因為寫論文的緣故，應(yīng)老師要求觀看了卡羅爾·德韋克（Carol S. DWeck）的TED演講《請相信，你可以進步》（The Power of Yet）。德韋克博士是當今著名的心理學家，通過20多年的研究，在心理定向的研究領(lǐng)域獨樹一幟。心理定向分為固定型心理定向和發(fā)展型心理定向兩種。在童年期和成年期就逐步顯現(xiàn)出來并在我們確立人生目標、處理工作和人際關(guān)系、培養(yǎng)孩子及發(fā)揮自己的潛能等諸多方面起著完全不同的作用。演講通過比較分析了兩種心理定向（思維模式）的不同，肯定了注重過程而非結(jié)果的發(fā)展型心理定向（成長型思維模式）的優(yōu)勢，并闡述了如何培養(yǎng)成長型思維的建議，另外詳細內(nèi)容也可以閱讀她的著作《心理定向與成功》，推薦～
視頻全程10:24分鐘，手錄內(nèi)容4分鐘已花了很長時間，以下為上半部分，是對兩種思維模式的研究比較。明天繼續(xù)下半部分，如何培養(yǎng)成長型思維模式。一切都還不晚，對自己，對孩子～
以下為演講正文：
The power of yet
專注過程而不是結(jié)果
I heard about a high school in Chicago, where students had to pass a certain number of courses to graduate,and if they didn't pass a course, they got the grade 'Not Yet'.
我聽說在芝加哥有一所高中，那兒的學生畢業(yè)前要通過一系列課程，如果某一門課沒有通過，成績就是“暫未通過”。
And I thought that was fantastic，Because if you get a failing grade, you think, I'm nothing, I'm nowhere.
我想這真是個絕妙的做法，因為如果你某門課的成績不及格，你會想，我什么都不是，我什么都沒有學到。
But if you get the grade 'not yet', you understand that you're on a learning curve，it gives you a path into the future.
但如果你的成績是“暫未通過”，你會明白學習的步伐并沒有停下，你還需逐步向前，爭取未來。
'Not yet' also gave me insight into a critical event early in my career, a real turning point.
“暫未通過”也讓我聯(lián)想起一件尤為重要的發(fā)生在我職業(yè)生涯初期的事情，之前是對我而言是一個轉(zhuǎn)折點。
I wanted to see how children coped with challenge and difficulty, so I gave 10 year olds problems that was slightly too hard for them. Some of them reacted in a shockingly positive way. They said things like, 'I love a challenge,'or, 'you know, I was hoping this would be informative.' They understood that their abilities could be developed. They had what I call a growth mindset.
當時我想探究孩子是如何應(yīng)對挑戰(zhàn)和困難的，因此我讓一些10歲大的孩子嘗試解決一些對于他們而言稍稍偏難的問題。一些孩子積極應(yīng)對的方式讓我感到震驚。他們會這樣說，“我喜歡挑戰(zhàn)，"或說，“你知道的，我希望能有所獲?！边@些孩子明白他們能力是可以提升的。他們有我所說的成長型思維模式。
But other students felt it was tragic, catastrophic. From their more fixed mindset perspective, their intelligence had been up for judgment and they failed.
但另一些孩子覺得面對這些難題是不幸，宛如面對一場災(zāi)難。從他們的固定型思維角度來看，他們的才智受到了評判，而他們失敗了。
Instead of luxuriating ?in the power of yet, they were gripped in the tyranny of now. So what do they do next? I'll tell you what they do next.
他們不懂得享受學習的過程，而只盯住眼前的成與敗. 這些孩子們后面表現(xiàn)如何？讓我告訴你他們接下來的表現(xiàn)。
In one study,they told us they would probably cheat the next time instead of studying more if they failed a test.
在一項研究中，他們告訴我們，如果他們某次考試未通過,他們很可能會在下次考試中作弊，而不是更加努力的學習。
In another study, after a failure, they looked for someone who did worse than they did, so they could feel really good about themselves. And in study after study, they have run from difficulty.
在另一項研究中他們掛了一門后，他們會找到那些考的還不如他們高的孩子，以尋求自我安慰。后續(xù)的研究陸續(xù)表明他們會逃避困難。
Scientists measured the electrical activity from the brain as students confronted an error. On the left, you see the fixed mindset students. There's hardly any activity. They run from the error,they don't engage with it.
科學家們監(jiān)測了學生們面對錯誤時的腦電活動圖像。在左側(cè)，是固定型思維模式的學生，幾乎沒有什么活動。他們在錯誤前選擇了逃避，他們沒有積極的投入。
But on the right, you have the students with the growth mindset, the idea that abilities can be developed. They engage deeply, their brain is on fire with yet, they process the error. They learn from it and correct it.
但請看右側(cè)，這是成長型思維模式的學生，這些學生相信能力會通過鍛煉得以提升。他們積極應(yīng)對錯誤，大腦在高速運轉(zhuǎn)，他們積極地投入，他們剖析錯誤，從中學習，最終訂正。
How are we raising our children? Are we raising them for now instead of yet? Are we raising kids who are obsessed with getting A's? Are we raising kids who don't know how to dream big dreams? Their biggest goal is getting the next A or the next test score? And are they carrying this need for constant that validation with them into their future lives? Maybe,because employers are coming to me and saying, we have already raised a generation of young workers who can't get through the day without an award.
如今我們是如何教育孩子的呢？是教育他們專注眼前，而不是注重過程嗎？我們培育了一些迷戀刷A的孩子們嗎？我們培育了沒有遠大理想的孩子們嗎？他們最遠大的目標就是再拿一個A，心里所想的就是下一次考試嗎？他們在今后的生活中，都以分數(shù)的高低來評判自己嗎？或許是的，因為企業(yè)雇主們跑來找我，說我們養(yǎng)育的這新一代走上工作崗位的人，如果不給他們獎勵，他們一天都過不下去。
So what can we do? How can we build that bridge to yet? Here are some things we can do.
我們該怎么做呢？如何讓孩子注重過程而不是結(jié)果呢？我們可以做這樣幾件事。
（未完待續(xù)）
