TED2011
Sal Khan: Let's use video to reinvent education
Salman Khan：影片能改變教育
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5,578,134 views
Salman Khan 談論他創辦 Khan 學院的過程，現在，除了一整套完整的數學教學影片以外，其它科目也逐漸跟進。他展現互動教學的威力，呼籲教師們翻轉傳統的教學方式 － 讓學生在家裡看教材，在有老師監督輔導的課堂裡做功課。
Sal Khan - Educator and social entrepreneur
In 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more. Full bio
In 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more. Full bio
Double-click the English transcript below to play the video.
00:15
The Khan Academy is most known
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Khan 學院因
00:17
for its collection of videos,
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它豐富的影片資源而出名
00:19
so before I go any further,
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在我開始演講前
00:21
let me show you a little bit of a montage.
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先讓我們看一段剪輯影片
00:24
(Video) Salman Khan: So the hypotenuse is now going to be five.
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於是這個直角三角形的斜邊就成了5
00:27
This animal's fossils are only found in this area of South America --
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這種動物的化石只能在南美這個地區找到
00:30
a nice clean band here --
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一條很清楚的界限
00:32
and this part of Africa.
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還有非洲的這個區域
00:34
We can integrate over the surface,
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我們可以合併表面
00:36
and the notation usually is a capital sigma.
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通常用 Σ 來標記
00:39
National Assembly: They create the Committee of Public Safety,
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國民大會：他們創造了公共安全委員會
00:42
which sounds like a very nice committee.
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聽上去像是個不錯的委員會
00:44
Notice, this is an aldehyde,
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注意，這是乙醛
00:46
and it's an alcohol.
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是一種酒精
00:48
Start differentiating into effector and memory cells.
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開始分化為效應與記憶細胞
00:51
A galaxy. Hey, there's another galaxy.
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一個銀河。哇，那裡又有一個銀河
00:53
Oh look, there's another galaxy.
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看啊，那裡還有另外一個
00:55
And for dollars, is their 30 million,
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對美元來說，是三千萬
00:58
plus the 20 million dollars from the American manufacturer.
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加上從美國製造商來的兩千萬
01:01
If this does not blow your mind,
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如果這還不夠讓你瞠目結舌
01:04
then you have no emotion.
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你就是麻木不仁
01:06
(Laughter)
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（笑聲）
01:08
(Applause)
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（掌聲）
01:13
SK: We now have on the order
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我們現在有
01:15
of 2,200 videos
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兩千兩百個影片
01:17
covering everything from basic arithmetic
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從基本的算術
01:19
all the way to vector calculus
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一直到向量微積分
01:21
and some of the stuff you saw there.
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還有一些你剛剛看到的科目
01:24
We have a million students a month using the site,
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一個月有百萬個學生使用我們的網站
01:27
watching on the order of 100 to 200,000 videos a day.
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一天有一百到二十萬個影片被觀看
01:31
But what we're going to talk about in this
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但我們今天所要談論的
01:33
is how we're going to the next level.
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是如何提升這項服務
01:35
But before I do that,
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在我這樣做以前
01:37
I want to talk a little bit about really just how I got started.
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我想先談談我究竟是如何開始的
01:41
And some of you all might know,
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你們其中的一些人或許知道
01:43
about five years ago I was an analyst at a hedge fund,
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五年前我是個避險基金分析師
01:46
and I was in Boston,
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我當時人在波士頓
01:48
and I was tutoring my cousins in New Orleans, remotely.
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給我在紐澳良的表弟上課
01:51
And I started putting the first YouTube videos up
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當我把第一支影片放上 YouTube
01:54
really just as a kind of nice-to-have,
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不過是把它當成一種不錯的
01:56
just a supplement for my cousins --
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輔助教材
01:58
something that might give them a refresher or something.
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讓他們耳目一新之類的
02:01
And as soon as I put those first YouTube videos up,
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當我把第一個 YouTube 影片放上去以後
02:03
something interesting happened --
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有趣的事發生了
02:05
actually a bunch of interesting things happened.
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事實上是許多有趣的事發生了
02:07
The first was the feedback from my cousins.
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第一是我表弟的反應
02:10
They told me
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他們說
02:12
that they preferred me on YouTube than in person.
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他們喜歡 YouTube 上的我更勝真人
02:15
(Laughter)
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（笑聲）
02:23
And once you get over the backhanded nature of that,
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而且一旦你忘記話中那諷刺的部份
02:26
there was actually something very profound there.
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你便能聽見一件非常重要的訊息
02:28
They were saying
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他們是說
02:30
that they preferred the automated version of their cousin
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他們喜歡自動化版本的表哥
02:32
to their cousin.
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勝於真正的表哥
02:34
At first, it's very unintuitive,
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剛開始會覺得很反常
02:36
but when you actually think about it from their point of view, it makes a ton of sense.
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但當你用他們的角度來想，事實上很合理
02:39
You have this situation
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狀況是
02:41
where now they can pause and repeat their cousin,
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他們可以把表哥暫停或重複
02:43
without feeling like they're wasting my time.
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而不用感覺浪費了我的時間
02:46
If they have to review something
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如果他們要復習
02:49
that they should have learned a couple of weeks ago,
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兩個禮拜前學的東西
02:51
or maybe a couple of years ago,
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甚至是幾年前學的東西
02:54
they don't have to be embarrassed and ask their cousin.
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他們不用不好意思地來問我
02:56
They can just watch those videos. If they're bored, they can go ahead.
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只要看這些影片就好。無聊了可以隨時關掉
02:59
They can watch it at their own time, at their own pace.
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可以在自己想要的時間，用自己想要的速度看
03:01
And probably the least appreciated aspect of this
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而最少人想到的是
03:06
is the notion that the very first time,
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在你第一次
03:08
the very first time
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第一次
03:10
that you're trying to get your brain around a new concept,
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在你的大腦嘗試理解一個新概念時
03:13
the very last thing you need
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你最不需要的事情就是
03:15
is another human being saying, "Do you understand this?"
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另外一個人在你旁邊說“到底懂了沒有？”
03:18
And that's what was happening with the interaction with my cousins before,
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但這就是我和我表弟互動時發生的
03:21
and now they can just do it
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現在他們可以
03:24
in the intimacy of their own room.
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在自己的房間看
03:28
The other thing that happened is --
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另外一件事就是
03:30
I put them on YouTube just --
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但我把影片放到 YouTube 上時
03:33
I saw no reason to make it private,
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我覺得沒必要隱藏
03:35
so I let other people watch it,
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大家都可以看
03:37
and then people started stumbling on it,
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有人發現這些影片
03:39
and I started getting some comments and some letters
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我開始收到留言和一些信件
03:42
and all sorts of feedback
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還有來自世界各地
03:44
from random people from around the world.
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很多不同的回應
03:46
And these are just a few.
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這些是其中一些
03:49
This is actually from one of the original calculus videos.
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這個回應是給最早的那些微積分影片的
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And someone wrote just on YouTube --
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有人在 Youtube
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it was a YouTube comment:
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上留言到
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"First time I smiled doing a derivative."
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“這是我第一次算導數會微笑”
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(Laughter)
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（笑聲）
04:01
And let's pause here.
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等等
04:03
This person did a derivative
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這個人在算導數
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and then they smiled.
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然後他微笑了
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And then in a response to that same comment -- this is on the thread.
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然後有人回應了這個微笑的人
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You can go on YouTube and look at these comments --
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你可以上 YouTube 去看這些回應
04:13
someone else wrote: "Same thing here.
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另外一個人說“我也是”
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I actually got a natural high and a good mood for the entire day.
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那天我整個人飄飄欲仙
04:18
Since I remember seeing
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以前我
04:20
all of this matrix text in class,
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在課堂上看見這些天書
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and here I'm all like, 'I know kung fu.'"
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現在我好像學得了絕世功夫
04:26
(Laughter)
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（笑聲）
04:30
And we get a lot of feedback all along those lines.
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我們得到了很多這種回應
04:32
This clearly was helping people.
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很明顯地，這幫助了很多人
04:34
But then, as the viewership kept growing and kept growing,
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觀影人數越來越多
04:37
I started getting letters from people,
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我開始收到這些信件
04:40
and it was starting to become clear
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漸漸的你開始明白
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that it was actually more than just a nice-to-have.
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這不只是輔助教材
04:44
This is just an excerpt
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這裡有一封信
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from one of those letters.
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是這樣說的
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"My 12 year-old son has autism
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“我12歲的自閉症兒子
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and has had a terrible time with math.
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對數學一籌莫展
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We have tried everything,
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我們試過所有方法
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viewed everything, bought everything.
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看過所有書籍，買了所有教材
04:56
We stumbled on your video on decimals and it got through.
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我們發現了你的十進位影片，他看懂了
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Then we went on to the dreaded fractions. Again, he got it.
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於是我們播可怕的分數影片，他又懂了
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We could not believe it.
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我們不可置信
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He is so excited."
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他超興奮的。”
05:06
And so you can imagine,
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你可以想像
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here I was an analyst at a hedge fund.
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身為一位避險基金分析師
05:11
It was very strange for me to do something of social value.
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做一些有益社會的事對我來說非常陌生
05:14
(Laughter)
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（笑聲）
05:17
(Applause)
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（掌聲）
05:24
But I was excited, so I kept going.
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但我很興奮，於是我繼續製作這些影片
05:27
And then a few other things started to dawn on me.
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一些其它事情開始發生了
05:29
That, not only would it help my cousins right now,
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這些影片不但能幫助我表弟
05:32
or these people who are sending letters,
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和這些寫信給我的人
05:34
but that this content will never go old,
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而且這些影片永遠不會變老
05:36
that it could help their kids
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它可以幫助他們的孩子
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or their grandkids.
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或孫子
05:40
If Isaac Newton
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如果牛頓
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had done YouTube videos on calculus,
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上傳一個微積分的 YouTube 影片
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I wouldn't have to.
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就用不著我了
05:46
(Laughter)
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（笑聲）
05:48
Assuming he was good. We don't know.
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當然，那得要他很會教，我們無從得知
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(Laughter)
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（笑聲）
05:53
The other thing that happened --
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就算發生了這些事
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and even at this point, I said, "Okay, maybe it's a good supplement.
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就算到了那個時候，我仍想“好吧，或許它是不錯的輔助教材
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It's good for motivated students.
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很能激勵學生
05:59
It's good for maybe home schoolers."
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給在家上課的學生也很有用”
06:01
But I didn't think it would be something
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但我從來沒想到
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that would somehow penetrate the classroom.
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它竟然能打進課堂
06:05
But then I started getting letters from teachers.
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但我開始收到老師的信
06:07
And the teachers would write, saying,
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這些老師寫著
06:09
"We've used your videos to flip the classroom.
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“我們在課堂上播你的影片
06:11
You've given the lectures, so now what we do ... " --
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你已經解釋過了，那我們呢⋯⋯”
06:14
and this could happen in every classroom in America tomorrow --
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說真的，這件事可以明天就在美國每個學校發生
06:17
" ... what I do is I assign the lectures for homework,
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“⋯⋯ 我們只要把看影片變成他們的功課
06:20
and what used to be homework,
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然後把以前的回家作業
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I now have the students doing in the classroom."
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變成在課堂上的習作”
06:25
And I want to pause here for --
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我想要在這裡打個岔 －
06:28
(Applause)
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（掌聲）
06:32
I want to pause here for a second,
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我想在這裡打個岔
06:34
because there's a couple of interesting things.
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因為這裡有幾項有趣的事
06:36
One, when those teachers are doing that,
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一，當這些老師開始這麼做的時候
06:38
there's the obvious benefit --
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比較明顯的好處是
06:40
the benefit that now their students
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現在這些學生
06:42
can enjoy the videos in the way that my cousins did.
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都可以像我的表弟一樣
06:44
They can pause, repeat at their own pace,
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用自己的節奏學習
06:46
at their own time.
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隨時暫停或復習
06:48
But the more interesting thing is --
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但更有趣的事是
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and this is the unintuitive thing when you talk about technology in the classroom --
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當你把科技帶到課堂裡
06:53
by removing the one-size-fits-all lecture from the classroom
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便實現了因材施教的理想
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and letting students have a self-paced lecture at home,
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學生們可以回家用自己的方式學習
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and then when you go to the classroom, letting them do work,
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當他們到了課堂，開始做作業
07:02
having the teacher walk around,
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老師可以作為輔助
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having the peers actually be able to interact with each other,
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甚至讓學生互相教導學習
07:07
these teachers have used technology
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這些老師用科技
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to humanize the classroom.
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把教室變得更人性
07:12
They took a fundamentally dehumanizing experience --
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過去的課堂經驗是很去人性的
07:15
30 kids with their fingers on their lips,
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30個孩子不許開口
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not allowed to interact with each other.
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不許和彼此交談
07:19
A teacher, no matter how good,
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無論一個老師多優秀
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has to give this one-size-fits-all lecture
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都得用一樣的方法
07:23
to 30 students --
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教30個不同的孩子
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blank faces, slightly antagonistic --
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面無表情，還帶著些敵意
07:27
and now it's a human experience.
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現在人性多了
07:29
Now they're actually interacting with each other.
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現在他們總算可以交流了
07:31
So once the Khan Academy --
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於是有了 Khan 學院
07:33
I quit my job
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我辭掉工作
07:35
and we turned into a real organization --
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把學院變成一個真正的組織
07:37
we're a not-for-profit --
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我們是個非營利組織
07:39
the question is, how do we take this to the next level?
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問題是，下一步該怎麼走？
07:42
How do we take what those teachers are doing
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我們該如何幫助這些老師的做法
07:44
to their natural conclusion?
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讓它變得更好？
07:46
And so what I'm showing you over here,
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我現在所要展示的
07:48
these are actual exercises
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都是當時我為了我表弟
07:50
that I started writing for my cousins.
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所做的題目
07:53
The ones I started were much more primitive.
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當時的畫面比較原始
07:55
This is a more competent version of it.
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現在的比較好用
07:58
But the paradigm here is, we'll generate as many questions as you need
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這個範例所展現的是，我們讓你做許多題目
08:01
until you get that concept,
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直到你理解了這個概念
08:03
until you get 10 in a row.
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直到你連續答對十題
08:05
And the Khan Academy videos are there.
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如果你不知道怎麼做
08:07
You get hints, the actual steps for that problem,
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Khan 學院影片在這
08:09
if you don't know how to do it.
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有提示，還有解題的步驟
08:11
But the paradigm here, it seems like a very simple thing:
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這個範例看上去很簡單：
08:13
10 in a row, you move on.
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十題，然後繼續
08:15
But it's fundamentally different than what's happening in classrooms right now.
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它和現在的教室有所不同
08:18
In a traditional classroom,
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在傳統的教室裡
08:20
you have a couple of homework,
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你有一些作業
08:22
homework, lecture, homework, lecture,
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作業、講課、作業、講課
08:24
and then you have a snapshot exam.
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然後你有個短短的考試
08:26
And that exam, whether you get a 70 percent, an 80 percent,
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無論你在考試裡拿了70分、80分
08:28
a 90 percent or a 95 percent,
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90或95分
08:31
the class moves on to the next topic.
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課堂都會繼續
08:33
And even that 95 percent student,
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但就算你拿了95分
08:35
what was the five percent they didn't know?
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他不知道的那5分怎麼辦
08:37
Maybe they didn't know what happens when you raise something to the zero power.
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或許他們不知道你把數提到零功率的時候會怎樣
08:40
And then you go build on that in the next concept.
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但你已經開始講解下個概念了
08:42
That's analogous to
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那就像是
08:44
imagine learning to ride a bicycle,
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想像你在學騎腳踏車
08:46
and maybe I give you a lecture ahead of time,
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我事先和你講解
08:49
and I give you that bicycle for two weeks.
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然後把腳踏車給你兩個禮拜
08:51
And then I come back after two weeks,
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兩個禮拜後我回來說
08:53
and I say, "Well, let's see. You're having trouble taking left turns.
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“我看看，你左轉有問題
08:55
You can't quite stop.
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不太停的下來
08:57
You're an 80 percent bicyclist."
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你是個80分的旗手”
08:59
So I put a big C stamp on your forehead
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然後我在你額頭上打個C印
09:03
and then I say, "Here's a unicycle."
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然後說“這是你的單輪車。”
09:06
But as ridiculous as that sounds,
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就算它聽上去很可笑
09:08
that's exactly what's happening
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這就是每天
09:10
in our classrooms right now.
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發生在我們教室裡的事
09:12
And the idea is you fast forward
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把情況往前快轉
09:15
and good students start failing algebra all of a sudden
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好學生突然當掉了代數
09:17
and start failing calculus all of a sudden,
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當掉微積分
09:20
despite being smart, despite having good teachers,
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就算他們聰明，又有好老師
09:22
and it's usually because they have these Swiss cheese gaps
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往往是來自那些打基礎時
09:24
that kept building throughout their foundation.
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造成的那些瑞士乳酪孔隙一樣的差距
09:26
So our model
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我們的模式是
09:28
is learn math the way you'd learn anything,
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用你學其它事物的方式學習數學
09:30
like the way you would learn a bicycle.
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就像你學騎腳踏車一樣
09:32
Stay on that bicycle. Fall off that bicycle.
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坐在腳踏車上，從腳踏車上跌下
09:35
Do it as long as necessary until you have mastery.
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直到你真正學會為止
09:38
The traditional model,
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傳統的模式
09:40
it penalizes you for experimentation and failure,
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懲罰學生的嘗試和失敗
09:42
but it does not expect mastery.
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它不期待你完全理解
09:44
We encourage you to experiment. We encourage you to failure.
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我們鼓勵你實驗，鼓勵你失敗
09:47
But we do expect mastery.
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但我們要你完全理解掌控
09:50
This is just another one of the modules.
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這是另外一個課題
09:52
This is trigonometry.
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這是三角習題
09:54
This is shifting and reflecting functions.
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這是移位和反射函數
09:57
And they all fit together.
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他們全都有關聯
09:59
We have about 90 of these right now.
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我們現在大概有90個這樣的課程
10:01
And you can go to the site right now. It's all free. Not trying to sell anything.
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你可以自己上網站看，全免費，沒有要賣甚麼
10:04
But the general idea is that they all fit into this knowledge map.
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重點是他們全都包含在這知識地圖裡
10:07
That top node right there, that's literally single digit addition.
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上面那個最高的結是個位數加法
10:10
It's like one plus one is equal to two.
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像一加一等於二
10:13
And the paradigm is, once you get 10 in a row on that,
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它的用法是，一旦你連續答對十題
10:15
it keeps forwarding you to more and more advanced modules.
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你就會進階到下一個課題
10:18
So if you keep further down the knowledge map,
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如果你這張知識地圖持續前進
10:21
we're getting into more advanced arithmetic.
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便會進入更進階的演算
10:24
Further down, you start getting into pre-algebra and early algebra.
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再往下去，你就會到前代數和早期代數
10:27
Further down, you start getting into algebra one, algebra two,
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再下去，就有代數一
10:31
a little bit of precalculus.
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一些早期微積分
10:33
And the idea is, from this we can actually teach everything --
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我們的想法是，我們可以教所有東西
10:36
well, everything that can be taught
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至少那些所有可以教的東西
10:38
in this type of a framework.
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在這個框架下
10:40
So you can imagine -- and this is what we are working on --
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你可以想像 － 這是我們現在在做的 －
10:42
is from this knowledge map
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從這個知識地圖
10:44
you have logic, you have computer programming,
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你有邏輯、寫電腦程式
10:46
you have grammar, you have genetics,
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文法、遺傳學
10:49
all based off of that core of,
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中心思想是
10:51
if you know this and that,
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如果你懂了這個和那個
10:53
now you're ready for this next concept.
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就已經準備好理解下一個概念了
10:55
Now that can work well for an individual learner,
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當然你可以自己學
10:58
and I encourage, one, for you to do it with your kids,
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但是我鼓勵家長和孩子一起
11:00
but I also encourage everyone in the audience to do it yourself.
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我也鼓勵在場的個位觀眾自己試試
11:02
It'll change what happens at the dinner table.
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可以改變晚餐桌上的一些習慣
11:05
But what we want to do
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但我們想做的是
11:07
is to use the natural conclusion of the flipping of the classroom
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應用這些老師寫信給我的內容
11:09
that those early teachers had emailed me about.
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來改變現在的教育。
11:12
And so what I'm showing you here,
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我現在要給你看的是
11:14
this is actually data from a pilot in the Los Altos school district,
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從洛杉磯 Los Altos 學區來的數據
11:16
where they took two fifth grade classes and two seventh grade classes
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他們帶兩班五年級和兩班七年級學生
11:19
and completely gutted their old math curriculum.
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完全遺棄他們過去的數學課程
11:21
These kids aren't using textbooks,
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這些學生不用課本
11:23
they're not getting one-size-fits-all lectures.
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不用千篇一律的課堂解說
11:25
They're doing Khan Academy, they're doing that software,
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他們加入 Khan 學院
11:27
for roughly half of their math class.
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用半節課來用這套軟體
11:29
And I want to make it clear, we don't view this as the complete math education.
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我必須要說清楚，我們不是說這是完整的數學教育
11:32
What it does is -- and this is what's happening in Los Altos --
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它所做的是 － 就像在 Los Atlos 所做的一樣
11:34
it frees up time.
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它讓你有自由時間
11:36
This is the blocking and tackling,
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這是針對問題解答
11:38
making sure you know how to move through a system of equations,
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確定你知道如何在這些方程式系統中來去自如
11:40
and it frees up time for the simulations, for the games,
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你還有時間可以模擬、玩遊戲
11:43
for the mechanics, for the robot building,
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學機械、做機器人
11:45
for the estimating how high that hill is based on its shadow.
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用影子估算山究竟有多高
11:48
And so the paradigm is the teacher walks in every day,
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這個模式是，老師走進教室
11:51
every kid works at their own pace --
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每個學生用自己的速度學習
11:53
and this is actually a live dashboard from Los Altos school district --
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這是 Los Atlos 學區的測量表
11:56
and they look at this dashboard.
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數據在這裡一目瞭然
11:58
Every row is a student.
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每一列是一個學生
12:00
Every column is one of those concepts.
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每一行是一個概念
12:02
Green means the student's already proficient.
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綠色代表這個學生已經通過了
12:04
Blue means they're working on it -- no need to worry.
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藍色代表他們還在繼續學習 － 不用擔心
12:06
Red means they're stuck.
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紅色代表他們有困難了
12:08
And what the teacher does is literally just say,
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而教師所該做的不過是
12:11
"Let me intervene on the red kids."
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“讓我看看這些紅色的學生遇見了甚麼困難”
12:13
Or even better, "Let me get one of the green kids
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更好的是“讓我把這些綠色的學生
12:15
who are already proficient in that concept
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那些已經學會的學生
12:17
to be the first line of attack
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送到前線
12:19
and actually tutor their peer."
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教導他們的同學。”
12:23
(Applause)
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（掌聲）
12:30
Now I come from a very data-centric reality,
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這是以數據為主的
12:32
so we don't want that teacher to even go and intervene
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我們不希望老師去介入
12:34
and have to ask the kid awkward questions:
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或問學生奇怪的問題像
12:36
"Oh, what do you not understand?" or "What do you do understand?"
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“你有甚麼不懂的嗎？”或“你到底懂甚麼？”
12:38
and all of the rest.
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等等的。
12:40
So our paradigm is to really arm the teachers with as much data as possible --
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我們的軟體是用數據來幫助這些老師
12:43
really data that, in almost any other field, is expected,
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這些在金融、市場或製造業
12:45
if you're in finance or marketing or manufacturing --
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都有的真實數據
12:47
and so the teachers can actually diagnose what's wrong with the students
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這些老師可以由此看出他們的學生有甚麼困難
12:50
so they can make their interaction as productive as possible.
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讓他們的互動更有效率
12:53
So now the teachers know exactly what the students have been up to,
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現在這些老師知道他們的學生都做了些甚麼
12:56
how long they have been spending every day, what videos have they been watching,
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他們一天花了多少時間、看了多少影片
12:58
when did they pause the videos, what did they stop watching,
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他們甚麼時候暫停、停止了甚麼影片
13:00
what exercises are they using,
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他們做了甚麼習題
13:02
what have they been focused on?
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他們的學習重心是甚麼？
13:04
The outer circle shows what exercises they were focused on.
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外面的圈顯示他們專注於那些習題
13:07
The inner circle shows the videos they're focused on.
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裡面的圈顯示他們看了甚麼影片
13:10
And the data gets pretty granular
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然後數據變得更仔細
13:12
so you can see the exact problems that the student got right or wrong.
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你可以看到學生做對和做錯的問題
13:15
Red is wrong, blue is right.
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紅色是錯了，藍色是對了
13:17
The leftmost question is the first question that the student attempted.
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左邊的問題是學生第一個嘗試的問題
13:19
They watched the video right over there.
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他們在這裡看影片
13:21
And then you can see, eventually, they were able to get 10 in a row.
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然後終於，他們答對了十個問題
13:24
It's almost like you can see them learning over those last 10 problems.
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就像你可以看到他們慢慢靠向最後那十個問題
13:27
They also got faster.
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他們的速度更快了
13:29
The height is how long it took them.
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高度是他們的答題時間
13:33
So when you talk about self-paced learning,
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當你談到自主學習
13:36
it makes sense for everyone -- in education-speak, differentiated learning --
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大家都聽得懂 － 因材施教
13:40
but it's kind of crazy when you see it in a classroom.
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但親眼教室看到時還是很令人吃驚
13:43
Because every time we've done this,
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因為每一次
13:45
in every classroom we've done,
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在每一個我們實驗的課堂
13:48
over and over again, if you go five days into it,
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一次又一次，五天下來
13:50
there's a group of kids who've raced ahead
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一群孩子往前直衝
13:52
and there's a group of kids who are a little bit slower.
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一群孩子較為緩慢
13:54
And in a traditional model, if you did a snapshot assessment,
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在過去的模式，如果你用以前的衡量方法
13:56
you say, "These are the gifted kids, these are the slow kids.
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你會說“這些是聰明的孩子，這些是遲緩的孩子
13:59
Maybe they should be tracked differently.
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或許他們應該用不同的方式衡量
14:01
Maybe we should put them in different classes."
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或許我們應該把他們放到不同班級。”
14:03
But when you let every student work at their own pace --
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但一旦你讓學生用他們自己的速率學習
14:05
and we see it over and over and over again --
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我們一次又一次的見證
14:08
you see students who took a little bit [of] extra time
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那些在某些習題上
14:10
on one concept or the other,
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花較多時間的學生
14:12
but once they get through that concept,
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只要搞懂了那個概念
14:14
they just race ahead.
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便順利向前。
14:16
And so the same kids that you thought were slow six weeks ago,
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六個禮拜前覺得緩慢的學生
14:19
you now would think are gifted.
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現在你會覺得他們很聰明
14:21
And we're seeing it over and over and over again.
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我們真的一次又一次地看見這種狀況
14:23
And it makes you really wonder
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不禁讓人想到
14:25
how much all of the labels maybe a lot of us have benefited from
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我們身上所貼的這些好標簽
14:28
were really just due to a coincidence of time.
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到底有多少不過來自偶然
14:34
Now as valuable as something like this is
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像這樣珍貴的發現
14:36
in a district like Los Altos,
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在 Los Altos 這樣的學區
14:39
our goal is to use technology
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我們的目標是用科技帶回人性
14:41
to humanize, not just in Los Altos, but on a global scale,
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不只在 Los Altos，更在全球各地
14:44
what's happening in education.
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我們的教育情況究竟如何
14:46
And actually, that kind of brings an interesting point.
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事實上，這讓我們看見一些有趣的點
14:48
A lot of the effort in humanizing the classroom
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許多有關人性教育的討論
14:51
is focused on student-to-teacher ratios.
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都注重老師和學生的比例上
14:54
In our mind, the relevant metric
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在我們看來，更有效的衡量方法
14:56
is student-to-valuable-human-time-
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應該是以學生得到了老師多少時間
14:59
with-the-teacher ratio.
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作為衡量
15:01
So in a traditional model, most of the teacher's time
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在傳統模式裡，老師大部分的時間
15:03
is spent doing lectures and grading and whatnot.
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都在講課、改作業、打分數
15:06
Maybe five percent of their time is actually sitting next to students
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或許只有百分之五的時間
15:08
and actually working with them.
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真的和學生一起相處
15:10
Now 100 percent of their time is.
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現在他們可以有百分百的注意力
15:12
So once again, using technology, not just flipping the classroom,
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我要再說一次，科技不但讓課堂更有趣
15:15
you're humanizing the classroom, I'd argue,
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也讓課堂更人性
15:17
by a factor of five or 10.
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至少增加五到十倍
15:20
And as valuable as that is in Los Altos,
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就像在 Los Altos 所呈現的
15:22
imagine what that does to the adult learner
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想像這會對那些因為羞於承認
15:24
who's embarrassed to go back and learn stuff
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而不敢回去學習的成年學生
15:26
that they should have before, before going back to college.
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帶來多大的幫助
15:28
Imagine what it does
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想像它會對
15:31
to a street kid in Calcutta
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加爾各答的街童帶來甚麼樣的改變
15:34
who has to help his family during the day,
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他們因為要工作幫助家裡
15:37
and that's the reason why he or she can't go to school.
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而無法上學
15:39
Now they can spend two hours a day and remediate,
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現在他們可以一天花兩小時補救
15:42
or get up to speed and not feel embarrassed
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或迎頭趕過而不用因為他們的程度
15:44
about what they do or don't know.
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而感到困窘
15:47
Now imagine what happens where --
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想像那些
15:49
we talked about the peers teaching each other
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同儕在教室裡互相學習的
15:51
inside of a classroom.
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狀況
15:53
But this is all one system.
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這都在同一個體系裡
15:55
There's no reason why you can't have
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沒甚麼理由你不能把
15:57
that peer-to-peer tutoring
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這種同儕學習的形態
15:59
beyond that one classroom.
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延伸到教室外
16:01
Imagine what happens if that student in Calcutta
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想像一個加爾各答的學生
16:04
all of a sudden can tutor your son,
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突然開始教你的兒子
16:06
or your son can tutor that kid in Calcutta?
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或是你的兒子開始教他
16:09
And I think what you'll see emerging
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我想這就是你會在世界如教室
16:11
is this notion of a global one-world classroom.
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教室如世界的今日所看到的情況
16:17
And that's essentially what we're trying to build.
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而這就是我們所想要建構的
16:21
Thank you.
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謝謝各位
16:23
(Applause)
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（掌聲）
17:04
Bill Gates: I've seen some things you're doing in the system
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比爾蓋茲：我有看過系統裡有些與
17:07
that have to do with motivation and feedback --
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動力和反饋有關的機制
17:09
energy points, merit badges.
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精神點數、榮譽胸章
17:12
Tell me what you're thinking there.
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告訴我那是甚麼回事？
17:14
SK: Oh yeah. No, we have an awesome team working on it.
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SK: 是的，現在我們有一組很棒的人正在開發它
17:16
And I have to make it clear, it's not just me anymore.
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我要說清楚，現在不只有我
17:18
I'm still doing all the videos,
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我仍然錄製所有的影片
17:20
but we have a rockstar team doing the software.
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但我們有一組超贊的人在開發軟體
17:22
Yeah, we've put a bunch of game mechanics in there
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我們設計了很多遊戲機制
17:24
where you get these badges,
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學生們可以拿獎章
17:26
we're going to start having leader boards by area, and you get points.
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我們還要設計一個地區排行榜，讓他們拿點數
17:29
It's actually been pretty interesting.
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非常有趣
17:31
Just the wording of the badging or how many points you get for doing something,
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就算只是獎章的名稱或是一些點數
17:34
we see on a system-wide basis,
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都可以看到整個系統裡的
17:36
like tens of thousands of fifth graders or sixth graders
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幾萬個五年級六年級生
17:38
going one direction or another,
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轉換方向
17:40
depending what badge you give them.
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就看你給他們甚麼獎章
17:42
(Laughter)
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（笑聲）
17:44
BG: And the collaboration you're doing with Los Altos,
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蓋茲：你和 Los Altos 的合作
17:47
how did that come about?
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是怎麼開始的？
17:49
SK: Los Altos, it was kind of crazy.
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SK: Los Altos，那真是有點瘋狂
17:51
Once again, I didn't expect it to be used in classrooms.
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說真的，我沒有預期它會被用在課堂裡
17:55
Someone from their board came and said,
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有時候他們的理事會來問我
17:57
"What would you do if you had carte blanche in a classroom?"
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“如果我把學校全權授權與你，你會怎麼做？”
17:59
And I said, "Well, I would just, every student work at their own pace
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我會說“我會讓所有學生用這個軟體自主學習
18:02
on something like this and we'd give a dashboard."
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然後我們會給一個數據表”
18:04
And they said, "Oh, this is kind of radical. We have to think about it."
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他們會說“嗯這有點激進，我們得好好考慮。”
18:07
And me and the rest of the team were like,
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我和其他組員會想
18:09
"They're never going to want to do this."
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“他們永遠不可能想試的。”
18:11
But literally the next day they were like, "Can you start in two weeks?"
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結果隔天他們就回來問“兩個禮拜內開始可以嗎？”
18:14
(Laughter)
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（笑聲）
18:16
BG: So fifth grade math is where that's going on right now?
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蓋茲：所以你們現在用五年級學生測試嗎？
18:19
SK: It's two fifth grade classes and two seventh grade classes.
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SK: 是兩堂五年級和兩堂七年級生
18:22
And they're doing it at the district level.
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整個學區
18:24
I think what they're excited about is they can now follow these kids.
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我想他們對於可以追蹤學生的進度感到很興奮
18:27
It's not an only-in-school thing.
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這不只是校內的事情
18:29
We've even, on Christmas, we saw some of the kids were doing it.
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我們看到有些學生甚至在聖誕節也在做題
18:31
And we can track everything.
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我們可以追蹤他們的學習狀態
18:33
So they can actually track them as they go through the entire district.
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他們也可以用學區來分別追蹤這些狀態
18:35
Through the summers, as they go from one teacher to the next,
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暑假過去，在他們換老師的時候
18:37
you have this continuity of data
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你有這些持續的數據
18:39
that even at the district level they can see.
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就算學區層次也能看到
18:41
BG: So some of those views we saw
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蓋茲：所以我們剛剛所看到的這些
18:43
were for the teacher
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是給老師
18:45
to go in and track actually what's going on with those kids.
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用來追蹤學生的進度
18:48
So you're getting feedback on those teacher views
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你有老師對這些數據
18:50
to see what they think they mean?
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的看法嗎？
18:53
SK: Oh yeah. Most of those were specs by the teachers.
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SK: 有的，大部分的這些規格都來自老師的意見
18:56
We made some of those for students so they could see their data,
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我們也有一些是為學生做的，讓他們可以看到他們的數據
18:59
but we have a very tight design loop with the teachers themselves.
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但在設計過程中我們和這些老師保持緊密的合作關係
19:02
And they're literally saying, "Hey, this is nice, but ... "
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他們會說“這不錯，但⋯⋯”
19:05
Like that focus graph, a lot of the teachers said,
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就像這個重心圖，許多老師說
19:07
"I have a feeling that a lot of the kids are jumping around
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“我覺得許多孩子都會跳躍學習
19:09
and not focusing on one topic."
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而不會把重心放在一個主題上”
19:11
So we made that focus diagram.
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於是我們做了重心圖
19:13
So it's all been teacher-driven.
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這是非常以教師為重心的設計
19:15
It's been pretty crazy.
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非常瘋狂
19:17
BG: Is this ready for prime time?
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蓋茲：這已經可以使用了嗎？
19:19
Do you think a lot of classes next school year should try this thing out?
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你覺得明年是否有許多學校應該試試這個
19:22
SK: Yeah, it's ready.
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SK:
19:24
We've got a million people on the site already,
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我們已經有幾百萬人在使用網站
19:26
so we can handle a few more.
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我們還可以承受一些
19:28
(Laughter)
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（笑聲）
19:31
No, no reason why it really can't happen
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真的沒甚麼理由
19:33
in every classroom in America tomorrow.
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明天美國的每個教室都可以使用它
19:35
BG: And the vision of the tutoring thing.
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蓋茲：所以這個教學的
19:38
The idea there is, if I'm confused about a topic,
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如果我不明白某個主題
19:41
somehow right in the user interface
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在用戶界面中
19:43
I'd find people who are volunteering,
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我就能找到志願者
19:45
maybe see their reputation,
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看看別人對他的評語
19:47
and I could schedule and connect up with those people?
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然後我可以和他約時間？
19:50
SK: Absolutely. And this is something
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SK: 沒錯。我建議在座的
19:52
that I recommend everyone in this audience to do.
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每個人都這麼做。
19:54
Those dashboards the teachers have, you can go log in right now
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老師有的這些平台，你也可以登入
19:57
and you can essentially become a coach
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你可以成為你的孩子
19:59
for your kids, or nephews, or cousins,
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姪子或表弟妹的教練
20:02
or maybe some kids at the Boys and Girls Club.
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甚至男孩或女孩社團的教練
20:04
And yeah, you can start becoming a mentor, a tutor,
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你也可以開始做個家教、教練
20:07
really immediately.
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馬上就行
20:09
But yeah, it's all there.
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都已經好了。
20:11
BG: Well, it's amazing.
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蓋茲：實在太好了
20:13
I think you just got a glimpse of the future of education.
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我想你正瞥見了教育的未來
20:15
Thank you. (SK: Thank you.)
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謝謝你（SK：謝謝你）
20:17
(Applause)
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（掌聲）
ABOUT THE SPEAKER
Sal Khan - Educator and social entrepreneurIn 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more.
Why you should listen
Salman "Sal" Khan is the founder and chief executive officer of Khan Academy, a not-for-profit with a mission of providing a free, world-class education for anyone, anywhere.
Khan Academy started as a passion project in 2004. Khan's cousin was struggling with math, so he tutored her remotely and posted educational videos on YouTube. So many people watched the videos that eventually Khan quit his job at a hedge fund and pursued Khan Academy full time. Today Khan Academy has more than 100 employees in Mountain View, California. Khan Academy believes learners of all ages should have unlimited access to free educational content they can master at their own pace. Its resources cover preschool through early college education, including math, grammar, biology, chemistry, physics, economics, finance and history. Additionally, Khan Academy offers free personalized SAT test prep in partnership with the test developer, the College Board. More than 42 million registered users access Khan Academy in dozens of languages across 190 countries.
Khan has been profiled by "60 Minutes," featured on the cover of Forbes, and recognized as one of TIME’s "100 Most Influential People in the World." In his book, The One World Schoolhouse: Education Reimagined, Sal outlines his vision for the future of education.
Khan holds three degrees from MIT and an MBA from Harvard Business School.
Sal Khan | Speaker | TED.com