穷小子逆袭成哈佛学霸，还拒绝10亿美金合作，连比尔盖茨都说：我嫉妒他（附视频&演讲稿）
许多人都希望能够一夜暴富，在美国有这么一个叫萨尔曼·可汗（Salman Khan）的人，他今年41岁。 他颠覆了美国教育，成为了数学教父，让数学老师不再讲课，他成功登上了《福布斯》杂志封面。 但是，他拒绝了10亿美元。 对，你没听错，他拒绝了10亿美元！
这家伙是屌丝出身，家里很穷，是孟加拉国到美国的移民。但他却是个天才，通过自己的努力考上了美国麻省理工学院，四年读完了数学计算机科学，拿了两个本科学位，后来还拿了哈佛大学的硕士学位。
https://v.qq.com/txp/iframe/player.html?vid=b073700sdly&width=500&height=375&auto=0
01
无意中成为数学教父
故事是这么开始的
萨尔曼·可汗有个小侄女叫纳迪亚，2004年她在新奥尔良上七年级，数学成绩一直不好，要求可汗给她辅导。对于当时28岁的可汗来说，数学是他的强项，他在麻省理工学院的专业之一就是数学。
可汗和纳迪亚不在同一个城市，可汗通过互联网教纳迪亚学数学，讲得生动有趣，概念清晰，纳迪亚的数学成绩提高神速。
很快，他的朋友就知道了，也让可汗给孩子辅导数学。经过可汗辅导的孩子，数学成绩都直线上升。
可汗想，这样辅导效率太低，不如做成视频，放到互联网上，让大家免费观看。结果回到家他就躲进衣帽间里，把自己关起来，拿摄像头开始录制视频。
他的视频非常生动，能在十分钟内把一个数学概念讲完，在互联网上引起了很大的关注。结果一发不可收拾，他把自己关在衣帽间录制了一年的视频，从小学数学，到高中的微积分，再到大学的高等数学，统统讲了个遍，共计4800个视频。
这些视频在互联网上获得了极大的成功，点击率接近5亿，共有4800万人观看。
精通计算机的Kahan还设计了一款软件，用于跟踪学习者的进度，还可以评估学习效果。
在美国，有2万多所学校，上数学课时老师已经不再讲课，让学生观看可汗的视频，老师只负责答疑。
就这样，他一个人凭借一根网线颠覆了美国的传统教育，掀起了一场革命，他已然成为数学教父。
可汗还是一名计算机极客，他写了数据挖掘程序，搭建了网站，叫汗学院。他把视频放到他的免费网站上，让孩子们像打游戏一样学习数学。
汗学院的月访问量达到了500万人次！相比之下，麻省理工学院的开放式课程网站，月均访问量也不过150万人次。
斯坦福大学教育学博士生、高中数学教师丹·迈耶说：“如果你在美国教数学，你就不可能没听说过萨尔曼·可汗。”
02
拒绝10亿美元
可汗的视频获得成功后，很多风险投资机构找到他，希望注资成立公司，将视频收费，可汗可以立马成为坐拥10亿美元的富豪！
但是，这个穷屌丝却拒绝了，他宁愿做一个中产阶级，只接受别人的捐助，也绝不收费。他说：我就是要做免费教育，一旦收费，很多发展中国家的孩子不就看不起了吗？我想象不到我的生命中有任何一种方式，能比我现在活得更有意义。
对可汗来说，他的人生价值 = 他为社会创造的价值 / 他所活得的收入，这个比值越大，人生价值就越大。
2012年，可汗成功登上《福布斯》杂志封面。《福布斯》撰文称这是一个一万亿美元的商业机会，而当今市值最高的公司是苹果公司，也不过才7000亿美元。
但是，这个穷屌丝偏偏就拒绝了，他就是要免费！
03
比尔盖茨是狂热的粉丝
https://v.qq.com/txp/iframe/player.html?vid=w01660yl150&width=500&height=375&auto=0
可汗成为美国数学教育的宠儿，受到许多科技领袖的热捧。他们比任何人都更清楚，美国的数学教育有多糟，而数学水平的高低对于美国的未来又有多重要。在2011年世界经济论坛公布的结果中，美国的数学和科学教育质量排名全球第52位。
2011年3月，可汗在加州举行的TED大会上发表演讲。
演讲结束，全体听众起立鼓掌。比尔·盖茨还当场上台，和可汗讨论他的教学项目。
盖茨可谓是可汗最狂热的粉丝之一。他曾经花费很多时间教3个孩子数学和科学的基本概念，可孩子们总是听得懵懵懂懂。2010年初，有人向他推荐了可汗的网站。没想到，那些他怎么也解释不清的知识点，汗通过短短12分钟的视频，就让孩子融会贯通。盖茨直言，“我真有些嫉妒他”。
后来，他在多个重要场合提到可汗，邀请可汗到微软公司面谈，并通过基金会向可汗捐款150万美元。“我认为，萨尔曼·可汗是一个尽一切所能利用技术让更多人学到知识的先锋，”盖茨说，“这是一场革命的开始。”
04
谷歌注资200万美元
谷歌也是汗学院的支持者。2010年9月，谷歌发起“十项目”竞赛，为5个“可能改变世界”的组织提供总额1000万美元的奖励。汗学院在众多竞争者中胜出，赢得200万美元注资。
美国最成功的风险投资人约翰·杜尔及其妻子安是汗学院最早的资助者。2010年春，可汗从在线支付平台发来的邮件得知，有人给他的账户注入了1万美元，捐款人是安·杜尔。
他写信致谢，称这是他迄今收到的最大一笔捐款，并表示如果汗学院有校园，他乐意将第一座教学楼以安的名字命名。
安不相信区区1万美元竟然是最大一笔捐款，旋即又慷慨地掏出一张10万美元支票，坚持要给汗发工资。此后，她成为汗学院的“拉拉队长”，并且经常拜访汗的办公室，“有时甚至会带来蛋糕”。
有了资金支持，Khan立即开始了憋了很久的事：拓展教学科目、将课程翻译成多国语言。在大批各领域专家的助力下，如今，可汗学院的课程包括历史，健康护理，医学，财经，物理，化学，生物，天文，美国公民教育，艺术史，经济学，音乐，计算编程。
05
可汗学院 《中文房间》教学视频
2013年，可汗学院发布了西班牙语版本，随后发布巴西葡萄牙语、法语、土耳其语版本。目前，来自不同多家、有不同语言背景的志愿者已参与进可汗学院课程的翻译中，这些在线课程将有望被翻译成的语言包括：汉语，德语，西班牙语，捷克语、印尼语、意大利语，斯瓦西里语，挪威语，波兰语，俄语，土耳其语，葡萄牙语，保加利亚语，希腊语，乌克兰语，波斯语，阿拉伯语，孟加拉语。
可汗学院《薛定谔的猫》教学视频（非常生动有趣）
福泽他人的Khan功成名就，但天才总有奇葩的一面。
Khan在哈佛读书期间遇到了如今的妻子Umaima Marvi，两人育有一个6岁的儿子和3岁的女儿。
儿女双全的人生大赢家，今天依然到处忙着演讲，但很多次，还没有回答完粉丝的问题就要赶忙立场：我得回家给孩子洗澡……
随后留下惊诧的众人扬长而去。
Khan的理念很简单：我是视频背后的老师，也是一个爸爸，我的孩子和全世界的孩子一样，应该得到好的教育和陪伴。
对了，Khan创办的可汗学院对全球网友免费开放，全程无任何广告，界面美观简洁，坚决以不盈利为目的（有越来越多的慈善家捐助）。
他，是这个世界上最牛的老师！
Khan Academy is most known for its collection of videos, so before I go any further, let me show you a little bit of a montage.
Salman Khan: So the hypotenuse is now going to be five. This animal's fossils are only found in this area of South America -- a nice clean band here -- and this part of Africa. We can integrate over the surface, and the notation usually is a capital sigma. National Assembly: They create the Committee of Public Safety, which sounds like a very nice committee. Notice, this is an aldehyde, and it's an alcohol. Start differentiating into effector and memory cells. A galaxy. Hey! There's another galaxy. Oh, look! There's another galaxy. And for dollars, is their 30 million, plus the 20 million dollars from the American manufacturer. If this does not blow your mind, then you have no emotion.
SK: We now have on the order of 2,200 videos, covering everything from basic arithmetic, all the way to vector calculus, and some of the stuff that you saw up there. We have a million students a month using the site, watching on the order of 100 to 200,000 videos a day. But what we're going to talk about in this is how we're going to the next level. But before I do that, I want to talk a little bit about really just how I got started. And some of you all might know,about five years ago, I was an analyst at a hedge fund, and I was in Boston, and I was tutoring my cousins in New Orleans, remotely. And I started putting the first YouTube videos up, really just as a kind of nice-to-have, just kind of a supplement for my cousins, something that might give them a refresher or something.
And as soon as I put those first YouTube videos up, something interesting happened. Actually, a bunch of interesting things happened. The first was the feedback from my cousins. They told me that they preferred me on YouTube than in person.
And once you get over the backhanded nature of that, there was actually something very profound there. They were saying that they preferred the automated version of their cousin to their cousin. At first it's very unintuitive, but when you think about it from their point of view, it makes a ton of sense. You have this situation where now they can pause and repeat their cousin, without feeling like they're wasting my time. If they have to review something that they should have learned a couple of weeks ago, or maybe a couple of years ago, they don't have to be embarrassed and ask their cousin. They can just watch those videos; if they're bored, they can go ahead. They can watch at their own time and pace. Probably the least-appreciated aspect of this is the notion that the very first time that you're trying to get your brain around a new concept, the very last thing you need is another human being saying, "Do you understand this?" And that's what was happening with the interaction with my cousins before, and now they can just do it in the intimacy of their own room.
The other thing that happened is -- I put them on YouTube just -- I saw no reason to make it private, so I let other people watch it, and then people started stumbling on it, and I started getting some comments and some letters and all sorts of feedback from random people around the world. These are just a few. This is actually from one of the original calculus videos. Someone wrote it on YouTube, it was a YouTube comment: "First time I smiled doing a derivative."
Let's pause here. This person did a derivative, and then they smiled.
In response to that same comment -- this is on the thread, you can go on YouTube and look at the comments --someone else wrote: "Same thing here. I actually got a natural high and a good mood for the entire day, since I remember seeing all of this matrix text in class, and here I'm all like, 'I know kung fu.'"
We get a lot of feedback along those lines. This clearly was helping people. But then, as the viewership kept growing and kept growing, I started getting letters from people, and it was starting to become clear that it was more than just a nice-to-have. This is just an excerpt from one of those letters: "My 12 year-old son has autism, and has had a terrible time with math. We have tried everything, viewed everything, bought everything. We stumbled on your video on decimals, and it got through. Then we went on to the dreaded fractions. Again, he got it. We could not believe it.He is so excited." And so you can imagine, here I was, an analyst at a hedge fund -- it was very strange for me to do something of social value.
But I was excited, so I kept going. And then a few other things started to dawn on me; that not only would it help my cousins right now, or these people who were sending letters, but that this content will never grow old, that it could help their kids or their grandkids. If Isaac Newton had done YouTube videos on calculus, I wouldn't have to.
Assuming he was good. We don't know.
The other thing that happened -- and even at this point, I said, "OK, maybe it's a good supplement. It's good for motivated students. It's good for maybe home-schoolers." But I didn't think it would somehow penetrate the classroom. Then I started getting letters from teachers, and the teachers would write, saying, "We've used your videos to flip the classroom. You've given the lectures, so now what we do --" And this could happen in every classroom in America tomorrow -- "what I do is I assign the lectures for homework, and what used to be homework,I now have the students doing in the classroom."
And I want to pause here --
I want to pause here, because there's a couple of interesting things. One, when those teachers are doing that,there's the obvious benefit -- the benefit that now their students can enjoy the videos in the way that my cousins did,they can pause, repeat at their own pace, at their own time. But the more interesting thing -- and this is the unintuitive thing when you talk about technology in the classroom -- by removing the one-size-fits-all lecture from the classroom, and letting students have a self-paced lecture at home, then when you go to the classroom, letting them do work, having the teacher walk around, having the peers actually be able to interact with each other, these teachers have used technology to humanize the classroom. They took a fundamentally dehumanizing experience --30 kids with their fingers on their lips, not allowed to interact with each other. A teacher, no matter how good, has to give this one-size-fits-all lecture to 30 students -- blank faces, slightly antagonistic -- and now it's a human experience, now they're actually interacting with each other.
So once the Khan Academy -- I quit my job, and we turned into a real organization -- we're a not-for-profit -- the question is, how do we take this to the next level? How do we take what those teachers were doing to its natural conclusion? And so, what I'm showing over here, these are actual exercises that I started writing for my cousins.The ones I started were much more primitive. This is a more competent version of it. But the paradigm here is, we'll generate as many questions as you need, until you get that concept, until you get 10 in a row. And the Khan Academy videos are there. You get hints, the actual steps for that problem, if you don't know how to do it. The paradigm here seems like a very simple thing: 10 in a row, you move on. But it's fundamentally different than what's happening in classrooms right now.
In a traditional classroom, you have homework, lecture, homework, lecture, and then you have a snapshot exam.And that exam, whether you get a 70 percent, an 80 percent, a 90 percent or a 95 percent, the class moves on to the next topic. And even that 95 percent student -- what was the five percent they didn't know? Maybe they didn't know what happens when you raise something to the zeroth power. Then you build on that in the next concept.That's analogous to -- imagine learning to ride a bicycle. Maybe I give you a lecture ahead of time, and I give you a bicycle for two weeks, then I come back after two weeks, and say, "Well, let's see. You're having trouble taking left turns. You can't quite stop. You're an 80 percent bicyclist." So I put a big "C" stamp on your forehead --
and then I say, "Here's a unicycle."
But as ridiculous as that sounds, that's exactly what's happening in our classrooms right now. And the idea is you fast forward and good students start failing algebra all of the sudden, and start failing calculus all of the sudden,despite being smart, despite having good teachers, and it's usually because they have these Swiss cheese gaps that kept building throughout their foundation. So our model is: learn math the way you'd learn anything, like riding a bicycle. Stay on that bicycle. Fall off that bicycle. Do it as long as necessary, until you have mastery. The traditional model, it penalizes you for experimentation and failure, but it does not expect mastery. We encourage you to experiment. We encourage you to fail. But we do expect mastery.
This is just another one of the modules. This is trigonometry. This is shifting and reflecting functions. And they all fit together. We have about 90 of these right now. You can go to the site right now, it's all free, not trying to sell anything.But the general idea is that they all fit into this knowledge map. That top node right there, that's literally single-digit addition, it's like one plus one is equal to two. The paradigm is, once you get 10 in a row on that, it keeps forwarding you to more and more advanced modules.
Further down the knowledge map, we're getting into more advanced arithmetic. Further down, you start getting into pre-algebra and early algebra. Further down, you start getting into algebra one, algebra two, a little bit of precalculus.And the idea is, from this we can actually teach everything -- well, everything that can be taught in this type of a framework. So you can imagine -- and this is what we are working on -- from this knowledge map, you have logic, you have computer programming, you have grammar, you have genetics, all based off of that core of, if you know this and that, now you're ready for this next concept. Now that can work well for an individual learner, and I encourage you to do it with your kids, but I also encourage everyone in the audience to do it yourself. It'll change what happens at the dinner table.
But what we want to do is use the natural conclusion of the flipping of the classroom that those early teachers had emailed me about. And so what I'm showing you here, this is data from a pilot in the Los Altos school district, where they took two fifth-grade classes and two seventh-grade classes, and completely gutted their old math curriculum.These kids aren't using textbooks, or getting one-size-fits-all lectures. They're doing Khan Academy, that software, for roughly half of their math class. I want to be clear: we don't view this as a complete math education. What it does is -- this is what's happening in Los Altos -- it frees up time -- it's the blocking and tackling, making sure you know how to move through a system of equations, and it frees up time for the simulations, for the games, for the mechanics, for the robot-building, for the estimating how high that hill is based on its shadow.
And so the paradigm is the teacher walks in every day, every kid works at their own pace -- this is actually a live dashboard from the Los Altos school district -- and they look at this dashboard. Every row is a student. Every column is one of those concepts. Green means the student's already proficient. Blue means they're working on it -- no need to worry. Red means they're stuck. And what the teacher does is literally just say, "Let me intervene on the red kids."Or even better, "Let me get one of the green kids, who are already proficient in that concept, to be the first line of attack, and actually tutor their peer."
Now, I come from a very data-centric reality, so we don't want that teacher to even go and intervene and have to ask the kid awkward questions: "What don't you understand? What do you understand?" and all the rest. So our paradigm is to arm teachers with as much data as possible -- data that, in any other field, is expected, in finance, marketing, manufacturing -- so the teachers can diagnose what's wrong with the students so they can make their interaction as productive as possible. Now teachers know exactly what the students have been up to, how long they've spent each day, what videos they've watched, when did they pause the videos, what did they stop watching,what exercises are they using, what have they focused on? The outer circle shows what exercises they were focused on. The inner circle shows the videos they're focused on. The data gets pretty granular, so you can see the exact problems the student got right or wrong. Red is wrong, blue is right. The leftmost question is the first one the student attempted. They watched the video over there. And you can see, eventually they were able to get 10 in a row. It's almost like you can see them learning over those last 10 problems. They also got faster -- the height is how long it took them.
When you talk about self-paced learning, it makes sense for everyone -- in education-speak, "differentiated learning" -- but it's kind of crazy, what happens when you see it in a classroom. Because every time we've done this, in every classroom we've done, over and over again, if you go five days into it, there's a group of kids who've raced aheadand a group who are a little bit slower. In a traditional model, in a snapshot assessment, you say, "These are the gifted kids, these are the slow kids. Maybe they should be tracked differently. Maybe we should put them in different classes." But when you let students work at their own pace -- we see it over and over again -- you see students who took a little bit extra time on one concept or the other, but once they get through that concept, they just race ahead.And so the same kids that you thought were slow six weeks ago, you now would think are gifted. And we're seeing it over and over again. It makes you really wonder how much all of the labels maybe a lot of us have benefited fromwere really just due to a coincidence of time.
Now as valuable as something like this is in a district like Los Altos, our goal is to use technology to humanize, not just in Los Altos, but on a global scale, what's happening in education. And that brings up an interesting point. A lot of the effort in humanizing the classroom is focused on student-to-teacher ratios. In our mind, the relevant metric is:student-to-valuable-human-time- with-the-teacher ratio. So in a traditional model, most of the teacher's time is spent doing lectures and grading and whatnot. Maybe five percent of their time is sitting next to students and working with them. Now, 100 percent of their time is. So once again, using technology, not just flipping the classroom, you're humanizing the classroom, I'd argue, by a factor of five or 10.
As valuable as that is in Los Altos, imagine what it does to the adult learner, who's embarrassed to go back and learn stuff they should have known before going back to college. Imagine what it does to a street kid in Calcutta, who has to help his family during the day, and that's the reason he or she can't go to school. Now they can spend two hours a day and remediate, or get up to speed and not feel embarrassed about what they do or don't know. Now imagine what happens where -- we talked about the peers teaching each other inside of a classroom. But this is all one system. There's no reason why you can't have that peer-to-peer tutoring beyond that one classroom. Imagine what happens if that student in Calcutta all of the sudden can tutor your son, or your son can tutor that kid in Calcutta. And I think what you'll see emerging is this notion of a global one-world classroom. And that's essentially what we're trying to build.
Thank you.
Bill Gates: I'll ask about two or three questions.
Salman Khan: Oh, OK.
BG: I've seen some things you're doing in the system, that have to do with motivation and feedback -- energy points, merit badges. Tell me what you're thinking there.
SK: Oh yeah. No, we have an awesome team working on it. I have to be clear, it's not just me anymore. I'm still doing all the videos, but we have a rock-star team doing the software. We've put a bunch of game mechanics in there, where you get badges, we're going to start having leader boards by area, you get points. It's actually been pretty interesting. Just the wording of the badging, or how many points you get for doing something, we see on a system-wide basis, like tens of thousands of fifth-graders or sixth-graders going one direction or another, depending what badge you give them.
BG: And the collaboration you're doing with Los Altos, how did that come about?
SK: Los Altos, it was kind of crazy. Once again, I didn't expect it to be used in classrooms. Someone from their board came and said, "What would you do if you had carte Blanche in a classroom?" I said, "Well, every student would work at their own pace, on something like this, we'd give a dashboard." They said, "This is kind of radical. We have to think about it." Me and the rest of the team were like, "They're never going to want to do this." But literally the next day they were like, "Can you start in two weeks?"
BG: So fifth-grade math is where that's going on right now?
SK: It's two fifth-grade classes and two seventh-grade classes. They're doing it at the district level. I think what they're excited about is they can follow these kids, not only in school; on Christmas, we saw some of the kids were doing it. We can track everything, track them as they go through the entire district. Through the summers, as they go from one teacher to the next, you have this continuity of data that even at the district level, they can see.
BG: So some of those views we saw were for the teacher to go in and track actually what's going on with those kids.So you're getting feedback on those teacher views to see what they think they need?
SK: Oh yeah. Most of those were specs by the teachers. We made some of those for students so they could see their data, but we have a very tight design loop with the teachers themselves. And they're saying, "Hey, this is nice, but --" Like that focus graph, a lot of the teachers said, "I have a feeling a lot of the kids are jumping around and not focusing on one topic." So we made that focus diagram. So it's all been teacher-driven. It's been pretty crazy.
BG: Is this ready for prime time? Do you think a lot of classes next school year should try this thing out?
SK: Yeah, it's ready. We've got a million people on the site already, so we can handle a few more.
No, no reason why it really can't happen in every classroom in America tomorrow.
BG: And the vision of the tutoring thing. The idea there is, if I'm confused about a topic, somehow right in the user interface, I'd find people who are volunteering, maybe see their reputation, and I could schedule and connect up with those people?
SK: Absolutely. And this is something I recommend everyone in this audience do. Those dashboards the teachers have, you can go log in right now and you can essentially become a coach for your kids, your nephews, your cousins, or maybe some kids at the Boys and Girls Club. And yeah, you can start becoming a mentor, a tutor, really immediately. But yeah, it's all there.
BG: Well, it's amazing. I think you just got a glimpse of the future of education.
BG: Thank you. SK: Thank you.
Khan学院是因为 它大容量的视频而被人们所熟知。 所以在我进一步讲述之前， 先给大家看一些视频剪辑。
Salmana Khan：所以这个三角形的斜边就是5. 这种动物的化石只能在南美洲的这个地区发现， 有一条很清晰的界限 和非洲的这块地方。 我们可以在曲面上积分 通常用大写字母Σ来表示。 国民大会：他们创办了公共安全委员会， 这个委员会听起来还不错。 注意看，这是羟基， 这是一种酒精 开始分化为效应物和记忆细胞。 这是星系，看，那边有另一个星系。 看，那边还有另一个星系。 这是他们的三千万美元 加上美国制造业的两千万美元。 如果这个公式不能让你大吃一惊的话 你就太无动于衷了
SK:我们现在有共计 2200个视频， 它们涵盖了从基础算术 到矢量微积分的全部内容。 而且在你刚刚看到的一些视频中，每月都有上百万的学生在网站上使用。 每天的观看量一般是10到20万次。 但是现在我们想谈的是 是我们如何做进一步的提高。 在谈这个话题之前， 先来简单看一下，它是如何开始的 有些人可能知道， 五年前，我是名避险基金的分析师。 当时，我在波士顿。 当时我正在远程辅导我在新奥尔良的表弟。 于是我就上传了我的第一个Youtube的视屏， 当时只是想给表弟补习一下 帮助他们复习一下学过的内容
我上传完我的第一个Youtube视频， 接下来就发生了许多有意思的事。 实际上是一系列有意思的事情接踵而来。 首先是来自于我表弟们的反馈， 他们告诉我， 比起现实生活中的我，他们更喜欢YouTube上面的我。 （笑声） 除去这句话中的讽刺意味， 它确实有深层次的含义。 他们说 与真人版的相比， 更喜欢自动版的表哥。 一开始，这好象很难理解， 实则，站在他们的角度上，很容易想通。 如果你也处在和他们一样的处境下 可以暂停，重复播放表哥(的录像) 而不用考虑浪费表哥的时间。 如果他们想要复习 几周前所学过的东西， 或是几年前学习的东西， 不用感到尴尬地去问表哥， 只需要看一下那些相关视频就可以了。如果他们没事干了, 他们可以在自己步调，用自己的时间来观看。 也可能是因为你最不想发生的是 在你第一次 最初时 想让你的大脑掌握一个新概念的时候 你最不需要的 是有人问你 “明白了吗？” 这就是之前在我和表弟互动学习的经历。 而如今，他们在自己的空间 就可以完成这种舒适的互动学习。
另外的有意思的事情是这样的： 我把视频放在了YouTube上， 当时我觉得没有理由把它们当成隐私， 所以任何人都可以观看。 然后人们无意中发现了它们， 所以我就收到了许多的评论和信件。 这些反馈来自于 世界各地的人们 下面我们来看其中的一小部分。 这条评论是出自微积分视频的原始评论。 是有人在YouTube上 写下的评论。 这是第一次我笑着做导数题。 （笑声） 我想在这暂停一下。 这个人在做导数题， 而且是笑着做题的。 下面是对这条评论的一个回应：这是在线的， 你可以在Youtube上找到这些评论 另一个人写到，“同样的事情也发生在我身上， 我真的是度过了高兴和兴奋的一天”。 虽然我记起 自己在班上看过矩阵课本 我更喜欢这里的，好像是“我学会了武功”。
随后，我们收到许多的这让此类的反馈。 很明显，这可以帮助别人。 但是，随着观看的观众的日益增长， 我开始收到人们发过来的信件。 我也越来越清晰地感到 这其实不只是一个锦上添花的东西 下面是其中一封来信 中的一小段 我十二岁的儿子患有孤独症， 他对数学有极度的恐惧 我们试遍了所有的方法， 观看了所有能看的，买了所有可以帮助他学习的东西，都不起作用。 我们无意中发现了你讲小数的视频，然后它竟然奏效了。 之后，我们又进入到可怕的分数。他又学会了。 简直难以置信。 他很是兴奋。 你可以想象的到这种状况。 之前我是名避险分析师， 很难想象我会为社会价值而去做事。
我很是兴奋，于是我继续前进。 接下来发生的一系列的事让我明白 现在不光可以帮助自己的表弟 和那些写信过来的人们因为这些视频不会老化， 它还可以帮助到他们的孩子们， 或是孙子们。 如果艾萨克.牛顿 已经把数学方面的视频放到youtube上， 我现在也就不用做这些了。 （笑声） 假设他视频做的很好。做得好不好，我们也不知道。
另外还有事情发生， 当时，我想，“嗯，可能这是一个不错的课堂的增补。” 它对积极性高的学生很有用。 也许对在家学习的学生来说，这也很好。 但当时我的确没想到 它会在某种程度上影响到学校的教学。 然后，我开始收到老师的来信，在信中，老师说， 我们把你的视频引入课室， 你给学生讲课，所以现在我们所做的是...." 没准这样的情形明天也会在美国的每间课室发生， “...我所做的就是分配视频讲座给学生， 这曾经是家庭作业， 但现在学生在教室做家庭作业”。
说到这，我想暂停一下， （掌声） 我之所以想在这暂停 是因为发生了好多有趣的事 第一，当那些老师们这样做的时候， 很明显，是有益的， 益处是现在他们的学生 可以像我表弟那样来享受那些视频。 他们可以按照自己的节奏，暂停，复读 在他们自己的时间内做这些事情。 但更有趣的是， 这成为一件科技影像教学的客观事实， 它除去了对全班用一个节奏讲课 它让学生在家按自己的节奏进行学习。 之后，回到课室，在有老师指导的情况下， 自己进行他们的学习。同龄人之间可以进行配合， 老师运用了科技力量将 课堂进行了人性化。 他们都经历过非人性化的教学， 30个孩子不许讲话， 不许互相配合， 一个不论多么优秀的教师， 都不得不按同一个步调 给30个学生讲课。 面无表情的脸庞，小小的而现在是人性化的经历。 现在他们可以互相合作来完成作业。
Khan学院一建立， 我就辞去了原来的工作， 然后大家一起组建了一个实体组织， 我们不是为了盈利， 问题是，我们如何将现有的再提升一个水平？ 如何做才能得到 老师那些自然的结论？ 现在我展示给大家看的 都是一些实际的练习 是最初我为表弟而做的。 刚开始做的那些比这些更为原始， 这是它的一个改进版。 但基本的框架是在的，我们会编出你所需要的问题的数量 直到你弄明白这个概念， 也就是直到你拿到10分为止。 所有Khan学院的视频都是这样。 如果你不知道怎样做的时候， 你会得到提示，实际解决问题的步骤。 模式是很简单的， 满10分，继续前进， 但这与现今课堂上的方式大为不同。
在传统教学中， 你会有一些家庭作业， 作业，上课，作业，上课， 然后呢会有一个阶段性的测试。 在考试中，不论你是得了70分，80分， 90分，还是95分， 讲课内容都会继续到下一章。 就是对得95分的学生来说， 另外的丢失的5分去哪里了，他们还是不知道。 可能你讲零功率的时候，他们都不知道到底发生了什么事。 然后你又继续在这个概念上讲述下一个概念。 这很像这样一种 学习骑自行车的过程： 我提前给你讲了骑自行车的内容， 之后我给了你一辆自行车和两周的时间， 两周后，我回来了， 说，“奥，你左转弯有点问题， 你不会紧急刹车， 你算得上是个80分的骑者。” 然后，我就在你脑门上印上了大Ｃ做标记， 说“这是你的独轮车。” 听起来很荒谬可笑， 但这的确是在现实中发生的， 就在我们班上就出现过类似的情况。 如果你回忆一下， 好学生开始突然就在代数上跌倒， 开始栽在在微积分上， 尽管还是同样的聪明，同样的有老师在指导。 之所以出现这样的情况是因为他们在有 瑞士干奶酪沟这样的地基上建筑。 所以我们关于学习数学的方法就是学习任何东西的方法， 这也和学习骑自行车是一样的道理。 确保在自行车上，从自行车上摔落， 一直练习直到你精通它为止。 传统的方式 总是惩罚你的尝试和失误， 但不会期望你精通它。 而我们鼓励去试验尝试，鼓励去失败， 但我们要求你达到精通。
这又是另一个课题。 这是一个三角习题。 这是移位和反应函数， 它们都是有联系的。 我们现在有大约９０个这样的视频。 你现在就可以登录网站查找。全是免费的，我们不推销任何东西。 总体架构都在这个认知图里。 最上面的那个节点，是单一的数字加法。 就像一加一等于二一样。 模式是这样的，只要你得到了１０分， 它就会让你进入到更高一级的单元。 如果你深挖这个认知图的话， 就会进入到更高级的算术中去。 继续前进，就到了准代数学和早期的代数。 继续，就开始了代数一，代数二的学习， 会涉及一点学微积分前必修的课程。 这种方法即适应于教授任何的东西， 当然，也适用于任何东西的学习。 在这类的框架之中。 所以你可以想象，我们现在所做的是 从知识图中 找到逻辑，计算机编程， 语法，遗传学， 都基于这个核心 假如你明白了这些 你就准备好迎接下面的概念 现在这个系统同样适用于独立的学习者 所以我鼓励你，一个人，或是和孩子一起 但我也提议在场的每一听众都来参与。 这将会改变在饭桌上所讨论的话题。
但我们想做的是 用给我们写信来的教师提到 的在课堂中运用视频得出的自然结论 接下来我所展示的内容 都是来自于Los Altos 学区的真实数据。 在那里，我们选了五年级的两个班级和七年级的两个班级 来瓦解掉他们传统的数学学习方式。这些孩子不用课本， 也不用听老师千篇一律的授课， 他们都在用Khan Academy上的软件来进行 约半节课的数学课程的学习。 我想说的更清楚一点，我们没有用它来进行完整的一堂课的数学教学 这就是在Los Altos 学区所进行的- 是因为这样学生有了更多的自由时间。 这样能实现分组处理和解决问题的能力， 确保学生明白如何解方程组， 它同时也腾出时间让学生进行模仿，游戏， 机械操作，和机器人制作， 通过影子来估算山高。
所以这样的例子是老师每天在教室里， 学生以自己的步调进行学习， 这就Los Altos 学区的现场片段。 他们都在看这个表格。 每一排代表一名学生， 每一列是一门课程， 绿色表示已经熟练掌握， 蓝色表示正在学习的课程 -- 不用担心 红色表示有困难的课程， 实际上，老师所做的就是 “让我来看看这些红色的孩子碰到了什么困难。” 或者好点说，“让我找个绿色的孩子 （他已经精通了这课程） 放在第一排， 来指导他的同龄人。
这是一个以数据为中心的现实 所以我们不希望老师走过去甚至问学生 “有什么不懂的问题？” 或是“哪不明白？”这样类似的问题 等等。 所以我们这个模式旨在让老师尽可能的依靠数据， 真实的数据，在别的领域，像所期待的那样， 在你的经济或是市场营销或是制造业。 老师能很快的依靠数据来找出学生的问题， 让他们的指导意见卓有成效。 现在老师明白了学生真实达到的水平， 每天花多长时间，都看了那些视频， 和他们在什么地方暂停的视频，以及哪部分是停止观看的， 他们做了哪些练习， 关注点是什么？ 外圈表示学生做过的练习， 内圈表示学生现在在观看的视频 数据库是高粒度的， 所以很容易就可以准确看到学生做错的问题， 红色表示错误，蓝色表示正确， 最左边的问题是学生尝试解决的第一个问题。 他们在这观看视频， 然后就像你所看到的一样，最后终于，他们得到了10分， 就像你可以亲眼看到他们是如何努力得到这十分一样。 他们的速度在加快， 高度表示所需的时间，
当谈到学生按自我步调学习时， 对每个人都有意义，就教育而言，因材施教， 但当你亲眼见到班级的情况时还是会很吃惊， 因为每次我们做调查， 在任何一个班级， 假设我们拿五天来调查， 都会有一群孩子们领先， 而还有另一群孩子们紧跟其上。 在传统教学中，如果你做个小测试， 你会根据结果说“这是有天份的学生，这是反应慢的学生” 或许他们会被区别对待， 或许我们会将他们分在不同的班级里。 但是当让学生按自己的步调学习的话， 我们不止一次的看到， 你会发现在 某章节上费力的学生 他们一旦攻下了那个概念， 就会后来者居上。 所以说，我们六周前认为反应慢的学生 现在成了有天分的学生。 这种情况发生了一次又一次， 使得我们思考 现在我们已经获得各种标签 会有多大程度上来自于时间的巧合。
就像Los Altos 学区所获得 这样有价值的信息一样， 我们的目标是用科技的力量 来人性化教学，不仅仅是在Los Altos 学区，乃是在全球范围内。 现在在教育界所发生的这一切， 实际上，给我们带来了兴趣点。 很好人性化教学的做法都把关注点放在了教师与学生的比率上。 在我们的观念里，衡量标准是 学生得到了老师 多少的时间比率。 在传统模式下，大部分老师的时间， 花费在了备课和评级这些不该重视的方面。 也许只有5%的时间是老师和学生真正在一起 辅导他们学习的时间。 而现在老师的百分之百时间都是和学生在一起了。 再一次声明，科技不仅仅能让课堂变得有趣， 而且也能是课堂更加人性化， 效果可达到5倍或者10倍。
想在Los Altos学区发生的这么宝贵的经验 如果在成年学习者身上也这样实践的话， 谁还会为回头学习以前学过本应该会的东西 而感到尴尬。 试想 它会对一个由于每天 都要帮助家里而不能上学的 加尔各答的街童产生多大的影响。 现在他们只要每天花上两个小时的时间 就可以知道以前不知道的东西， 而不再会感到尴尬。 试想一下，走进班级 我们可以看到同龄的学生 之间进行指导帮助对方的情况。 但是在这个系统中， 我们就会看到 同龄学生之间的 互相指导帮助。 再试想一下在加尔各答的学生 如果突然之间可以指导你的儿子 或者你的儿子可以指导加尔各答的学生，这会发生什么情况？ 我想到那时你所看到就是 一个全球化的学习。 而这种全球化地学习状况正是我们想努力创建的。
谢谢大家。
比尔盖茨：我已经注意到你在这个系统中也 加入了一些激励措施， 像是能量点数，荣誉徽章之类的。 谈谈你对这个问题的想法。
SK：是的。我们有一个超棒的团队， 我要声明一下，我不是一个人在奋斗。 是的，我仍然在做视屏， 但是我们的团队是在做软件这部分。 不错，我们放了一些游戏在里面， 从那里你可以得到徽章。 我们将在那里组建领导理事会，然后学生就可以得到点数。 事实上，是很有意思的。 仅是用了徽章和积分这样的词语后 我们从整个系统范围来看， 成千上万的五年级或是六年级的学生， 全都一个或其他几个方向前进， 都是基于你给了他们什么徽章。
比尔盖茨：你现在和Los Altos 学区所进行的合作， 是如何开始的？
SK：与这个学区的合作是很有些出乎意料的。 我都没期望过它会被用在课堂上。 其中有个理事有次来我这，说 “如果我授权给你，教学你会如何设置？” 当时，我回答：“我会设立排行榜之类的张贴榜， 让学生进行自主学习。 然后理事说，“这个比较激进，我们得好好考虑一下”。 我和团队的其它成员都以为 他们压根不会同意。 但是隔天他们就答复说“你能在两周之内开始吗？”
比尔盖茨：五年级的数学现在是用来给你们测试？
SK：有两个五年级的班和两个七年级的班级参与 他们是从学区这个层面来做尝试的 我想他们很兴奋他们能追踪这些孩子的学习， 这不仅仅只是一个学校校内的事情。 甚至是在圣诞节，我们都看到一些学生在做题。 我们可以跟踪记录一切。他们实际上可以追踪整个学区。 尽管是在暑假，他们仍然可以跟着老师学习下一章节 你拥有这个持续的数据 他们甚至可以看到整个学区的数据
刚刚我们看到的数据是 为老师进入 去追踪那些孩子到底做了什么 所以你能得到老师的看法 去看他们在想什么
SK：是的，大部分的数据是从老师的角度来看的。 我们也做了一些学生的，让学生可以自己看到他们的数据。 但是我们主要是和教师们紧密合作而设计这些的。 他们确实说，‘这不错，但是... 就像这个焦距图标，很多老师反映， “我觉得很多孩子喜欢跳来跳去， 而不是专注于一个课题。” 所以我们就制作了焦点图。 这些都是由老师提出来的建议， 是很令人惊讶的。
BG:现在这个东西已经可以全面推广了吗 你认为会有很多学校在下个学年尝试这种新式教学方式吗？
SK：是的，准备好了。 我们现在已经有百万的人在使用网站学习。 所以我们还能多应付一些。 （笑声） 没有理由不相信 明天这个可以在美国的每个教室使用
BG: 关于辅导这方面， 如果我某个地方弄不懂 如果我在界面上 我可以找到一些志愿者， 也许就可以看见他们的信誉 然后就可以安排时间和他们讨论这些问题，是吗？
SK:完全正确！这正是我呼吁 这里的听众要去做的： 那些老师用的那些控制版面，你现在就可以登录 你可以成为一名教练 你的孩子，你的侄子，你的表弟， 或是男孩女孩俱乐部的一些孩子。 你立马就能开始做的顾问，当辅导老师 真的是可以立即做到 是的，就是这样。
比尔盖茨：哇，是挺棒的！ 我想你让我们大家都领略了未来教育的一瞥。 谢谢你！
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