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，如有發(fā)現(xiàn)不妥請批評指正！
Developing Growth Mindsets
培養(yǎng)成長性思維
We discussed earlier the learning power of a growth mindset.
我們之前討論過成長性思維的學習力。
It can help students push through challenges, enhance their performance, and close stubborn achievement gaps.
它可以幫助學生克服挑戰(zhàn)，提高他們的表現(xiàn)，并彌補頑固的成績差距。
Why might the growth mindset have such a large influence on us? Earlier, we introduced a model, illustrating how non-cognitive factors interact and influence one another.
為什么成長思維對我們有如此大的影響？此前，我們引入了一個模型，說明非認知因素如何相互作用并相互影響成長性思維的。
That model suggests that mindsets affect ranges of other factors, including social skills, learning strategies, academic behaviors, and perseverance.
那個模型表明，思維方式影響其他因素的范圍，包括社交技能，學習策略，學術(shù)行為和毅力。
And if students can improve in these interconnected areas, they're highly likely to perform better.
如果學生能夠在這些相互關(guān)聯(lián)的領(lǐng)域取得進步，他們很可能表現(xiàn)更好。
Over time then, we can help students shift from a negative cycle to a more a virtuous one, with each small positive change increasing momentum for further positive ones.
隨著時間的推移，我們可以幫助學生從惡性循環(huán)轉(zhuǎn)變?yōu)楦恿夹缘难h(huán)，每一個小小的積極變化都會為更積極的變化增加動力。
So how can we do this? What follows are five strategies to encourage a growth mindset.
那么我們怎么做到這一點？以下是鼓勵成長性思維的五種策略。
First, set high standards and expectations.
首先，設(shè)定高標準和期望。
Students will tend to strive toward whatever bar we set.
無論我們設(shè)置任何障礙，學生們會傾向于朝其目標努力。
If we keep it low, we're likely to suppress achievement.
如果我們保持低調(diào)，我們很可能壓制成就。
If we set it too high, and don't provide proper support, students will give up and we'll just reinforce a fixed mindset.
如果我們把它設(shè)得太高，并且沒有提供適當?shù)闹С?，學生就會放棄，我們只會強化固化思維。
Instead, set standards and expectations that are ambitious but attainable.
相反，應當制定雄心勃勃但可實現(xiàn)的標準和期望。
This requires really knowing your students and your material, but once you're confident you've set the right standards, then you can ask a lot from them.
這需要真正了解你的學生和你的材料，但一旦你確信你已經(jīng)設(shè)定了正確的標準，那么你可以從這里索取更多。
For instance, the growth mindset framing tool, which can be found on the Mindset Works website, provides guidance on how to communicate learning goals.
例如，可以在Mindset Works網(wǎng)站上找到的成長思維框架工具提供了如何溝通學習目標的指導。
It suggests telling students, this is going to be challenging to learn but all of you can reach that goal, stretch for it.
它建議告訴學生，學習是有挑戰(zhàn)性的，但你們所有人都可以達到這個目標，為此而努力吧。
One of the great gifts of teaching is seeing students succeed when they didn't think they could.
教學的偉大恩賜之一是，看著原以為自己不可能的學生一步一步走向成功。
Keep in mind, when you're truly challenging your students, to let them know that struggle is an integral part of the learning.
請記住，當你真正挑戰(zhàn)你的學生時，讓他們知道掙扎是學習的一個完整組成部分。
We all struggle and can get confused when we encounter new intellectual challenges.
當我們遇到新的智力挑戰(zhàn)時，我們都會奮斗，并可能感到困惑。
It's normal so set high standards and expectations but also provide ongoing support.
這是正常的，所以設(shè)置高標準和期望值的同時，也要提供持續(xù)的支持。
Second, establish short-term, achievable goals.
第二，建立短期的，可實現(xiàn)的目標。
Students may give up in the face of high standards, especially students who have a fixed mindset.
面對高標準，學生可能會放棄，特別是那些思維固定的學生。
To help them, offer practical strategies that break down tasks into smaller steps they can reach.
為了幫助他們，提供切實可行的策略，將任務(wù)分解成可以達到的較小步驟。
Each small step they achieve leads to a small win.
他們實現(xiàn)的每一個小步驟都會帶來小小的勝利。
Over time, those small wins reinforce their sense of self-efficacy and confidence in moving forward.
隨著時間的推移，這些小小的勝利增強了他們的自我效能感和對前進的信心。
Third, give meaningful feedback.
第三，給出有意義的反饋。
Teachers who have mastered the pedagogy of growth mindset provide ongoing, constructive feedback.
掌握成長思維方式的教師可以提供持續(xù)的，建設(shè)性的反饋。
They're careful not to correct mistakes that students can fix on their own but otherwise, they're continuously helping students to identify their own mistakes, explain them, and articulate what can be learned.
他們注意不去糾正學生自己可以糾正的錯誤，相反他們會不斷幫助學生識別自己的錯誤，解釋錯誤，并闡明可以從中學習的內(nèi)容?！居龅絾栴}，問老師，老師不給答案，反而反問你幾個問題，一步一步幫你發(fā)現(xiàn)你卡在哪里，這樣才是真正的教學，而不是直接告訴學生應該怎么做】
The more we help students become comfortable with honest mistakes, and use them to respond differently the next time, the more they'll come to believe in the process of learning itself.
我們越能幫助學生適應誠實的錯誤，并在下次使用它們做出不同的反應時，他們越會相信學習過程。
Remember, not all feedback is constructive.
請記住，并非所有的反饋都是建設(shè)性的。
When I was a kid, I used to get essays back with just a grade.
當我還是個孩子的時候，我的文章經(jīng)常只拿一等次分數(shù)。
It was a form of feedback, but it gave me no sense of how to get better.
這是一種反饋，但它沒有告訴我如何變得更好。
What mattered, those teachers seemed to be telling me, was just that single grade, not producing better writing the next time.
那些老師似乎告訴我，這很重要，只拿到一等次的分數(shù)下一次寫作也不會更好。
Other times, teachers mark passages vague.
其他時候，教師標記段落模糊。
In junior high, when vague was written on my paper, I had no idea what my teacher didn't understand about what I had written.
在初中，當我的論文寫了模糊的東西時，我不知道我的老師對我寫的東西不了解。
I wish those teachers had offered comments instead.
我希望那些老師提出評論意見。
For instance, this passage confuses me.
例如，這段話讓我感到困惑。
I think you're trying to say the following but right now, I'm not sure.
我想你想說的是下面的，但現(xiàn)在，我不確定。
Then I would have understood what I needed to explain differently.
然后，我會理解我需要以不同的方式解釋。
It would have given me enough support to know what I needed to do, but left the actual work of doing it to me.
它會給我足夠的支持，讓我知道我需要做什么，而不是實際工作留給我。
Now, be careful when giving feedback about simply telling students to work harder.
現(xiàn)在，在給予反饋時要小心，不要僅僅告訴學生要更加努力地工作?！咀约簩ψ约旱墓膭钜惨苊馀佑瓦@類毫無建設(shè)性的意見，一定要具體】
If they don't know what to do because they don't have the necessary knowledge or skills or don't realize they do, you can easily push them toward a more fixed mindset.
如果他們不知道該做什么，因為他們沒有必要的知識或技能，或者他們沒有意識到，僅僅讓他們更加努力可以輕易地將他們推向更固定的思維模式。
But if they're capable, asking them to work harder can be a great thing, especially if you tell them you're expecting a lot because you believe they have the capacity to do well and just observe to make sure they do.
但是，如果他們有能力，讓他們更努力工作可能是一件好事，尤其是如果你告訴他們你期望很多，因為你相信他們有能力做得好，只是為了確保他們做到了。
Next, be sure that students are able to use in meaningful ways the important feedback you give them.
接下來，請確保學生能夠以有意義的方式使用您給予他們的重要反饋。
As the educator Dylan Wiliam says, "the only thing that matters about feedback "is what students do with it." Finally, we need to provide the time for students to process the feedback we give them and then directly apply it to revise their work.
正如教育工作者Dylan Wiliam所說，“唯一對于反饋意義重大的事情”就是學生用它做的事情?！?/p>
最后，我們需要給學生提供時間來處理我們給他們的反饋，然后直接用它來修正他們的工作。
Useful feedback improves performance by developing more effective effort, something that students can see in a way that fuels the growth mindset.
有用的反饋可以通過開發(fā)更有效的工作來提高績效，這是學生能夠以促進成長思維的方式看到的。
Without the opportunity to improve the quality of their effort, students are unlikely to improve and this can cause them to revert to a fixed mindset.
如果沒有機會改善他們努力的質(zhì)量，學生不會去提高，這可能導致他們回到固定的思維。
I'm trying really hard, but it doesn't seem to work, so maybe I'm not so smart.
我努力嘗試，但似乎并不奏效，所以也許我不那么聰明?！臼前?，之前那么多的無效學習，真的以為自己不聰明，或者不擅長語言類學習呢，其實是方法不對，應該跟自己最貼近的生活的實際問題出發(fā)】
Meaningful feedback that students will use breaks this cycle.
學生通過用有意義的反饋打破了這個循環(huán)。
Fourth, praise carefully.
第四，認真仔細表揚。
Praise is essential but we must give it carefully.
贊美是必不可少的，但我們必須認真對待。
Let's start with three common forms of praise to avoid.
讓我們從三種常見的贊美形式開始避免。
First, avoid praising students for working hard alone or for a long time.
首先，避免表揚學生單獨或長期努力工作。
What matters is effective effort, not just trying an unworkable strategy over and over.
重要的是有效的努力，而不是反復嘗試不可行的戰(zhàn)略?！静粫艘獑?，不要自己在那邊死鉆牛角尖】
This means we need to help them discern productive effort from effort that doesn't really lead to improvement.
這意味著我們需要幫助他們從并不能真正有效的努力中辨別出有效的努力。
A later session of this course will describe how to help students develop effective learning strategies.
本課程的后續(xù)課程將介紹如何幫助學生制定有效的學習策略。
Second, avoid praising students for something that isn't worthy of praise and definitely avoid meaningless jargon, such as every mistake is a step forward.
第二，避免表揚學生不值得稱贊的東西，絕對避免無意義的行話，比如每個錯誤都是向前邁進的一步?！纠缤ㄟ^錯誤學習，太空范了】
Students can smell mindless praise from a mile away.
學生們可以輕易的聽出這個表揚毫無誠意。
They tend not to hear what you've said, but rather, I don't know you, or I don't actually believe you can do this.
他們傾向于聽不到你說的話，相反他們會以為你想的是，我不認識你，或者我實際上并不相信你能做到這一點。
Finally, avoid praising students for personal traits.
最后，避免贊揚學生的個人特質(zhì)。
Calling a child gifted or saying you're so smart can produce students who won't take risks for fear of confirming that they're not gifted or not smart if they don't succeed.
說一個孩子是天才或者說你很聰明能導致學生避免冒險，因為害怕如果他們沒有成功會確認自己沒有天賦或不聰明。
The best kind of praise then focuses on the process of learning.
最后，最好的贊美就是關(guān)注學習過程?！臼紫纫缹W習過程，所以學生要把自己如何思考如何學習的表達出來，才能給老師好的表揚機會】
It acknowledges what students did right, what effective steps they took, and what adjustments they made.
它確認學生做對了什么，他們采取了什么有效措施，以及他們做了什么調(diào)整。
Dweck suggests saying something like, well done, you tried different strategies and you figured it out or, wow, you really practiced that the right way and look at how much you've improved.
Dweck建議說，做得很好，你嘗試了不同的策略，然后你想出來，或者，哇，你真的以正確的方式練習，看看你有多少改進。
Help students see how to try to hard and work effectively and you'll put them on the right path to learning.
幫助學生看到如何努力工作，并且有效地工作，并且讓他們走上正確的學習之路。
Fifth, embrace the word "yet".
第五，擁抱“尚未”一詞?！緭肀ё兓?/b>
In a TED Talk, Carol Dweck notes, just the words yet or not yet give kids greater confidence because you convey your belief that they're capable of mastering the skill with effort.
Carol Dweck在一次TED演講中指出，僅僅是yet 或not yet 給孩子們帶來更大的信心，因為你傳達了他們的信念，即他們有能力掌握技巧。
Not yet encourages greater persistence.
Not yet鼓勵更大的持久性。
Students need to feel that you believe in their capacity to do well through their own effective effort and hard work.
學生需要感受到你相信他們自己有能力通過自己的有效努力和辛勤工作做好。
These five techniques we've described promote the growth mindset and bring a cascade of other self-reinforcing benefits.
我們描述的這五種技術(shù)促進了成長性思維，并帶來了一系列其他自我強化的好處。
In subsequent sessions, we'll discuss ways to help students translate a growth mindset into higher academic performance.
在隨后的課程中，我們將討論幫助學生將成長思維轉(zhuǎn)化為更高學術(shù)成績的方法。
All this won't transform students overnight but over time, these methods can bring real and powerful results.
所有這些都不會在一夜之間改變學生，但隨著時間的推移，這些方法可以帶來真實而有力的結(jié)果。
