TED@NYC
Christopher Emdin: Teach teachers how to create magic
克里斯·艾姆丁: 教老师如何创造魔力
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说唱表演，理发店里的玩笑和周日教堂礼拜有什么共同点呢？克里斯托弗·艾姆丁说：“它们拥有令人着迷的魔力并将其利用在教学中，而这些通常都是那些我们不会教给老师的。”这位科学支持者(与Wu-Tang Clan说唱乐团中的GZA一起创始了Science Genius B.A.T.T.L.E.S. )描述了一个可以让课堂变得生动起来的远景。
Christopher Emdin - Education pioneer
Christopher Emdin is a science advocate who uses hip-hop to make better teachers. Full bio
Christopher Emdin is a science advocate who uses hip-hop to make better teachers. Full bio
Double-click the English transcript below to play the video.
00:13
Right now
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现在
00:14
there is an aspiring teacher
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有一位有追求的老师
00:17
who is working on a 60-page paper
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正在写一篇60页的论文
00:21
based on some age-old education theory
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论文是基于一些古老教育理念，
00:24
developed by some dead education professor
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它们都是由一些早已逝去的教育学教授所开发，
00:28
wondering to herself what this task
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这位老师问她自己，
00:31
that she's engaging in
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她正从事的这项任务--
00:33
has to do with what she wants to do with her life,
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成为一个教育者，
00:35
which is be an educator,
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改变生命并启迪人生--
00:38
change lives, and spark magic.
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和她的工作联系呢。
00:42
Right now there is an aspiring teacher
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有一位有理想的老师
00:47
in a graduate school of education
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正在一所教育研究生院
00:48
who is watching a professor babble on and on
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听着一位教授
00:51
about engagement
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用一种最无聊的方式
00:54
in the most disengaging way possible.
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不停地讲述着教育中的互动。
00:59
Right now
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现在
01:00
there's a first-year teacher at home
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有一位一年级老师在家中
01:03
who is pouring through lesson plans
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正检查课程计划，
01:05
trying to make sense of standards,
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试图达到标准的感觉。
01:07
who is trying to make sense of how
to grade students appropriately,
to grade students appropriately,
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这位老师又在想如何才能合理为学生打分，
01:11
while at the same time saying to herself
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同时又对她自己
01:12
over and over again,
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反复地说，
01:15
"Don't smile till November,"
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“在11 月之前都不要笑，”
01:16
because that's what she was taught
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因为那些都是
01:19
in her teacher education program.
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她从教育课程学到的。
01:22
Right now there's a student
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现在，有一位学生
01:24
who is coming up with a way
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正试图想出一个主意
01:26
to convince his mom or dad
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去说服他的父母，
01:29
that he's very, very sick
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他非常非常地不舒服，
01:30
and can't make it to school tomorrow.
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明天不能上学了。
01:34
On the other hand, right now
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现在，在另一方面，
01:37
there are amazing educators
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了不起地教育家们
01:39
that are sharing information,
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传授知识，
01:41
information that is shared in such a beautiful way
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以一种最优美地方式传授知识，
01:44
that the students are sitting
at the edge of their seats
at the edge of their seats
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以至于学生坐在他们边缘
01:46
just waiting for a bead of sweat
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只是为了等待一滴甘甜的露珠
01:48
to drop off the face of this person
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从老师的脸上掉下来，
01:51
so they can soak up all that knowledge.
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并去汲取所有的知识。
01:54
Right now there is also a person
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现在，又有一位
01:58
who has an entire audience rapt with attention,
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让所有观众全神贯注的人，
02:01
a person that is weaving a powerful narrative
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他编织生动的语言
02:04
about a world
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描绘着
02:05
that the people who are listening
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一个听众们
02:07
have never imagined or seen before,
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闻所未闻地的世界，
02:09
but if they close their eyes tightly enough,
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但如果人们紧闭双眼，
02:12
they can envision that world
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便能想像出那个世界，
02:14
because the storytelling is so compelling.
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因为那个故事实在是太精彩。
02:18
Right now there's a person who can tell an audience
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现在，有一个人
02:21
to put their hands up in the air
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叫观众将手放在空中
02:23
and they will stay there till he says,
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直到他说“放下来”
02:24
"Put them down."
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才可以放下来。
02:26
Right now.
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现在。
02:28
So people will then say,
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这样一来，人们会说，
02:29
"Well, Chris, you describe the guy
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“克里斯，你描述了
02:32
who is going through some awful training
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正接受可怕训练的伙计，
02:34
but you're also describing these powerful educators.
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但你还描述那些有感召力教育者。
02:36
If you're thinking about the world of education
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如果你在想关于教育的世界，
02:38
or urban education in particular,
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或专注于城市教育，
02:40
these guys will probably cancel each other out,
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那些人可能会有相反的效应并相互抵消，
02:42
and then we'll be okay."
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也就没什么事了。“
02:44
The reality is, the folks I described
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事实上，我所描述
02:46
as the master teachers,
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教育大师，
02:48
the master narrative builders,
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叙述大师，
02:50
the master storytellers
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讲故事大师，
02:52
are far removed from classrooms.
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都离课堂很遥远。
02:56
The folks who know the skills about how to teach
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那些掌握如何教学并
02:58
and engage an audience
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与观众互动的人
03:00
don't even know what teacher certification means.
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甚至都不知道什么是教师资格证。
03:03
They may not even have the degrees
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也许他们连可以
03:05
to be able to have anything
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叫做教育的东西
03:08
to call an education.
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都没有。
03:10
And that to me is sad.
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对我来说，这是一件非常悲哀的事情。
03:12
It's sad because the people who I described,
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之所以悲哀，是因为我所描述的那些人
03:15
they were very disinterested in the learning process,
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他们对学习的过程没有兴趣，
03:18
want to be effective teachers,
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他们想成为高效的老师，
03:20
but they have no models.
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却没有范例。
03:21
I'm going to paraphrase Mark Twain.
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我要概括一下马克·吐温说过的一句话。
03:23
Mark Twain says that proper preparation,
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马克·吐温说适当的准备或教学，
03:25
or teaching,
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是非常强大的，
03:27
is so powerful that it can turn bad morals to good,
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可以将不好的品行变好，
03:30
it can turn awful practices into powerful ones,
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将糟糕的实践变得强有力，
03:33
it can change men and transform them
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将人们改变，
03:35
into angels.
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并将他们改造成为天使。
03:38
The folks who I described earlier
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我之前所说的那些
03:40
got proper preparation in teaching,
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有着适当教学准备的人，
03:42
not in any college or university,
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他们不在大学里，
03:44
but by virtue of just being in the
same spaces of those who engage.
same spaces of those who engage.
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只在那些有同样有着人们参与和互动的地方。
03:48
Guess where those places are?
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猜猜看有哪些地方？
03:51
Barber shops,
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理发店，
03:53
rap concerts, and most importantly,
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说唱音乐会，
03:56
in the black church.
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和最首要的黑人教堂。
03:58
And I've been framing this idea
called Pentecostal pedagogy.
called Pentecostal pedagogy.
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我一直都在构造这个叫做五旬节教学法的主意。
04:01
Who here has been to a black church?
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谁去过黑人教堂？
04:03
We got a couple of hands.
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有几个人。
04:05
You go to a black church,
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你到一所黑人教堂，
04:07
their preacher starts off
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他们的祭祀开始
04:08
and he realizes that he has to engage the audience,
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并意识到他必须吸引观众的目光，
04:11
so he starts off with this sort of wordplay
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因此他一般
04:13
in the beginning oftentimes,
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从文字游戏开始，
04:15
and then he takes a pause,
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然后停顿一下，
04:16
and he says, "Oh my gosh, they're
not quite paying attention."
not quite paying attention."
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说：”哦，我的天，他们并没有集中注意力。“
04:19
So he says, "Can I get an amen?"
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然后他说：”你们可以说阿门么？“
04:20
Audience: Amen.
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观众：阿门。
04:21
Chris Emdin: So I can I get an amen?
Audience: Amen.
Audience: Amen.
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克里斯·艾姆丁：大家能一起说“阿门”么？
观众：阿门。
观众：阿门。
04:23
CE: And all of a sudden, everybody's reawoken.
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克里斯·艾姆丁：顷刻间，人们都清醒了。
04:27
That preacher bangs on the pulpit for attention.
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那个祭祀提高传道的声音吸引注意力。
04:29
He drops his voice at a very, very low volume
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当他想锁住人们的注意力时，
04:31
when he wants people to key into him,
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便将音量放得很低，
04:33
and those things are the skills that we need
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那些都是最鼓舞人心的老师
04:36
for the most engaging teachers.
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所需要的技能。
04:38
So why does teacher education
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为什么教师培训
04:39
only give you theory and theory
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仅是不停地传授理论
04:41
and tell you about standards and tell you about
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并告诉你教学标准，
04:43
all of these things that have nothing to do
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告诉你那些与基本技能无关的
04:45
with the basic skills, that magic that you need
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不能鼓舞观众
04:49
to engage an audience, to engage a student?
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和激励学生的，没有魔力的东西呢？
04:52
So I make the argument that
we reframe teacher education,
we reframe teacher education,
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所以我立论：我们应该重塑师资培训，
04:55
that we could focus on content, and that's fine,
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我们可以专注于教学内容，
04:57
and we could focus on theories, and that's fine,
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我们可以专注于教学理论，
05:00
but content and theories
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但是只有内容和理论
05:01
with the absence of the magic
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却没有那教与学的魔力
05:04
of teaching and learning means nothing.
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那都是空谈。
05:07
Now people oftentimes say,
"Well, magic is just magic."
"Well, magic is just magic."
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人们常说：”魔力只是魔力罢了。“
05:10
There are teachers who,
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有老师不畏挑战
05:11
despite all their challenges, who have those skills,
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并拥有那些技能
05:13
get into those schools and are
able to engage an audience,
able to engage an audience,
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在学校能够激励和鼓舞学生，
05:16
and the administrator walks by and says,
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当学校管理者路过时便说：
05:17
"Wow, he's so good, I wish all
my teachers could be that good."
my teachers could be that good."
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”喔，他很会教学！我希望其他老师都可以和他一样优秀。“
05:20
And when they try to describe what that is,
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但是当他们描述他教学成功的原因时，
05:22
they just say, "He has that magic."
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他们只说：”他拥有魔力。“
05:25
But I'm here to tell you
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但是我想告诉你们
05:26
that magic can be taught.
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那种魔力是可以被教的。
05:28
Magic can be taught.
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魔力是可以被教的。
05:31
Magic can be taught.
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魔力是可以被教的。
05:34
Now, how do you teach it?
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但是怎么去传授？
05:35
You teach it by allowing people
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你可以通过允许人们参观
05:37
to go into those spaces
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那些魔力在发生的地方
05:38
where the magic is happening.
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教授他们这种技能。
05:40
If you want to be an aspiring
teacher in urban education,
teacher in urban education,
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如果你想成为城市教育中一位有抱负的老师
05:42
you've got to leave the confines of that university
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你得走出大学的限制
05:45
and go into the hood.
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进入到魔力发生的地方。
05:47
You've got to go in there and
hang out at the barbershop,
hang out at the barbershop,
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你得在理发店内与人们交谈，
05:49
you've got to attend that black church,
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你得去看看黑人教堂，
05:50
and you've got to view those folks
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你还得去看看
05:51
that have the power to engage
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那些有感召力的人
05:53
and just take notes on what they do.
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学习他们的做法。
05:55
At our teacher education classes at my university,
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在我大学的教师培训课堂中，
05:58
I've started a project where every single student
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我开启了一个项目，
06:00
that comes in there sits and watches rap concerts.
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让每一个学生看说唱音乐会。
06:05
They watch the way that the rappers move
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他们观察说唱歌手
06:07
and talk with their hands.
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的步法与说话时的手势。
06:09
They study the way that he
walks proudly across that stage.
walks proudly across that stage.
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他们研究说唱歌手在舞台上自信走动的姿态。
06:12
They listen to his metaphors and analogies,
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他们听说唱歌手的暗示和比喻，
06:14
and they start learning these little things
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他们遍开始学习这些东西，
06:16
that if they practice enough
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如果他们有足够的练习，
06:17
becomes the key to magic.
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这些将会成为掌握魔力的关键。
06:19
They learn that if you just stare at a student
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他们学到如果你凝视一个学生
06:21
and raise your eyebrow about a quarter of an inch,
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并将你的眉毛抬高四分之一英寸，
06:24
you don't have to say a word
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你一个字都不用说
06:25
because they know that that
means that you want more.
means that you want more.
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因为学生会知道你想要更多的答案。
06:29
And if we could transform teacher education
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如果我们可以将将是培训转型，
06:31
to focus on teaching teachers
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专注于
06:34
how to create that magic
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对于魔力的教学，
06:36
then poof! we could make dead classes come alive,
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我们可以将无趣的课堂变得生动起来，
06:39
we could reignite imaginations,
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我们可以重新点燃想象力，
06:41
and we can change education.
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我们可以改变教育。
06:43
Thank you.
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谢谢.
06:46
(Applause)
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（掌声）
ABOUT THE SPEAKER
Christopher Emdin - Education pioneerChristopher Emdin is a science advocate who uses hip-hop to make better teachers.
Why you should listen
Chris Emdin believes the best teachers can be found in the unlikeliest of places -- and that traditional education theory is failing our students. That's why he founded Science Genius B.A.T.T.L.E.S. (Bring Attention to Transforming Teaching, Learning and Engagement in Science), which takes the techniques for self-expression and engagement used in hip-hop into the classroom. (Wu-Tang Clan’s GZA is a fan and supporter as well.) Emdin is a contributor to The Huffington Post and is an associate professor at Columbia University’s Teacher’s College.
More profile about the speakerChristopher Emdin | Speaker | TED.com