as science goes,
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但是今時今日, 科學上來說
18:55
it's self-organization.
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都是自行組織的
18:57
But other examples are traffic jams, stock market, society
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但是有其他的例子如塞車, 股市, 社會
19:00
and disaster recovery, terrorism and insurgency.
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及災難重建, 恐怖主義及攻擊
19:06
And you know about the Internet-based self-organizing systems.
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還有你知道的網上的自行組織的系統
19:10
So here are my four sentences then.
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我總結為四句話
19:12
Remoteness affects the quality of education.
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偏遠性影響教育的品質
19:16
Educational technology should be introduced into remote areas first,
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教育科技必須率先被引進偏遠地區
19:22
and other areas later.
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然後再到其他區域
19:25
Values are acquired; doctrine and dogma are imposed --
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價值觀是自然形成的, 教義跟信條是後天強加的
19:31
the two opposing mechanisms.
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這兩個是相對的
19:33
And learning is most likely a self-organizing system.
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而教育應該是自行組織的系統
19:38
If you put all the four together, then it gives -- according to me --
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對我來說總結四項結果
19:43
it gives us a goal, a vision, for educational technology.
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給了我們一個教育科技的一個目標及遠景
19:47
An educational technology and pedagogy that is digital, automatic,
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一個數位化的自動的教育方式
19:53
fault-tolerant, minimally invasive, connected and self-organized.
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能夠容忍出錯, 簡易, 能相互聯絡的, 自行組織的
19:59
As educationists, we have never asked for technology; we keep borrowing it.
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身為教育工作者, 我們不需要爭取科技 我們只需要借
20:03
PowerPoint is supposed to be considered a great educational technology,
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PowerPoint應該是一個偉大的教育科技
20:07
but it was not meant for education, it was meant for making boardroom presentations.
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但是它不是為了教育存在的, 它最初是被用來做董事會報告的
20:11
We borrowed it. Video conferencing. The personal computer itself.
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我們借用了. 視訊會議. PC也是一樣
20:15
I think it's time that the educationists made their own specs,
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我想應該是教育工作者自己開發的時候了
20:18
and I have such a set of specs. This is a brief look at that.
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我有一套. 剛剛已經簡略帶大家看了一遍
20:22
And such a set of specs should produce the technology
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這一套標準應該催生科技
20:26
to address remoteness, values and violence.
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來把偏遠性, 價值觀及暴力考慮進去
20:29
So I thought I'd give it a name -- why don't we call it "outdoctrination."
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所以我想我應該替它命名--不如叫它"非教條"吧
20:35
And could this be a goal for educational technology in the future?
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而且如果這會是未來的教育科技
20:40
So I want to leave that as a thought with you.
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我想要與各位分享
20:43
Thank you.
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謝謝
20:44
(Applause)
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掌聲
ABOUT THE SPEAKER
Sugata Mitra - Education researcherEducational 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.
Sugata Mitra | Speaker | TED.com