ABOUT THE SPEAKER
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.

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.

More profile about the speaker
Sal Khan | Speaker | TED.com
TED Talks Live

Sal Khan: Let's teach for mastery -- not test scores

薩爾曼·可汗: 教育不是為了分數

Filmed:
3,654,589 views

你會在半吊子的地基上建房子嗎？當然不會。那為什麽，我們要催促那些連基礎知識還沒掌握的學生，匆匆忙忙地完成教育呢？沒錯，這問題的背景很複雜，但教育家薩爾曼·可汗（Salman Khan）向我們分享了他的計畫，藉由協助學生用自己的進度，來學習掌握知識，讓他們從學業掙扎的階段脫胎換骨到知識淵博的學者階段。
- 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

Double-click the English transcript below to play the video.

00:12
I'm here today今天 to talk about
the two ideas思路 that,
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我今天來這裡是要談談兩個概念，
00:15
at least最小 based基於 on
my observations意見 at Khan汗 Academy學院,
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這兩個概念是基於我對
可漢學院的觀察。
00:18
are kind類 of the core核心,
or the key鍵 leverage槓桿作用 points點 for learning學習.
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有關於學習的核心，
或者說是學習的關鍵動機。
00:22
And it's the idea理念 of mastery征服
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一個是觀念的掌握，
00:24
and the idea理念 of mindset心態.
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另一個是思維方式。
00:26
I saw this in the early早 days天
working加工 with my cousins表兄弟.
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幾年前，我陪我親戚
一起讀書的時候，就觀察到
00:28
A lot of them were having有 trouble麻煩
with math數學 at first,
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他們之中很多人剛開始對
數學很頭疼，
00:31
because they had all of these gaps空白
accumulated積累 in their其 learning學習.
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原因是他們在學習過程中，
不斷積累還沒掌握的知識漏洞。
00:34
And because of that, at some point點
they got to an algebra代數 class類
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因此，當他們開始上代數課時，
00:37
and they might威力 have been a little bit位
shaky搖搖欲墜 on some of the pre-algebra預代數,
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在初級代數的課程中
可能就跟不太上，
00:40
and because of that, they thought
they didn't have the math數學 gene基因.
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因此，他們會認為自己
沒有學習數學的天賦。
00:44
Or they'd他們會 get to a calculus結石 class類,
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或者他們之後上微積分課時，
00:46
and they'd他們會 be a little bit位
shaky搖搖欲墜 on the algebra代數.
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才發現自己在代數環節上
的基礎也不太好。
00:48
I saw it in the early早 days天
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我知道這件事
是在前些年的時候，
00:50
when I was uploading上傳
some of those videos視頻 on YouTubeYouTube的,
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當我在YouTube上，
上傳這些視頻的時候，
00:54
and I realized實現 that people
who were not my cousins表兄弟 were watching觀看.
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我才搞懂，原來看我影片的
不只有我的親戚。
00:57
(Laughter笑聲)
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（笑聲）
00:59
And at first, those comments註釋
were just simple簡單 thank-yous感謝你要跟.
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一開始，有些留言
只是些簡單的謝謝。
01:03
I thought that was a pretty漂亮 big大 deal合同.
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我認為這樣真的很棒。
01:05
I don't know how much time
you all spend花 on YouTubeYouTube的.
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我不知道你們都花
多少時間在YouTube上。
01:07
Most最 of the comments註釋 are not "Thank you."
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因為後來大多數的留言
並不是「謝謝」。
01:09
(Laughter笑聲)
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（笑聲）
01:11
They're a little edgier前衛 than that.
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他們越來越激動了。
01:12
But then the comments註釋
got a little more intense激烈,
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但之後的留言變得越來越有深度，
01:15
student學生 after student學生 saying話
that they had grown長大的 up not liking喜歡 math數學.
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越來越多的學生反映，
他們之前是在不喜歡數學的環境下長大。
01:19
It was getting得到 difficult難 as they got
into more advanced高級 math數學 topics主題.
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進入高等數學後就更加痛苦了。
01:22
By the time they got to algebra代數,
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當他們開始上代數的時候，
01:24
they had so many許多 gaps空白 in their其 knowledge知識
they couldn't不能 engage從事 with it.
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他們的知識中已累積太多漏洞
以至於他們無法投入在課堂之中。
01:27
They thought they didn't
have the math數學 gene基因.
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他們會自以為沒有數學頭腦。
01:29
But when they were a bit位 older舊的,
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但當他們長大後，
01:31
they took拿 a little agency機構
and decided決定 to engage從事.
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他們有了一點動力
並決定要好好念書了，
01:33
They found發現 resources資源 like Khan汗 Academy學院
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他們找到了像可汗學院
這樣的資源，
01:35
and they were able能夠 to fill填 in those gaps空白
and master主 those concepts概念,
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能夠幫他們填補過去的
學習漏洞並掌握概念，
01:38
and that reinforced加強 their其 mindset心態
that it wasn't不 fixed固定;
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從此改變了他們的思維方式，
糾正了他們的定式思維；
01:41
that they actually其實 were capable能
of learning學習 mathematics數學.
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他們才知道其實他們自己
也有能力可以學好數學的。
01:44
And in a lot of ways方法, this is how
you would master主 a lot of things in life.
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在很多方面，這也是
你要如何掌握你人生事物的方法。
01:49
It's the way you would
learn學習 a martial武 art藝術.
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這就像你學習武術一樣。
01:51
In a martial武 art藝術, you would
practice實踐 the white白色 belt帶 skills技能
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在武術當中，如果有必要，
你必須一直練習白帶的技巧。
01:54
as long as necessary必要,
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01:56
and only when you've mastered掌握 it
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只有當你們掌握了它，
01:57
you would move移動 on to become成為 a yellow黃色 belt帶.
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你才能進階到黃帶。
01:59
It's the way you learn學習
a musical音樂 instrument儀器:
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這也是你們學習樂器的方式：
02:01
you practice實踐 the basic基本 piece片
over and over again,
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一遍遍練習最基礎的曲目，
02:04
and only when you've mastered掌握 it,
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只有當你們掌握了它，
02:05
you go on to the more advanced高級 one.
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你才會去挑戰更難的曲目。
02:07
But what we point點 out --
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但我要說的是：
02:08
this is not the way a traditional傳統
academic學術的 model模型 is structured結構化的,
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這並非傳統學習模式的架構，
02:13
the type類型 of academic學術的 model模型
that most最 of us grew成長 up in.
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也不是我們成長過程中
所使用的學習方式。
02:16
In a traditional傳統 academic學術的 model模型,
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在傳統學習模式當中，
02:18
we group組 students學生們 together一起,
usually平時 by age年齡,
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我們一般會將
同年齡的學生聚集在一起，
02:20
and around middle中間 school學校,
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在中學時期，
02:22
by age年齡 and perceived感知 ability能力,
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透過年齡和外顯的學習能力
把學生分組，
02:23
and we shepherd牧羊人 them all
together一起 at the same相同 pace步伐.
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然後我們以齊頭式的教育
引領他們。
02:27
And what typically一般 happens發生,
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常常發生的是，
02:28
let's say we're in a middle中間 school學校
pre-algebra預代數 class類,
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假設我們身處某中學的
初級代數課堂中，
02:30
and the current當前 unit單元 is on exponents指數,
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現在上的課程是指數，
02:32
the teacher老師 will give
a lecture演講 on exponents指數,
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老師就此內容來上課，
02:34
then we'll好 go home, do some homework家庭作業.
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之後，我們回家，
做了一些相關的習題。
02:37
The next下一個 morning早上,
we'll好 review評論 the homework家庭作業,
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第二天早上，
我們會批改這些作業。
02:39
then another另一個 lecture演講, homework家庭作業,
lecture演講, homework家庭作業.
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之後又是上課、做作業、
上課、做作業。
02:41
That will continue繼續 for about
two or three三 weeks週,
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這大概會持續兩到三周，
02:43
and then we get a test測試.
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然後考試。
02:45
On that test測試, maybe I get a 75 percent百分,
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在考試中，
我也許只會75%的題目，
02:48
maybe you get a 90 percent百分,
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你也許會90%，
02:49
maybe you get a 95 percent百分.
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或是95%。
02:51
And even though雖然 the test測試 identified確定
gaps空白 in our knowledge知識,
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即使考試能幫助
判斷我們知識的漏洞，
02:54
I didn't know 25 percent百分 of the material材料.
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我還是存在25%不知道的內容。
02:56
Even the A student學生, what was
the five五 percent百分 they didn't know?
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即使得A的學生，
仍有5%不懂的內容。
02:59
Even though雖然 we've我們已經 identified確定 the gaps空白,
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即使我們找到了那些漏洞，
03:01
the whole整個 class類 will then
move移動 on to the next下一個 subject學科,
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課堂還是會繼續，
進入下一個主題，
03:04
probably大概 a more advanced高級 subject學科
that's going to build建立 on those gaps空白.
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可能是更加覆雜的內容，
但卻建立在我們知識漏洞之上。
03:07
It might威力 be logarithms對數
or negative負 exponents指數.
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可能會是對數函數，
或者是負指數函數。
03:10
And that process處理 continues繼續,
and you immediately立即 start開始 to realize實現
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老師一直講課，
然後你會突然間發現，
03:13
how strange奇怪 this is.
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這一切怎麽那麽的陌生。
03:15
I didn't know 25 percent百分
of the more foundational基礎 thing,
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我明明還有25%
的基礎知識不懂，
03:17
and now I'm being存在 pushed推
to the more advanced高級 thing.
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現在卻被迫繼續學
更加深奧的東西。
03:20
And this will continue繼續 for months個月, years年份,
all the way until直到 at some point點,
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這會持續數月或數年，
直到某一刻，
03:24
I might威力 be in an algebra代數 class類
or trigonometry三角 class類
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我可能會在代數或
是三角函數課堂上
03:26
and I hit擊中 a wall壁.
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遇到麻煩。
03:27
And it's not because algebra代數
is fundamentally從根本上 difficult難
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這並非因為代數學本身很困難，
03:30
or because the student學生 isn't bright亮.
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或者是學生不夠聰明。
03:34
It's because I'm seeing眼看 an equation方程
and they're dealing交易 with exponents指數
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那是因為當我看見
指數的等式時，
03:37
and that 30 percent百分
that I didn't know is showing展示 up.
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其中有30%是我不懂的知識。
03:40
And then I start開始 to disengage解開.
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然後我就不想做了。
03:44
To appreciate欣賞 how absurd荒誕 that is,
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為了感受那是多麽的荒謬，
03:47
imagine想像 if we did other things
in our life that way.
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各位想象一下，如果我們以同樣方式
來處理人生中其它事情的時後，
03:51
Say, home-building房屋建築.
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比如說，蓋房子。
03:52
(Laughter笑聲)
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（笑聲）
03:56
So we bring帶來 in the contractor承包商 and say,
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我們找承包商來，然後和他說：
04:00
"We were told we have
two weeks週 to build建立 a foundation基礎.
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「我們被告知只有兩周時間去打地基。
04:02
Do what you can."
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所以你能蓋多少就蓋多少吧！」
04:04
(Laughter笑聲)
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（笑聲）
04:06
So they do what they can.
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所以他們就盡力去做了。
04:08
Maybe it rains降雨.
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施工過程中也許會下雨。
04:09
Maybe some of the supplies耗材 don't show顯示 up.
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也許有些物資沒到場的情況。
04:11
And two weeks週 later後來,
the inspector檢查員 comes來, looks容貌 around,
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然後兩周之後，
房屋檢查員來了，他看了一下，
04:15
says說, "OK, the concrete具體
is still wet濕 right over there,
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說：「好吧，這邊的水泥還沒乾，
04:17
that part's部分 not quite相當 up to code碼 ...
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那邊的也不大符合標準……
04:20
I'll give it an 80 percent百分."
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我就給你80分吧。」
04:22
(Laughter笑聲)
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（笑聲）
04:23
You say, "Great! That's a C.
Let's build建立 the first floor地板."
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然後你會說：「太好了，還有C等。
我們開始建第一層吧！”
04:26
(Laughter笑聲)
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（笑聲）
04:27
Same相同 thing.
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同樣的事情一再發生。
04:28
We have two weeks週, do what you can,
inspector檢查員 shows節目 up, it's a 75 percent百分.
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我們又努力了兩周
然後房屋檢查員來了，給了個75分。
04:32
Great, that's a D-plusd加.
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太好了，居然還有D+！
04:33
Second第二 floor地板, third第三 floor地板,
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繼續建二樓，三樓，
04:34
and all of a sudden突然,
while you're building建造 the third第三 floor地板,
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直到建三樓的時候，
整棟建築突然就倒塌了。
04:37
the whole整個 structure結構體 collapses崩潰.
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04:38
And if your reaction反應 is the reaction反應
you typically一般 have in education教育,
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如果你的回應與
受教育時的回應一樣，
或者是很多人會有的那種反應，
04:42
or that a lot of folks鄉親 have,
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04:43
you might威力 say, maybe
we had a bad壞 contractor承包商,
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你也許會說，我們只是倒楣
遇到了爛承包商，
04:45
or maybe we needed需要 better inspection檢查
or more frequent頻繁 inspection檢查.
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或是我們檢查的力度和次數不夠多。
04:48
But what was really broken破碎
was the process處理.
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但真正的問題，其實是過程的本身。
04:51
We were artificially人為 constraining制約
how long we had to something,
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我們用人為的方式
去限制完成某事的時間，
04:54
pretty漂亮 much ensuring確保 a variable變量 outcome結果,
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幾乎可以確定，結果一定會有落差，
04:56
and we took拿 the trouble麻煩 of inspecting檢查
and identifying識別 those gaps空白,
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然後我們檢查也發現了問題，
05:00
but then we built內置 right on top最佳 of it.
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但卻又立刻填鴨上去。
05:01
So the idea理念 of mastery征服 learning學習
is to do the exact精確 opposite對面.
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掌握式教育的觀念
就是去做完全相反的事。
05:04
Instead代替 of artificially人為
constraining制約, fixing定影
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將人為的限制、僵化、
05:07
when and how long you work on something,
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何時學習和學多久、
05:09
pretty漂亮 much ensuring確保
that variable變量 outcome結果,
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確認Ａ、B、C、D、F成績
05:11
the A, B, C, D, F --
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這些結果的行為，
05:13
do it the other way around.
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轉換成另一種方式。
05:15
What's variable變量 is when and how long
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學生之間不同的
只有「何時」以及「多久」
05:17
a student學生 actually其實 has
to work on something,
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可以掌握好一門知識，
05:19
and what's fixed固定 is that
they actually其實 master主 the material材料.
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要堅持一致的是
學生真的掌握了該門知識。
05:23
And it's important重要 to realize實現
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我們必須了解到它的重要性，
05:25
that not only will this make the student學生
learn學習 their其 exponents指數 better,
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這樣不僅可以讓學生
更好地掌握指數函數，
05:28
but it'll它會 reinforce加強
the right mindset心態 muscles肌肉.
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同時也可以培養一種
正確的思維方式。
05:31
It makes品牌 them realize實現 that if you got
20 percent百分 wrong錯誤 on something,
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這可以讓他們體認到
如果他們答錯了20％，
05:34
it doesn't mean that you have
a C branded品牌 in your DNA脫氧核糖核酸 somehow不知何故.
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不代表他們骨子裏就是個 C 咖，
05:38
It means手段 that you should just
keep working加工 on it.
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而是說明你還需要
在這個內容上繼續努力、
05:40
You should have grit砂礫;
you should have perseverance毅力;
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你得堅持不懈、
05:43
you should take agency機構 over your learning學習.
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你得拿出熱情克服學習的障礙。
05:45
Now, a lot of skeptics懷疑論者 might威力 say,
well, hey, this is all great,
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現在很多懷疑的人會說，
這些聽起來都很棒，
05:48
philosophically哲學, this whole整個 idea理念
of mastery-based掌握基礎 learning學習
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理論上來說，
這套以掌握為目的教學方式
05:51
and its connection連接 to mindset心態,
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與心智的連結，
05:53
students學生們 taking服用 agency機構
over their其 learning學習.
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可以讓學生拿出熱情
來克服學習障礙。
05:55
It makes品牌 a lot of sense感,
but it seems似乎 impractical不切實際的.
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聽起來很有道理，
但不太實際。
05:58
To actually其實 do it, every一切 student學生
would be on their其 own擁有 track跟踪.
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為了要真正的辦到這一點，
每個學生都必須有自己的學習進度，
06:01
It would have to be personalized個性化,
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必須有客製化的教學方式。
06:03
you'd你 have to have private私人的 tutors導師
and worksheets工作表 for every一切 student學生.
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每個學生都要有私人教師
和私人定制的練習題。
06:06
And these aren't不 new新 ideas思路 --
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但這並不是什麽新觀念——
06:08
there were experiments實驗
in Winnetka溫內特卡, Illinois伊利諾伊, 100 years年份 ago前,
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在100年前的伊利諾伊州，
溫內特卡市就有這樣的實驗：
06:11
where they did mastery-based掌握基礎 learning學習
and saw great results結果,
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他們從事了這種以掌握為目的的教學，
也取得了不錯的結果，
06:13
but they said it wouldn't不會 scale規模
because it was logistically後勤 difficult難.
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但是他們表示很難普及化，
畢竟這在邏輯上就難以實現。
06:17
The teacher老師 had to give different不同
worksheets工作表 to every一切 student學生,
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老師要給每個學生不同的試題，
06:20
give on-demand一經請求 assessments評估.
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根據需求做出不同的評估方式。
06:21
But now today今天, it's no longer長 impractical不切實際的.
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但如今，這已經不再是
不實際的問題了。
06:23
We have the tools工具 to do it.
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我們有了工具的幫助。
06:25
Students學生們 see an explanation說明
at their其 own擁有 time and pace步伐?
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學生可以按照自己的時間
和步調看錄影的講解，
06:27
There's on-demand一經請求 video視頻 for that.
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有很多適當的影片
可以符合學生的要求。
06:29
They need practice實踐? They need feedback反饋?
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他們需要練習嗎？需要反饋嗎？
06:31
There's adaptive自適應 exercises演習
readily容易 available可得到 for students學生們.
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那些掌握度的評估測驗，
學生都可以自行測驗。
06:36
And when that happens發生,
all sorts排序 of neat整齊 things happen發生.
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當這些條件都能成立的時候，
各種好事就會接踵而至。
06:38
One, the students學生們 can actually其實
master主 the concepts概念,
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首先，學生能夠真正掌握概念，
06:41
but they're also也 building建造
their其 growth發展 mindset心態,
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其次，他們能培養積極的態度，
06:43
they're building建造 grit砂礫, perseverance毅力,
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建立勇氣和不屈不撓的精神，
06:45
they're taking服用 agency機構 over their其 learning學習.
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他們會拿出熱情來學習。
06:47
And all sorts排序 of beautiful美麗 things
can start開始 to happen發生
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這些美好的事情，
06:50
in the actual實際 classroom課堂.
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已經可以進入實際的課堂當中了。
06:52
Instead代替 of it being存在 focused重點
on the lecture演講,
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取代老師專心講解課堂內容的是
06:54
students學生們 can interact相互作用 with each每 other.
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學生們可以互動學習。
06:55
They can get deeper更深 mastery征服
over the material材料.
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他們能夠更加深入地
去掌握知識。
06:58
They can go into simulations模擬,
Socratic蘇格拉底 dialogue對話.
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他們能夠模仿蘇格拉底的對話，
07:00
To appreciate欣賞 what we're talking說 about
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去感悟我們所說的事情，
07:03
and the tragedy悲劇 of lost丟失 potential潛在 here,
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去體會悲劇中的失落感，
07:07
I'd like to give a little bit位
of a thought experiment實驗.
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我想給各位一個
小型的思維實驗。
07:10
If we were to go 400 years年份
into the past過去 to Western西 Europe歐洲,
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如果我們回到400年前的西歐，
07:16
which哪一個 even then, was one of the more
literate識字 parts部分 of the planet行星,
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當時那邊是地球上
最文明的地方，
07:19
you would see that about 15 percent百分
of the population人口 knew知道 how to read讀.
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你會發現人群中
大概有15％的人識字，
07:23
And I suspect疑似 that if you asked問 someone有人
who did know how to read讀,
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然後我猜，當你去詢問
一個識字的人，
07:27
say a member會員 of the clergy牧師,
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比如一個神職人員，
07:29
"What percentage百分比 of the population人口
do you think is even capable能 of reading讀?"
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「你認為大概有多少人
有識字的能力呢？」
07:32
They might威力 say, "Well,
with a great education教育 system系統,
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他們也許會說：
「嗯，在這個強大的教育體系下，
07:36
maybe 20 or 30 percent百分."
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大概有個20%或30%吧。」
07:39
But if you fast快速 forward前鋒 to today今天,
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但如果你快進到當下，
07:41
we know that that prediction預測
would have been wildly瘋狂 pessimistic悲觀,
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我們都知道
那樣的預測實在太悲觀了，
07:44
that pretty漂亮 close關 to 100 percent百分
of the population人口 is capable能 of reading讀.
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現在幾乎是人人都識字。
07:48
But if I were to ask問 you
a similar類似 question題:
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但如果我問各位一個類似的問題：
07:51
"What percentage百分比 of the population人口
do you think is capable能
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「你們認為目前人口中有多少
07:55
of truly真 mastering母帶 calculus結石,
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是真正掌握微積分的，
07:57
or understanding理解 organic有機 chemistry化學,
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或是真正懂有機化學的，
08:00
or being存在 able能夠 to contribute有助於
to cancer癌症 research研究?"
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或是有能力能夠
為癌症研究作出貢獻的？」
08:04
A lot of you might威力 say, "Well,
with a great education教育 system系統,
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你們中的很多就會回答：
「就目前的強大教育體系下
08:07
maybe 20, 30 percent百分."
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大概有個20%或30%吧。」
08:09
But what if that estimate估計
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但假如那些判斷
08:11
is just based基於 on your own擁有 experience經驗
in a non-mastery非精通 framework骨架,
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僅僅是基於你們尚未
掌握觀念的個人經驗，
08:14
your own擁有 experience經驗 with yourself你自己
or observing觀察 your peers同行,
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僅僅是基於你們的自身經歷
或僅是對周圍人的觀察而已呢？
08:17
where you're being存在 pushed推
at this set組 pace步伐 through通過 classes類,
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當時你就是被迫推進課堂進度，
不斷積累漏洞情況的人啊？
08:20
accumulating積累 all these gaps空白?
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08:21
Even when you got that 95 percent百分,
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即使你掌握了95%的知識，
08:23
what was that five五 percent百分 you missed錯過?
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那剩下的5%呢？
08:25
And it keeps保持 accumulating積累 --
you get to an advanced高級 class類,
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漏洞持續積累，
直到進入進階課程，
08:27
all of a sudden突然 you hit擊中 a wall壁 and say,
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突然碰壁，然後你就會說：
08:29
"I'm not meant意味著 to be a cancer癌症 researcher研究員;
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「我天生就不是個癌症研究人員、
08:31
not meant意味著 to be a physicist物理學家;
not meant意味著 to be a mathematician數學家."
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不是物理學家、不是數學家。」
08:34
I suspect疑似 that that actually其實 is the case案件,
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我認為這就是現實情況。
08:36
but if you were allowed允許 to be operating操作
in a mastery征服 framework骨架,
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但如果你能從掌握知識的視角去審視，
08:40
if you were allowed允許 to really
take agency機構 over your learning學習,
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如果你能從培養學習動力的角度來看，
08:43
and when you get something wrong錯誤,
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當你做錯題目的時候，
08:45
embrace擁抱 it -- view視圖 that failure失敗
as a moment時刻 of learning學習 --
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把這種失敗當作學習的一部分
並坦然接受，
08:48
that number數, the percent百分
that could really master主 calculus結石
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那真正掌握微積分的人數比例
08:52
or understand理解 organic有機 chemistry化學,
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或是真正掌握有機化學的人數比例
08:54
is actually其實 a lot closer接近 to 100 percent百分.
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就會接近100%了。
08:57
And this isn't even just a "nice不錯 to have."
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而這並不僅僅只是「有人就好」
的意義而已，
09:01
I think it's a social社會 imperative勢在必行.
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我認為社會急需要這些人才。
09:03
We're exiting退出 what you could call
the industrial產業 age年齡
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用你們的話來說，
我們正處於一個工業時代，
09:07
and we're going into
this information信息 revolution革命.
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而我們正在進入
資訊革命的時代。
09:11
And it's clear明確 that some
things are happening事件.
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很明確的是，
一些變化正在發生。
09:13
In the industrial產業 age年齡,
society社會 was a pyramid金字塔.
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在工業時代，
社會是一個金字塔。
09:15
At the base基礎 of the pyramid金字塔,
you needed需要 human人的 labor勞動.
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在金字塔底端，我們需要的是人力。
09:21
In the middle中間 of the pyramid金字塔,
you had an information信息 processing處理,
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在金字塔中間，資訊需要處理
09:24
a bureaucracy官僚 class類,
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所以有官僚特權階層，
09:26
and at the top最佳 of the pyramid金字塔,
you had your owners擁有者 of capital首都
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而金字塔頂端，
就會是那些資本家、
09:29
and your entrepreneurs企業家
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那些企業家、
09:31
and your creative創作的 class類.
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還有那些創業家。
09:33
But we know what's happening事件 already已經,
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但當我們進入到資訊革命的年代，
09:35
as we go into this information信息 revolution革命.
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我們就知道將要發生什麽事了。
09:37
The bottom底部 of that pyramid金字塔,
automation自動化, is going to take over.
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在金字塔底端，
自動化將取代人力。
09:40
Even that middle中間 tier一線,
information信息 processing處理,
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甚至中間層資訊處理的這一段
09:43
that's what computers電腦 are good at.
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電腦做的都比他們好。
09:44
So as a society社會, we have a question題:
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所以對一個社會而言，
我們有一個問題：
09:46
All this new新 productivity生產率 is happening事件
because of this technology技術,
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科技帶來了新的生產力，
是誰會參與其中呢？
09:49
but who participates參與 in it?
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09:51
Is it just going to be that very top最佳
of the pyramid金字塔, in which哪一個 case案件,
225
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是不是只有處於金字塔頂端的人？
這種情況下，
其他人還能做些甚麼？
09:54
what does everyone大家 else其他 do?
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09:55
How do they operate操作?
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他們會如何操作？
09:56
Or do we do something
that's more aspirational抱負?
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或者我們是否要從事
更加遠大的事業呢？
09:59
Do we actually其實 attempt嘗試
to invert倒置 the pyramid金字塔,
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我們是否真的願意
嘗試去翻轉金字塔？
10:02
where you have a large大 creative創作的 class類,
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2001
讓我們有一大群創意人才、
10:04
where almost幾乎 everyone大家
can participate參加 as an entrepreneur企業家,
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3681
讓每個人都是企業家、
10:08
an artist藝術家, as a researcher研究員?
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1945
藝術家，或是研究人員？
10:10
And I don't think that this is utopian烏托邦.
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我並不認為這是空想。
10:12
I really think that this
is all based基於 on the idea理念
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我認為這一切都建立在一個理念，
10:15
that if we let people
tap龍頭 into their其 potential潛在
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就是如果我們能夠藉由掌握概念及
10:17
by mastering母帶 concepts概念,
236
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1964
激發學生的學習熱忱
10:19
by being存在 able能夠 to exercise行使 agency機構
over their其 learning學習,
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3577
來讓學生的潛力獲得十足的發揮，
10:22
that they can get there.
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1342
這樣，他們就能夠
達到理想境界。
10:24
And when you think of it
as just a citizen公民 of the world世界,
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當你去想象，你就是
那樣理想世界中的一員，
10:28
it's pretty漂亮 exciting扣人心弦.
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那真的是令人興奮的一件事。
10:29
I mean, think about
the type類型 of equity公平 we can we have,
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我的意思是，想象一下
我們能做到、能擁有的那種平等，
10:32
and the rate率 at which哪一個 civilization文明
could even progress進展.
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以及文明進步所能達到的那種境界。
10:36
And so, I'm pretty漂亮 optimistic樂觀 about it.
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因此，我很有信心。
10:38
I think it's going to be
a pretty漂亮 exciting扣人心弦 time to be alive活.
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我認為，當我們達到的那一刻，
將令人無比激動。
10:42
Thank you.
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謝謝！
10:43
(Applause掌聲)
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5477
（掌聲）
Translated by Yi-Fan Yu
Reviewed by Wen-Kuang Liu

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ABOUT THE SPEAKER
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.

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.

More profile about the speaker
Sal Khan | Speaker | TED.com
THE ORIGINAL VIDEO ON TED.COM