【TED演讲225】激发你学习热情的3条黄金法则

平常不努力，考试徒伤悲！但学习也不是只要努力就可以的，还得有兴趣！一名好的教师，在授课过程中必须要能充分调动学生积极性并激发学生的学习兴趣。Ramsey Musallam教授为我们列出了引导学生探索世界的三条黄金法则，相信一定会对你有所帮助！

演讲者：Ramsey Musallam

演说题目：激发你学习热情的3条黄金法则

想看【视频】演讲，请点下面这些链接:(No.225)

 中英文对照翻译

I teach chemistry. All right, all right. So more than just explosions, chemistry is everywhere. Have you ever found yourself at a restaurant spacing out just doing this over and over? Some people nodding yes. 

我是一名化学老师。大家没吓着吧！除了爆炸，化学在我们生活中随处可见。你有没有试过在餐厅里空闲无聊时一遍又一遍的玩这个东西呢？我看到有人点头了。

You know, questions and curiosity like Maddie's are magnets that draw us towards our teachers, and they transcend all technology or buzzwords in education. But if we place these technologies before student inquiry, we can be robbing ourselves of our greatest tool as teachers: our students' questions. 

要知道，像Maddie这样带着疑问并怀有一颗好奇心，是让学生更亲近老师的一种魔力他们超脱了所有教学技术和高大空的流行语。如果我们在学生提问之前，就把这些技术呈现出来，我们将毁掉我们作为老师手中最强大的武器——学生们的疑问。

For example, flipping a boring lecture from the classroom to the screen of a mobile device might save instructional time,but if it is the focus of our students' experience, it's the same dehumanizing chatter just wrapped up in fancy clothing. 

比如说，在教室里借助移动电子设备将一堂沉闷的课快速讲完，或许会节省些老师进行指导的时间，但是，如果这是学生在课堂上所能收获的体验，那这种照本宣科的无趣只是华而不实的教学罢了。

But if instead we have the guts to confuse our students, perplex them, and evoke real questions,through those questions, we as teachers have information that we can use to tailor robust and informed methods of blended instruction.

但是，如果我们有胆量去引起学生们的疑问，让他们感到困惑，唤起他们提出真正的问题，然后从他们的问题里，老师可以得到很多信息来帮助作些调整教学采用多样化的教学方法。

Now, when I got this, I was -- press Caps Lock -- absolutely freaked out, okay? But I found surprising moments of comfort in the confidence that my surgeon embodied.Where did this guy get this confidence, the audacity of it?

当我收到他的邮件时，我的头都大了当时真的完全被吓坏了！但我还是得到些许意外的安慰这种安慰来源于我的外科医生的自信心。他的自信心来是打哪儿来的呢？来自于他的大胆吗？

So when I asked him, he told me three things. He said first, his curiosity drove him to ask hard questions about the procedure, about what worked and what didn't work. Second, he embraced, and didn't fear, the messy process of trial and error, the inevitable process of trial and error. 

我问他这个问题，他跟我讲了三件事情。他说，第一，他的好奇心驱使他去就手术的程序预设了很多硬性问题，把各种可行和不可行的方案全都想遍了。第二，不要害怕逃避，要勇于面对尝试与错误中的各种冗杂问题，和不可避免的过程。

And third, through intense reflection,he gathered the information that he needed to design and revise the procedure, and then, with a steady hand, he saved my life.

第三，通过紧张有致的综合思考，他获取了他所需的信息以此来设计和修改手术的进程，最后，他胸有成竹地帮我做了手术，救了我一命。

And rule number three: Practice reflection. What we do is important. It deserves our care, but it also deserves our revision.Can we be the surgeons of our classrooms? As if what we are doing one day will save lives. Our students our worth it. And each case is different.

第三条：实践反思。我们做的是重要的事。它值得我们关注，而且也值得我们去进行修正。我们这些老师能不能成为课堂中的外科医生呢？我们所教的东西或许在将来的某一天可能会救别人一命。我们的学生，我们得珍惜。而每个个体都是不同的。

All right. Sorry. The chemistry teacher in me just needed to get that out of my system before we move on.

对不起，太大声了。作为化学老师，我得先做好这三点然后才能教好学生。

So these are my daughters. On the right we have little Emmalou -- Southern family. And, on the left, Riley.Now Riley's going to be a big girl in a couple weeks here. She's going to be four years old, and anyone who knows a four-year-old knows that they love to ask, "Why?" 

这是我的两个女儿的照片。右边那个是Emmalou——南方家族的人。左边那位是Riley。再过几周，Riley就要成为一个大女孩了。她的4岁生日快到了，众所周知，一个4岁的孩子总是喜欢问：“为什么？”

Thank you very much.

非常感谢你们。

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