TEDxNorrkoping
Carol Dweck: The power of believing that you can improve
卡罗尔•德韦克: 请相信，你可以进步
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卡罗尔•德韦克研究「成长型思维模式」——我们能够锻炼大脑，提升学习和解决问题的能力。面对一个对你而言稍稍偏难的问题，你如何应对？在这个演讲中，德韦克描述了两种不同的应对心态：我还不够聪明，或是，我正在解决的路上。这则演讲，会很好地带领你了解这个领域。
Carol Dweck - Psychologist
Carol Dweck is a pioneering researcher in the field of motivation, why people succeed (or don't) and how to foster success. Full bio
Carol Dweck is a pioneering researcher in the field of motivation, why people succeed (or don't) and how to foster success. Full bio
Double-click the English transcript below to play the video.
00:13
The power of yet.
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专注过程，而不是结果。
00:15
I heard about a high school in Chicago
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我听说，在芝加哥有一所高中，
00:17
where students had to pass
a certain number of courses to graduate,
a certain number of courses to graduate,
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那儿的学生毕业前要通过一系列课程，
00:22
and if they didn't pass a course,
they got the grade "Not Yet."
they got the grade "Not Yet."
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如果某一门课没有通过，
成绩就是「暂未通过」。
成绩就是「暂未通过」。
00:28
And I thought that was fantastic,
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我想，这真是个绝妙的做法，
00:30
because if you get a failing grade,
you think, I'm nothing, I'm nowhere.
you think, I'm nothing, I'm nowhere.
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因为，如果你某门课的成绩不及格，
你会想，我什么都不是，我什么都没有学到。
你会想，我什么都不是，我什么都没有学到。
00:34
But if you get the grade "Not Yet"
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但如果你的成绩是「暂未通过」，
00:37
you understand that
you're on a learning curve.
you're on a learning curve.
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你会明白，学习的步伐并没有停下，
00:40
It gives you a path into the future.
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你还需逐步向前，争取未来。
00:44
"Not Yet" also gave me insight
into a critical event early in my career,
into a critical event early in my career,
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「暂未通过」也让我联想起一件尤为重要的
发生在我职业生涯初期的事情，
发生在我职业生涯初期的事情，
00:52
a real turning point.
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这件事对我而言是一个转折点。
00:54
I wanted to see
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当时，我想探究
00:56
how children coped
with challenge and difficulty,
with challenge and difficulty,
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孩子是如何应对挑战和困难的，
01:01
so I gave 10-year-olds
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因此，我让一些10岁大的孩子
01:04
problems that were
slightly too hard for them.
slightly too hard for them.
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尝试解决一些对于他们而言
稍稍偏难的问题。
稍稍偏难的问题。
01:09
Some of them reacted
in a shockingly positive way.
in a shockingly positive way.
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一些孩子积极应对的方式让我感到震惊。
01:14
They said things like,
"I love a challenge,"
"I love a challenge,"
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他们会这样说，
「我喜欢挑战，」
「我喜欢挑战，」
01:17
or, "You know, I was hoping
this would be informative."
this would be informative."
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或说，「你知道的，我希望能有所获。」
01:23
They understood
that their abilities could be developed.
that their abilities could be developed.
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这些孩子明白，他们的能力是可以提升的。
01:29
They had what I call a growth mindset.
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他们有我所说的成长型思维模式。
01:33
But other students felt
it was tragic, catastrophic.
it was tragic, catastrophic.
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但另一些孩子觉得面对这些难题
是不幸，宛如面对一场灾难。
是不幸，宛如面对一场灾难。
01:38
From their more fixed mindset perspective,
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从他们的固定型思维角度来看，
01:43
their intelligence had been
up for judgment and they failed.
up for judgment and they failed.
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他们的才智受到了评判，
而他们失败了。
而他们失败了。
01:50
Instead of luxuriating
in the power of yet,
in the power of yet,
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他们不懂得享受学习的过程，
01:54
they were gripped in the tyranny of now.
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而只盯住眼前的成与败，
01:59
So what do they do next?
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这些孩子们后面表现如何？
02:01
I'll tell you what they do next.
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让我告诉你他们的表现。
02:04
In one study, they told us
they would probably cheat the next time
they would probably cheat the next time
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在一项研究中，他们告诉我们，
如果他们某次考试未通过，
如果他们某次考试未通过，
02:09
instead of studying more
if they failed a test.
if they failed a test.
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他们很可能会在下次考试中作弊，
而不是更加努力地学习。
而不是更加努力地学习。
02:14
In another study, after a failure,
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在另一项研究中，他们挂了一门后，
02:16
they looked for someone
who did worse than they did
who did worse than they did
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他们会找到那些考得还不如他们高的孩子，
02:20
so they could feel really
good about themselves.
good about themselves.
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以寻求自我安慰。
02:25
And in study after study,
they have run from difficulty.
they have run from difficulty.
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后续的研究陆续表明，
他们会逃避困难。
他们会逃避困难。
02:31
Scientists measured
the electrical activity from the brain
the electrical activity from the brain
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科学家们监测了学生们面对错误时的
02:36
as students confronted an error.
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脑电活动图像。
02:40
On the left, you see
the fixed mindset students.
the fixed mindset students.
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在左侧，是固定型思维模式的学生，
02:44
There's hardly any activity.
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几乎没有什么活动。
02:46
They run from the error.
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他们在错误面前选择了逃避。
02:48
They don't engage with it.
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他们没有积极地投入。
02:51
But on the right, you have
the students with the growth mindset,
the students with the growth mindset,
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但请看右侧，这是成长型思维模式的学生，
02:55
the idea that abilities can be developed.
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这些学生相信能力会通过锻炼得以提升。
02:59
They engage deeply.
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他们积极地应对错误。
03:01
Their brain is on fire with yet.
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他们的大脑在高速运转，
03:04
They engage deeply.
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他们积极地投入，
03:05
They process the error.
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他们剖析错误，
03:08
They learn from it and they correct it.
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从中学习，最终订正。
03:13
How are we raising our children?
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如今我们是如何教育孩子的呢？
03:16
Are we raising them for now
instead of yet?
instead of yet?
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是教育他们专注眼前，而不是注重过程吗？
03:21
Are we raising kids who are
obsessed with getting A's?
obsessed with getting A's?
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我们培育了一些迷恋刷A的孩子们吗？
03:26
Are we raising kids who don't know
how to dream big dreams?
how to dream big dreams?
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我们培育了没有远大理想的孩子们吗？
03:31
Their biggest goal is getting the next A
or the next test score?
or the next test score?
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他们最远大的目标就是再拿一个A，
心里所想的就是下一次考试吗？
心里所想的就是下一次考试吗？
03:39
And are they carrying this need
for constant validation with them
for constant validation with them
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他们在今后的生活中，都以分数的高低
03:45
into their future lives?
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来评判自己吗？
03:48
Maybe, because employers
are coming to me and saying,
are coming to me and saying,
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或许是的，因为企业雇主们跑来找我，
03:51
we have already raised a generation
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说我们养育的这新一代走上工作岗位的人，
03:55
of young workers who
can't get through the day
can't get through the day
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如果不给他们奖励，
他们一天都过不下去。
他们一天都过不下去。
03:59
without an award.
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04:02
So what can we do?
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我们该怎么做呢？
04:05
How can we build that bridge to yet?
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如何让孩子注重过程而不是结果呢？
04:09
Here are some things we can do.
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我们可以做这样几件事。
04:11
First of all, we can praise wisely,
not praising intelligence or talent.
not praising intelligence or talent.
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首先，我们可以有技巧地去表扬：
不去表扬天分或才智，
不去表扬天分或才智，
04:18
That has failed.
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这行不通。
04:20
Don't do that anymore.
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不要再这样做了。
04:22
But praising the process
that kids engage in:
that kids engage in:
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而是要对孩子积极投入的过程进行表扬：
04:26
their effort, their strategies,
their focus, their perseverance,
their focus, their perseverance,
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他们的努力与策略，
他们的专注、坚持与进步。
他们的专注、坚持与进步。
04:30
their improvement.
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04:32
This process praise
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对过程的表扬
04:34
creates kids who are hardy and resilient.
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会塑造孩子的韧性。
04:39
There are other ways to reward yet.
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还有其他的办法来奖励过程。
04:42
We recently teamed up with game scientists
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最近，我们与来自华盛顿大学的
游戏研究者合作，
游戏研究者合作，
04:46
from the University of Washington
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04:48
to create a new online math game
that rewarded yet.
that rewarded yet.
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制作了一款奖励过程的数学游戏。
04:54
In this game, students were rewarded
for effort, strategy and progress.
for effort, strategy and progress.
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在这个游戏中，学生们因他们的
努力、策略与进步而受到奖励。
努力、策略与进步而受到奖励。
05:00
The usual math game
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通常的数学游戏中，
05:02
rewards you for getting
answers right right now,
answers right right now,
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玩家只有在解得正确答案后
才能得到奖励，
才能得到奖励，
05:07
but this game rewarded process.
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但这个游戏奖励过程。
05:10
And we got more effort,
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随着游戏的深入，
孩子们更加努力，
孩子们更加努力，
05:12
more strategies,
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想出更多的策略，
05:15
more engagement over
longer periods of time,
longer periods of time,
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身心更加投入，
05:19
and more perseverance when
they hit really, really hard problems.
they hit really, really hard problems.
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当遇到尤为困难的问题时，
他们也展现了更为持久的韧劲。
他们也展现了更为持久的韧劲。
05:25
Just the words "yet"
or "not yet," we're finding,
or "not yet," we're finding,
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我们发现，注重过程的思维模式，
05:28
give kids greater confidence,
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会赋予孩子们更多自信，
05:32
give them a path into the future
that creates greater persistence.
that creates greater persistence.
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指引他们不断向前，越发坚持不懈。
05:39
And we can actually
change students' mindsets.
change students' mindsets.
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事实上，我们能够改变学生的思维模式。
05:44
In one study, we taught them
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在一项研究中，我们告诉学生们，
05:47
that every time they push
out of their comfort zone
out of their comfort zone
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每当他们迫使自己走出舒适区，
05:51
to learn something new and difficult,
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学习新知识，迎接新挑战，
05:54
the neurons in their brain can form
new, stronger connections,
new, stronger connections,
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大脑中的神经元会形成新的
更强的连接，
更强的连接，
06:00
and over time they can get smarter.
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他们会逐渐变得越来越聪明。
06:04
Look what happened: in this study,
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看看后面发生了什么吧：在这项研究中，
06:06
students who were not
taught this growth mindset
taught this growth mindset
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没有接受成长型思维模式训练的学生，
06:10
continued to show declining grades
over this difficult school transition,
over this difficult school transition,
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在这一困难的过渡阶段，成绩持续下滑，
06:16
but those who were taught this lesson
showed a sharp rebound in their grades.
showed a sharp rebound in their grades.
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但那些受过该训练的学生，
成绩强势反弹，卓有起色。
成绩强势反弹，卓有起色。
06:23
We have shown this now,
this kind of improvement,
this kind of improvement,
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如今，我们已证实这一结论，
06:29
with thousands and thousands of kids,
especially struggling students.
especially struggling students.
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通过成千上万个孩子的实例，
尤其是那些在学业上挣扎的孩子。
尤其是那些在学业上挣扎的孩子。
06:35
So let's talk about equality.
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那我们就来谈谈教育平等吧。
06:40
In our country, there are
groups of students
groups of students
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在我们国家，有些特定区域的孩子
06:44
who chronically underperform,
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总是在学业上处于下游，
06:47
for example, children in inner cities,
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比如，内城区的孩子，
06:50
or children on
Native American reservations.
Native American reservations.
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或印第安人居留地里的孩子。
06:54
And they've done so poorly for so long
that many people think it's inevitable.
that many people think it's inevitable.
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长期以来这里的孩子都没什么起色，
以致于很多人认为没的救了。
以致于很多人认为没的救了。
07:01
But when educators create
growth mindset classrooms steeped in yet,
growth mindset classrooms steeped in yet,
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但是当教育家们将孩子的思维
转变为成长型思维模式时，
转变为成长型思维模式时，
07:09
equality happens.
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教育平等实现了。
07:12
And here are just a few examples.
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举几个例子吧。
07:17
In one year, a kindergarten class
in Harlem, New York
in Harlem, New York
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纽约哈莱姆区的一所幼儿园的学生
在一年的时间内，
在一年的时间内，
07:23
scored in the 95th percentile
on the National Achievement Test.
on the National Achievement Test.
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国家水平测试（National Achievement Test）
成绩飞跃到前百分之五。
成绩飞跃到前百分之五。
07:30
Many of those kids could not hold a pencil
when they arrived at school.
when they arrived at school.
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这些孩子中有很多在入学时甚至还不会握笔。
07:37
In one year,
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一年之内，
07:40
fourth grade students
in the South Bronx, way behind,
in the South Bronx, way behind,
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远远落后的南布朗克斯区的四年级学生，
07:45
became the number one fourth grade class
in the state of New York
in the state of New York
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其标准数学测试成绩攀升到
07:51
on the state math test.
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纽约州所有四年级学生的第一名。
07:55
In a year to a year and a half,
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在一年到一年半的时间内，
07:59
Native American students
in a school on a reservation
in a school on a reservation
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某印第安人居留地的一所学校里的学生
08:04
went from the bottom of their district
to the top,
to the top,
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成绩从全区垫底到名列前茅，
08:11
and that district included
affluent sections of Seattle.
affluent sections of Seattle.
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而这个区包括了西雅图市的富饶地段。
08:17
So the native kids outdid
the Microsoft kids.
the Microsoft kids.
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印第安孩子战胜了「微软」孩子。
08:24
This happened because the meaning
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这得以实现的原因，是努力与困难的意义
08:27
of effort and difficulty were transformed.
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在孩子心目中发生了改变。
08:32
Before, effort and difficulty
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在此之前，努力与困难
08:36
made them feel dumb,
made them feel like giving up,
made them feel like giving up,
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让他们感觉自己很笨，
让他们想放弃，
让他们想放弃，
08:41
but now, effort and difficulty,
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但如今，正是努力与困难让
08:45
that's when their neurons
are making new connections,
are making new connections,
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他们大脑中的神经元得以形成新的连接，
08:49
stronger connections.
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更强的连接。
08:50
That's when they're getting smarter.
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正是在这个过程中，他们变得越来越聪明。
08:54
I received a letter recently
from a 13-year-old boy.
from a 13-year-old boy.
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最近，我收到一个13岁男孩的来信。
08:59
He said, "Dear Professor Dweck,
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他说，「亲爱的德韦克教授，
09:03
I appreciate that your writing is based
on solid scientific research,
on solid scientific research,
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我欣赏你的著作，
因为它们都基于可靠的科学试验，
因为它们都基于可靠的科学试验，
09:10
and that's why I decided
to put it into practice.
to put it into practice.
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因此，我决定将你的方法付诸实践。
09:15
I put more effort into my schoolwork,
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我更用功地学习，
09:19
into my relationship with my family,
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更用心地处好与家人的关系，
09:22
and into my relationship
with kids at school,
with kids at school,
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与同学的关系，
09:27
and I experienced great improvement
in all of those areas.
in all of those areas.
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而在这些方面我都有了长足的进步。
09:34
I now realize I've wasted
most of my life."
most of my life."
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现在我才意识到，过去浪费了太多生命。」
09:41
Let's not waste any more lives,
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让我们不再浪费生命，
09:46
because once we know
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因为，既然我们知道
09:50
that abilities are capable of such growth,
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能力可以增长，
09:56
it becomes a basic human right
for children, all children,
for children, all children,
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那么，生活在一个能激发进步
10:02
to live in places that create that growth,
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并让这一切变得可能的地方
10:08
to live in places filled with yet.
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就是每个孩子的权利。
10:15
Thank you.
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谢谢。
10:16
(Applause)
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（掌声）
ABOUT THE SPEAKER
Carol Dweck - PsychologistCarol Dweck is a pioneering researcher in the field of motivation, why people succeed (or don't) and how to foster success.
Why you should listen
As Carol Dweck describes it: "My work bridges developmental psychology, social psychology, and personality psychology, and examines the self-conceptions (or mindsets) people use to structure the self and guide their behavior. My research looks at the origins of these mindsets, their role in motivation and self-regulation, and their impact on achievement and interpersonal processes."
Dweck is a professor at Stanford and the author of Mindset, a classic work on motivation and "growth mindset." Her work is influential among educators and increasingly among business leaders as well.
Carol Dweck | Speaker | TED.com