本系列英文內(nèi)容來自https://www.edx.org/course/the-science-of-learning-what-every-teacher-should-know，翻譯是自己練習(xí)，如有發(fā)現(xiàn)不妥請(qǐng)批評(píng)指正！
Importance of Non-cognitive Factors
非認(rèn)知因素的重要性
There's emerging consensus in educational research that non-cognitive factors can profoundly affect student learning.
在教育研究中出現(xiàn)了非認(rèn)知因素可能會(huì)深刻影響學(xué)生學(xué)習(xí)的共識(shí)。
We hope to demonstrate this to you in the coming sessions, including ways that you can incorporate what we cover into your teaching.
我們希望在接下來的課程中向您展示這一點(diǎn)，包括您可以將我們涵蓋的內(nèi)容融入到您的教學(xué)中的方法。
We'll do so through a model created in 2012 by a group of researchers and practitioners affiliated with the University of Chicago, led by Camille Farrington.
我們將通過2012年由Camille Farrington領(lǐng)導(dǎo)的芝加哥大學(xué)下屬的一組研究人員和從業(yè)人員創(chuàng)建的模型來實(shí)現(xiàn)這一目標(biāo)。
It's informed by a comprehensive literature review on the role of non-cognitive factors in shaping school performance.
它通過全面的文獻(xiàn)綜述來了解非認(rèn)知因素在塑造學(xué)校表現(xiàn)中的作用。
The model conceptualizes the relationships among each of those factors, as well as their ultimate relationship to academic performance.
該模型概念化了這些因素之間的關(guān)系，以及它們與學(xué)業(yè)成績的最終關(guān)系。
So, let's take a look.
所以，讓我們來看看。
Near the bottom of the diagram is an orange box labeled academic behaviors.
靠近圖底部的是一個(gè)標(biāo)有學(xué)術(shù)行為的橙色框。
This represents the student behaviors we're used to observing and hopefully eliciting in our classrooms.
這代表了我們過去觀察并希望在教室中引發(fā)的學(xué)生行為。
Things like consistently attending class, arriving prepared and on time, paying attention, mindfully engaging class activities and doing homework.
像持續(xù)參加課堂，準(zhǔn)備就緒，按時(shí)準(zhǔn)備，關(guān)注，精心參與課堂活動(dòng)和做作業(yè)。
In other words, this is the stuff of learning and what it means to be a good student.
換句話說，這就是學(xué)習(xí)的內(nèi)容，以及成為一名好學(xué)生意味著什么。
Academic behaviors are in turn influenced by the other factors you see in this model.
學(xué)術(shù)行為反過來受到你在這個(gè)模型中看到的其他因素的影響。
Together they help determine students' academic performance and how well they do in school.
它們綜合一起確定學(xué)生的學(xué)習(xí)成績和他們?cè)趯W(xué)校的表現(xiàn)有多好。
Next, the most broadly influential factor in this model is academic mindsets.
接下來，這個(gè)模型中最具影響力的因素是學(xué)術(shù)心態(tài)。
As you'll recall from the last session, mindsets encompass beliefs that students bring to their learning.
正如你回憶上一節(jié)課程中所學(xué)的那樣，心態(tài)包含了學(xué)生對(duì)他們的學(xué)習(xí)樹立信念。
Here again are some statements that capture them.
這里再一次強(qiáng)調(diào)它們。
I belong in this academic community.
?我屬于這個(gè)學(xué)術(shù)界。
My ability and competence grow with my effective effort.
我的能力和才干隨著我的有效努力而增長。
This work has value for me.
這項(xiàng)工作對(duì)我有價(jià)值。
I can succeed at this.
我可以在這方面取得成功。
Meaningful learning requires struggle, confusion, and even mistakes.
有意義的學(xué)習(xí)需要掙扎，困惑，甚至是錯(cuò)誤。
Now, that last one wasn't in the original paper, but we've added it because it's so essential.
現(xiàn)在，最后一篇不在原始論文中，但我們已經(jīng)添加了它，因?yàn)樗浅Ｖ匾?/p>
And we'll be discussing all five of those statements in coming sessions.
我們將在即將到來的課程中討論所有這五個(gè)方面。
Just below mindsets is academic perseverance, which comprises a diverse but related set of psychological concepts that recently has received increased attention.
思維模式下面是學(xué)術(shù)毅力，其中包括一組多元化但相關(guān)的心理學(xué)概念，最近受到越來越多的關(guān)注。
It represents the inclination for learners to focus and persist for extended periods of time in the face of distractions and temptations.
它代表了學(xué)習(xí)者在面對(duì)分心和誘惑時(shí)長時(shí)間的關(guān)注和堅(jiān)持的傾向。【也就是說面對(duì)花花世界的誘惑你是否能夠坐得住這個(gè)學(xué)術(shù)冷板凳】
It's related to the overlapping concepts of grit, tenacity, delayed gratification, self-discipline and self-control.
它涉及堅(jiān)韌，韌性，延遲滿足，自律和自我控制這些重疊性的概念。
Without these tendencies, high achieving academic performance is difficult.
沒有這些傾向，難以達(dá)到較高的學(xué)業(yè)成績。
And so far there's not much evidence they can easily be taught.
到目前為止，沒有太多的證據(jù)可以很容易地教授。
To the left of perseverance you'll see social skills.
在毅力的左邊，你會(huì)看到社交技巧。
While important, we won't focus too much on them, but they include the interpersonal qualities of empathy, cooperation, responsibility, and assertion.
雖然很重要，但我們不會(huì)過多地關(guān)注他們，但他們包括同情，合作，責(zé)任和主張的人際交往的質(zhì)量。
They capture how students interact and collaborate to learn more effectively from each other.
它們捕捉了學(xué)生如何互動(dòng)和協(xié)作，以便彼此更有效地學(xué)習(xí)。
Finally, learning strategies encompasses study skills and meta-cognitive strategies aimed at helping our students lead their own learning in a self-regulated way.
最后，學(xué)習(xí)策略包括學(xué)習(xí)技巧和元認(rèn)知策略，旨在幫助我們的學(xué)生以自律的方式領(lǐng)導(dǎo)自己的學(xué)習(xí)。
We'll give major focus to learning strategies for at least two reasons.
至少有兩個(gè)原因，我們將重點(diǎn)放在學(xué)習(xí)策略上。
First, there's now really good cognitive science research that can be translated into useful teaching strategies to help us improve our instruction.
首先，現(xiàn)在有非常好的認(rèn)知科學(xué)研究可以轉(zhuǎn)化為有用的教學(xué)策略來幫助我們改進(jìn)我們的教學(xué)。
Second, that same research can be applied to help our students learn more effectively themselves.
其次，同樣的研究可以用來幫助我們的學(xué)生更有效地學(xué)習(xí)自己。
We'll cover all of this in a later session.
我們將在稍后的課程中介紹所有這些內(nèi)容。
Of course, these non-cognitive factors don't operate in a vacuum.
當(dāng)然，這些非認(rèn)知因素不是在真空中操作。
The school and classroom context, included near the top of this model, can shape student achievement in positive or insidious ways.
包含在這個(gè)模型頂部附近的學(xué)校和課堂環(huán)境可以以積極或陰險(xiǎn)的方式塑造學(xué)生的成就。
School and classroom environments depend on the resources available, policies about grading and tracking, curriculum choices and instructional requirements, safety, student norms and expectations, faculty workload, and school leadership.
學(xué)校和課堂環(huán)境取決于可用資源，關(guān)于分級(jí)和跟蹤的政策，課程選擇和教學(xué)要求，安全，學(xué)生規(guī)范和期望，教師工作量以及學(xué)校領(lǐng)導(dǎo)?！具@大概是學(xué)區(qū)房存在的原因吧，好的學(xué)區(qū)在這方面就比較好】
Equally crucial is the category at the very top, students' broader socio-cultural environment outside of school.
同等重要的是在學(xué)校以外的學(xué)生接觸的更廣泛的社會(huì)文化環(huán)境。
To learn and flourish, all of us require shelter, food, economic security, safety, family stability, and health.
為了學(xué)習(xí)和繁榮，我們所有人都需要住所，食物，經(jīng)濟(jì)安全，安全，家庭穩(wěn)定和健康。
These factors can profoundly encourage or constrain teacher effectiveness and opportunities for students to learn.
這些因素可以深刻地鼓勵(lì)或限制教師在學(xué)生學(xué)習(xí)上的成效和機(jī)會(huì)。
Unfortunately, we can talk all we want about the science of learning and its implications, but if basic classroom and school resource needs are not being met, or important systemic obstacles are in place, it becomes difficult to meaningfully use in classroom the information we're conveying here.
不幸的是，我們可以談?wù)撐覀兿胍年P(guān)于學(xué)習(xí)科學(xué)及其含義的所有內(nèi)容，但是如果基本的課堂和學(xué)校資源需求未得到滿足，或者存在重要的系統(tǒng)性障礙，則難以在教室中有意義地使用，我們?cè)谶@里再次強(qiáng)調(diào)?！具@大概說的就是學(xué)習(xí)的外因條件吧，小時(shí)候爸爸總是說我們給你提供充足的外因條件學(xué)習(xí)，能不能學(xué)的好就看你自己的內(nèi)因了，原來智慧就在身邊呢】
We cannot underestimate or ignore the very real factors creating stark inequalities among our schools, in the lives of our students.
我們不能低估或忽視造成我們學(xué)校和學(xué)生生活嚴(yán)峻不平等的現(xiàn)實(shí)因素。
If they aren't addressed and remediated, it will be very difficult for all of our students to learn in optimal ways.
如果他們沒有得到解決和補(bǔ)救，我們所有的學(xué)生都將很難以最佳方式學(xué)習(xí)。
Almost no matter what we do within our schools, regarding teaching and learning.
幾乎不管我們?cè)趯W(xué)校內(nèi)做什么，關(guān)于教學(xué)和學(xué)習(xí)。
And this brings us to the last and most important element of this model, the students themselves, their backgrounds, experiences, and characteristics.
這將我們帶入這個(gè)模型的最后也是最重要的元素，即學(xué)生本身，他們的背景，經(jīng)歷和特征。
No other factor shapes our effectiveness as teachers more significantly.
沒有其他因素更有效地影響教師的效能。
And it's why we should all practice what one educator called inside out teaching.
這就是為什么我們都應(yīng)該實(shí)踐一個(gè)教育家所謂的內(nèi)外教學(xué)。
The principle is that effective teaching always begins with the learner.
原則是有效的教學(xué)總是從學(xué)習(xí)者開始。
My first move as a teacher is to consider foremost the students I'm about to engage.
我作為一名教師的第一步是首先考慮我即將到來的學(xué)生。
When they walk into my classroom, what prior experiences, knowledge, hopes, aspirations, fears, wants and needs, skills, and questions are they bringing with them??
當(dāng)他們走進(jìn)我的教室時(shí)，他們帶來了什么以前的經(jīng)驗(yàn)，知識(shí)，希望，抱負(fù)，恐懼，需要和需求，技能和問題？【在學(xué)習(xí)LSAT時(shí)很明顯同一個(gè)班級(jí)的學(xué)生北京知識(shí)希望抱負(fù)是各不相同的，這也決定了各自的學(xué)習(xí)程度及可接受教學(xué)難易度】
How will those influence how and what I'll teach them? As David Ausubel said in one of the first textbooks published in 1968 about cognitive science, "The most important single factor influencing learning "is what the learner already knows.
這些將如何影響我將教他們的方式和內(nèi)容？正如David Ausubel在1968年出版的關(guān)于認(rèn)知科學(xué)的第一本教科書中所說的那樣，“影響學(xué)習(xí)的最重要的單一因素”就是學(xué)習(xí)者已經(jīng)知道的。
"Ascertain this and teach accordingly."
“查明這些并按照所查明的進(jìn)行教學(xué)。”
