I heard about a high school in Chicago

我聽說芝加哥的一所高中

where students had to pass a certain number of courses to graduate,

在那裡，學生必須通過一定數量的課程才能畢業。

and if they didn't pass a course, they got the grade "Not Yet."

和如果他們沒有'通過一門課程，他們得到了成績"Not Yet.&quot。

And I thought that was fantastic,

我覺得這真是太棒了。

because if you get a failing grade, you think, I'm nothing, I'm nowhere.

因為如果你得到一個不及格的成績，你會想，我'什麼都不是，我'無處可去。

But if you get the grade "Not Yet"

但如果你得到的成績是"Not Yet&quot。

you understand that you're on a learning curve.

你明白，你'在學習曲線。

It gives you a path into the future.

它給你一條通往未來的路。

"Not Yet" also gave me insight into a critical event early in my career,

"Not Yet"也讓我深入瞭解了我職業生涯早期的一個關鍵事件。

a real turning point.

一個真正的轉捩點。

I wanted to see

我想看看

how children coped with challenge and difficulty,

兒童如何應對挑戰和困難；

so I gave 10-year-olds

所以我給10歲的孩子

problems that were slightly too hard for them.

的問題，對他們來說稍微太難了。

Some of them reacted in a shockingly positive way.

他們中的一些人的反應是令人震驚的積極的。

They said things like, "I love a challenge,"

他們說，"我喜歡挑戰，&quot。

or, "You know, I was hoping this would be informative."

或者，"你知道，我希望這將是資訊的。&quot。

They understood that their abilities could be developed.

他們明白，自己的能力是可以發展的。

They had what I call a growth mindset.

他們有我所說的成長心態。

But other students felt it was tragic, catastrophic.

但另一些學生卻覺得這是悲劇，是災難性的。

>From their more fixed mindset perspective,

>從他們比較固定的思維方式來看。

their intelligence had been up for judgment and they failed.

他們的智慧已經被審判，他們失敗了。

Instead of luxuriating in the power of yet,

而不是奢侈於尚未的力量。

they were gripped in the tyranny of now.

他們被抓在現在的暴政中。

So what do they do next?

那麼他們接下來要做什麼呢？

I'll tell you what they do next.

我會告訴你他們接下來要做什麼。

In one study, they told us they would probably cheat the next time

在一項研究中，他們告訴我們，他們下次可能會作弊。

instead of studying more if they failed a test.

而不是在考試不及格的情況下多學習。

In another study, after a failure,

在另一項研究中，失敗後。

they looked for someone who did worse than they did

他們找的是一個比他們更糟糕的人。

so they could feel really good about themselves.

所以他們可以感覺真的很好。

And in study after study, they have run from difficulty.

而在一次又一次的研究中，他們從困難中跑出來。

Scientists measured the electrical activity from the brain

科學家測量了來自大腦的電活動

as students confronted an error.

當學生面對錯誤。

On the left, you see the fixed mindset students.

左邊，你看到的是固定思維的學生。

There's hardly any activity.

幾乎沒有任何活動。

They run from the error.

他們從錯誤中跑出來。

They don't engage with it.

他們不'參與其中。

But on the right, you have the students with the growth mindset,

但在右邊，你有學生的成長心態。

the idea that abilities can be developed.

能力是可以培養的思想。

They engage deeply.

他們深入參與。

Their brain is on fire with yet.

他們的腦子裡有了火氣還。

They engage deeply.

他們深入參與。

They process the error.

他們處理錯誤。

They learn from it and they correct it.

他們從中學習，並加以改正。

How are we raising our children?

我們是如何培養孩子的？

Are we raising them for now instead of yet?

我們是現在養，而不是還沒養？

Are we raising kids who are obsessed with getting A's?

我們培養出來的孩子是不是一心想要拿A'的？

Are we raising kids who don't know how to dream big dreams?

我們培養的孩子是不是不知道如何做大夢？

Their biggest goal is getting the next A or the next test score?

他們最大的目標是拿到下一個A還是下一個考試成績？

And are they carrying this need for constant validation with them

他們是否帶著這種需要不斷驗證的需求？

into their future lives?

成他們未來的生活？

Maybe, because employers are coming to me and saying,

也許，因為僱主們都來找我說。

we have already raised a generation

我們已經培養了一代人

of young workers who can't get through the day

的年輕工人誰可以通過一天的

without an award.

沒有獲獎。

So what can we do?

那我們能做什麼呢？

How can we build that bridge to yet?

我們如何才能搭建起這座橋樑呢？

Here are some things we can do.

以下是我們可以做的一些事情。

First of all, we can praise wisely,

首先，我們可以明智地讚美。

not praising intelligence or talent.

不讚美智商和才華。

That has failed.

這已經失敗了。

Don't do that anymore.

不要再這樣做了。

But praising the process that kids engage in:

但讚揚孩子們參與的過程。

their effort, their strategies, their focus, their perseverance,

他們的努力、他們的策略、他們的專注、他們的堅持。

their improvement.

他們的改進。

This process praise

這個過程中的讚美

creates kids who are hardy and resilient.

造就了堅韌不拔的孩子。

There are other ways to reward yet.

還有其他的獎勵方式呢。

We recently teamed up with game scientists

我們最近與遊戲科學家合作

from the University of Washington

從華盛頓大學

to create a new online math game that rewarded yet.

以創建一個新的在線數學遊戲，獎勵還。

In this game, students were rewarded for effort, strategy and progress.

在這個遊戲中，學生的努力、策略和進步都得到了回報。

The usual math game

通常的數學遊戲

rewards you for getting answers right right now,

獎勵你馬上得到答案。

but this game rewarded process.

但這個遊戲獎勵的過程。

And we got more effort,

而且我們得到了更多的努力。

more strategies,

更多策略。

more engagement over longer periods of time,

在較長的時間裡，更多的參與。

and more perseverance when they hit really, really hard problems.

和更多的毅力，當他們遇到真正的，非常困難的問題。

Just the words "yet" or "not yet," we're finding,

只是"尚未"或"尚未"這兩個詞，我們&39;正在發現。

give kids greater confidence,

讓孩子們更有信心。

give them a path into the future that creates greater persistence.

給他們一條通往未來的道路，讓他們產生更大的堅持。

And we can actually change students' mindsets.

而我們其實可以改變學生'的觀念。

In one study, we taught them

在一項研究中，我們教他們

that every time they push out of their comfort zone

每次他們走出舒適區的時候

to learn something new and difficult,

學習新的和困難的東西。

the neurons in their brain can form new, stronger connections,

他們大腦中的神經元可以形成新的、更強大的連接。

and over time they can get smarter.

而隨著時間的推移，他們可以變得更聰明。

Look what happened: in this study,

看看發生了什麼：在這項研究中。

students who were not taught this growth mindset

沒有被教導這種成長心態的學生

continued to show declining grades over this difficult school transition,

在這個艱難的轉學過程中，成績繼續呈現下降趨勢。

but those who were taught this lesson showed a sharp rebound in their grades.

但接受過這一課的人，成績卻出現了大幅反彈。

We have shown this now, this kind of improvement,

我們現在已經表現出這種，這種進步。

with thousands and thousands of kids, especially struggling students.

與成千上萬的孩子，特別是困難學生。

So let's talk about equality.

所以，讓我們來談談平等的問題。

In our country, there are groups of students

在我國，有一些學生群體

who chronically underperform,

長期表現不佳的人。

for example, children in inner cities,

例如，內城的兒童。

or children on Native American reservations.

或美國土著保留地的兒童。

And they've done so poorly for so long that many people think it's inevitable.

而他們'做得太差了，以至於很多人認為這是不可避免的。

But when educators create growth mindset classrooms steeped in yet,

但是，當教育者創建成長型思維課堂時，沉浸在還。

equality happens.

發生平等。

And here are just a few examples.

這裡只是舉了幾個例子。

In one year, a kindergarten class in Harlem, New York

有一年，紐約哈萊姆區的一個幼兒園班級。

scored in the 95th percentile on the National Achievement Test.

在全國成就測試中得分在第95百分位。

Many of those kids could not hold a pencil when they arrived at school.

這些孩子到了學校後，很多人都拿不住鉛筆。

In one year,

一年內。

fourth grade students in the South Bronx, way behind,

南布朗克斯區的四年級學生，遠遠落後。

became the number one fourth grade class in the state of New York

成為紐約州四年級第一大班。

on the state math test.

在國家數學測試中。

In a year to a year and a half,

在一年到一年半的時間裡。

Native American students in a school on a reservation

保留地學校的美國土著學生

went from the bottom of their district to the top,

從他們區的最底層走到了最頂層。

and that district included affluent sections of Seattle.

而該區包括西雅圖的富裕地區。

So the native kids outdid the Microsoft kids.

所以本土的孩子比微軟的孩子更勝一籌。

This happened because the meaning

發生這種情況是因為

of effort and difficulty were transformed.

的努力和困難得到了轉變。

Before, effort and difficulty

之前，努力和困難

made them feel dumb, made them feel like giving up,

讓他們覺得自己很笨，讓他們覺得自己很放棄。

but now, effort and difficulty,

但現在，努力和困難。

that's when their neurons are making new connections,

那是他們的神經元在進行新的連接時。

stronger connections.

加強聯繫。

That's when they're getting smarter.

那是他們'變得更聰明的時候。

I received a letter recently from a 13-year-old boy.

最近，我收到了一個13歲男孩的來信。

He said, "Dear Professor Dweck,

他說，"親愛的德威克教授。

I appreciate that your writing is based on solid scientific research,

我很欣賞你的文章是建立在紮實的科學研究基礎上的。

and that's why I decided to put it into practice.

這也是我決定付諸實踐的原因'。

I put more effort into my schoolwork,

我把更多的精力放在學校的工作上。

into my relationship with my family,

成我和家人的關係。

and into my relationship with kids at school,

併成了我和學校裡孩子們的關係。

and I experienced great improvement in all of those areas.

而我在這些方面都有很大的進步。

I now realize I've wasted most of my life."

我現在意識到我'已經浪費了我的大部分生命.&quot。

Let's not waste any more lives,

我們不要再浪費生命了。

because once we know

因為一旦我們知道

that abilities are capable of such growth,

能力能夠得到這樣的成長。

it becomes a basic human right for children, all children,

它成為兒童、所有兒童的一項基本人權。

to live in places that create that growth,

生活在能創造這種增長的地方。

to live in places filled with yet.

以生活在充滿卻的地方。

Thank you.

謝謝你了

(Applause)

(掌聲)