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AndreasSchleicher_2012G-_利用数据创建更好的学校_
Radical openness is still a distant future in the field of school education. 学校教育的全方位开放 目前还是一件可望而不可及的事。
Radical:n.自由基;激进分子;游离基;adj.根本的;彻底的;完全的;全新的; openness:n.公开;宽阔;率真; distant:adj.遥远的;远处的;久远的; in the field of:在…方面,在…领域;
We have such a hard time figuring out that learning is not a place but an activity. 我们历尽艰辛才弄明白 学习不是一个在哪学的问题,而是一项活动。
But I want to tell you the story of PISA , 以下我要给大家介绍一下PISA（国际学生评估方案）,
PISA:n.比萨(意大利城市);
OECD's test to measure the knowledge and skills of 15-year-olds around the world, and it's really a story of how international comparisons have globalized the field of education that we usually treat as an affair of domestic policy . 这个方案是OECD（济合作与发展组织）用来测量世界上 15岁孩子们知识和技能的测试方案, 这一测试方案向我们展示了国与国之间的教育比较 是如何把原本是一国内政事务的教育领域 全球化的。
comparisons:n.比较;类似(comparison的复数形式);处于对比状态; globalized:vt.使全球化; treat:v.治疗;处理;招待;款待;n.款待;乐事;乐趣; domestic:n.佣人;家佣;家庭纠纷;家庭矛盾;adj.本国的;国内的;家用的;家庭的; policy:n.政策,方针;保险单;
Look at how the world looked in the 1960s, in terms of the proportion of people who had completed high school. 我们先从高中毕业生的比例这一标的 来看看20世纪60年代世界各国的教育 是什么样子的。
proportion:n.比例;部分;份额;均衡;v.摊派;使相称;
You can see the United States ahead of everyone else, and much of the economic success of the United States draws on its long-standing advantage as the first mover in education. 我们可以看到,美国遥遥领先排在首位, 而美国所取得的经济成就在很大程度上 得益于其长期 作为教育先行者的教育强国地位。
United:adj.联合的; v.联合,团结; (unite的过去分词和过去式) economic:adj.经济的,经济上的;经济学的; long-standing:adj.长期存在的;存在已久的; advantage:n.有利条件:优势:优点: mover:n.原动力;鼓动者;搬运公司;搬家工人;
But in the 1970s, some countries caught up. 到了70年代,有些国家赶上来了,
In the 1980s, the global expansion of the talent pool continued. 到80年代,全球性的 人才扩展持续。
expansion:n.扩张;膨胀;扩展;扩大;
And the world didn't stop in the 1990s. 90年代,世界各国教育的发展并没停步。
So in the '60s, the U.S. was first. 所以,在60年代,美国教育排第一。
In the '90s, it was 13th, and not because standards had fallen, but because they had risen so much faster elsewhere . 到90年代,其排名第13位, 其排名的下降,不是因为其本身的教育水准降低了, 而是因为别国的教育水平大大提高了。
standards:n.标准,水平,规格(standard的复数) elsewhere:adv.在别处;到别处;
Korea shows you what's possible in education. 韩国教育的（成功）经验向我们展示了教育的无限可能性。
Two generations ago, Korea had the standard of living of Afghanistan today, and was one of the lowest education performers. 两代人以前,韩国的生活水平 跟今天的阿富汗一样 其教育水平也是全球表现最差国之一。
standard of living:n.生活水平; Afghanistan:n.阿富汗(国家名称,位于亚洲);
Today, every young Korean finishes high school. 而今天,韩国普及了高中教育。
Korean:n.朝鲜族;韩国人;朝鲜话;adj.朝鲜的;朝鲜族的;朝鲜话的;
So this tells us that, in a global economy , it is no longer national improvement that's the benchmark for success, but the best performing education systems internationally . 这告诉我们,在全球经济中, 衡量一国教育成功的基准不再只局限于本国的进步, 而是要将其放到国际上最好的教育系统中去进行比对才有意义。
economy:n.经济;节约;理财; improvement:n.改进,改善; benchmark:n.基准;标准检查程序;vt.用基准问题测试(计算机系统等); performing:adj.表演的;演奏的;v.做;执行;演出;运转(perform的现在分词) internationally:adv.国际性地;在国际间;
The trouble is that measuring how much time people spend in school or what degree they have got is not always a good way of seeing what they can actually do. 可问题是 测量一个人在学校花的时间的多少 或者他们取得什么样的学位 并不能判断其实际工作能力。
Look at the toxic mix of unemployed graduates on our streets, while employers say they cannot find the people with the skills they need. 目前的情况是,大街上到处都是失业的毕业生 而雇主却说他们招不到 他们所需要的专业技术人材。
toxic:adj.有毒的;中毒的; unemployed:adj.失业的;下岗的;n.(集合词)失业者; employers:n.雇主;雇用者;(employer的复数)
And that tells you that better degrees don't automatically translate into better skills and better jobs and better lives. 这说明拥有好的学位并不等于会拥有相应的 好技能、好工作和美好生活。
automatically:adv.自动地;机械地;无意识地;adj.不经思索的; translate:v.翻译;被翻译;被译成;(使)转变;
So with PISA, we try to change this by measuring the knowledge and skills of people directly . 所以我们想运用PISA方法, 直接测量人们的知识和技能 以此来改变这种现象。
directly:adv.直接地;立即;马上;正好地;坦率地;conj.一…就;
And we took a very special angle to this. 我们对此采取了一个非常特殊的视角。
We were less interested in whether students can simply reproduce what they have learned in school, but we wanted to test whether they can extrapolate from what they know and apply their knowledge in novel situations. 我们对学生是否能简单地 复制他们在学校里学到的知识不很感兴趣, 我们想测试的是他们能否运用 他们已学的知识来进行推理 并将新知识运用到解决末知领域的问题中去。
reproduce:v.繁殖;复制;再现;生育; extrapolate:vt.外推;推断;vi.外推;进行推断; apply:v.申请;涂,敷;应用;适用;请求; novel:adj.新奇的;异常的;n.小说;
Now, some people have criticized us for this. 可有人因此批评我们。
criticized:v.批评;挑剔;指责;评论;评价;(criticize的过去式和过去分词)
They say, you know, such a way of measuring outcomes is terribly unfair to people, because we test students with problems they haven't seen before. 他们说,这种测量得出的结果 对人们是非常不公平的,因为我们用 学生们以前没见过的问题来测试他们。
outcomes:n.结果;成果;后果;出路;(outcome的复数)
But if you take that logic , you know, you should consider life unfair, because the test of truth in life is not whether we can remember what we learned in school, but whether we are prepared for change, 但是,如果按这种逻辑 你会认为,人生十分的不公平, 对生活的真理的检验,不在于我们是否能记住了多少 我们在学校里学的东西, 而在于我们是否作好了随时应变的准备、
logic:n.逻辑;逻辑学;逻辑性;adj.逻辑的;
whether we are prepared for jobs that haven't been created, to use technologies that haven't been invented, to solve problems we just can't anticipate today. 在于我们是否已经作好了从事那些 需要使用还没有发明的技术 去解决我们今天还没无预料的问题的新工作岗位的准备。
technologies:n.技术;科技(technology的复数); anticipate:v.预期,期望;占先,抢先;提前使用;
And once hotly contested, our way of measuring outcomes has actually quickly become the standard. 经过激烈的争议, 我们测量的结果却很快成为公认的标准。
hotly:adv.激烈地;热心地;暑热地;
In our latest assessment in 2009, we measured 74 school systems that together cover 87 percent of the economy. 在2009的最新评估中, 我们测评了74个学校系统, 这些被测国的经济总量占全球经济总量的87%。
assessment:n.评定;估价; measured:adj.缓慢谨慎的; v.测量; (measure的过去分词和过去式)
This chart shows you the performance of countries. 这个图展示了这些国家的（教育）表现。
performance:n.性能;表现;业绩;表演;
In red, sort of below OECD average. 红色表示稍低于OECD的平均值。
Yellow is so-so , and in green are the countries doing really well. 黄色代表一般般,绿色的国家做的很好。
so-so:adj.一般的(地);不好也不坏的(地);马马虎虎;不怎么样;一般般;
You can see Shanghai, Korea, Singapore in Asia; 你可以看到,亚洲的上海,南韩,新加坡;
Finland in Europe; 欧洲的芬兰;
Canada in North America doing really well. 和北美的加拿大都做的很好。
North America:n.北美洲;
You can also see that there is a gap of almost three and a half school years between 15-year-olds in Shanghai and 15-year-olds in Chile, and the gap grows to seven school years when you include the countries with really poor performance. 从表中明显一个巨大的差距在于: 在受教育程度方面, 在15岁年龄阶层,上海的孩子比和智利孩子平均多受了3年半的教育, 如果算上其它教育更落后的国家, 这个差距将达到7个学年。
gap:n.差距;间隙;缺口;间隔;v.使豁裂;豁开;
There's a world of difference in the way in which young people are prepared for today's economy. 现在的年青人 对现代经济所做的准备也存在着巨大的差异。
in the way:妨碍;挡道;
But I want to introduce a second important dimension into this picture. 我想在这讲一下我们评估的 第二个重要依据。
dimension:n.方面;[数]维;尺寸;次元;容积vt.标出尺寸;adj.规格的;
Educators like to talk about equity . 教育家们喜欢讨论公平。
equity:n.公平,公正;衡平法;普通股;抵押资产的净值;
With PISA, we wanted to measure how they actually deliver equity, in terms of ensuring that people from different social backgrounds have equal chances. 我们就用PISA来测试他们是如何做到教育公平, 也就是如何确保学生 无论其来自哪种不同的社会背景都有均等的受教育机会。
ensuring:v.保证;确保;担保(ensure的现在分词);
And we see that in some countries, the impact of social background on learning outcomes is very, very strong. 我们看到在有些国家, 学生的社会背景对其受教育机会的影响 非常巨大。
impact:n.影响;效果;碰撞;冲击力;v.挤入,压紧;撞击;对…产生影响;
Opportunities are unequally distributed . 由于受教育机会的不均等。
unequally:adv.不相等地;不均匀地;不公平地; distributed:adj.分布的;分散的;v.分发;分配;使分布(distribute的过去分词和过去式)
A lot of potential of young children is wasted. 很多小孩子的潜能没有得到开发而被埋没了。
potential:n.潜能;可能性;[电]电势;adj.潜在的;可能的;势的;
We see in other countries that it matters much less into which social context you're born. 在其他一些国家,学生的社会背景 对其受教育的机会没有太大的影响。
context:n.环境;上下文;来龙去脉;
We all want to be there, in the upper right quadrant , where performance is strong and learning opportunities are equally distributed. (在这张图中）)很多国家都想挤进右上象限里去, 因为一象限代表着这些国家的教育业绩很好,学习机会分配均等。
upper:adj.上面的;内陆的;n.靴面;兴奋剂; quadrant:n.象限;[海洋][天]象限仪;四分之一圆;
Nobody, and no country, can afford to be there, where performance is poor and there are large social disparities . 在教育落后地区, 没有任何个人和国家能进入优良教育象限, 这造成了社会教育的巨大不公平。
afford:v.给予,提供;买得起; disparities:不一致(disparity的复数);
And then we can debate , you know, is it better to be there, where performance is strong at the price of large disparities? 这样我们就能辩论, 我们是应该为了一国的教育成就 而牺牲学生受教育的公平机会？
debate:n.辩论;争论;考虑;v.辩论;争论;考虑;
Or do we want to focus on equity and accept mediocrity ? 还是我们要注重教育的公平性而接受平庸呢？
mediocrity:n.平庸之才;平常;
But actually, if you look at how countries come out on this picture, you see there are a lot of countries that actually are combining excellence with equity. 事实上,看一看这张图上出现的国家的教育成就, 可以看到很多国家实际上 做到了优秀和平等的统一。
excellence:n.优秀;美德;长处;
In fact, one of the most important lessons from this comparison is that you don't have to compromise equity to achieve excellence. 事实上,从这个比较得到的最重要的教训之一 就是你不必为了达到优秀 而向平等妥协。
compromise:n.妥协;折中;互让;和解;v.妥协;违背(原则);达不到(标准);使陷入危险;
These countries have moved on from providing excellence for just some to providing excellence for all, a very important lesson. 这些国家已经走出了由为部分人提供优质教育 到为所有人提供优质教育的发展之路, 这是个很重要的教训。
And that also challenges the paradigms of many school systems that believe they are mainly there to sort people. 这也挑战了很多学校体系 一贯主张的 教育的功能就是要将人分为三六九等 的思维模式.
paradigms:n.范例,模范(paradigm的复数形式); mainly:adv.大多;大部分;主要地;首要地;
And ever since those results came out, policymakers , educators, researchers from around the world have tried to figure out what's behind the success of those systems. 自从这些结果出现后, 来自世界各地的决策者,教育家,研究人员 都在试图搞清楚 这些教育系统成功的背后是什么。
policymakers:n.决策人;(policymaker的复数)
But let's step back for a moment and focus on the countries that actually started PISA, and I'm giving them a colored bubble now. 让我们先回顾一下 关注实际开始了PISA的这些国家, 我用彩色的泡泡来表示这些国家。
bubble:n.泡;气泡;肥皂泡;一点感情;v.起泡;冒泡;洋溢着(某种感情);
And I'm making the size of the bubble proportional to the amount of money that countries spent on students. 我用不同的大小 比例 来表示这些国家花在学生身上的钱。
proportional to:与…相称,与…成比例;
If money would tell you everything about the quality of learning outcomes, you would find all the large bubbles at the top, no? 如果教育投入的钱能够解释 学生学习的质量, 那照理在上面的那些国家的泡泡应该都很大才对,不是吗？
bubbles:n.泡; v.起泡; (bubble的第三人称单数和复数)
But that's not what you see. 但你看到的却不是。
Spending per student only explains about, well, less than 20 percent of the performance variation among countries, and Luxembourg , for example, the most expensive system, doesn't do particularly well. 生均教育经费投入 对一个国家教育质量的影响 大约不足20%, 例如,卢森堡是教育投入是最高的, 但其教育效果并不太好。
variation:n.变异;变体;变奏;变种; Luxembourg:n.卢森堡(卢森堡公国首都);卢森堡公国; particularly:adv.特别地,独特地;详细地,具体地;明确地,细致地;
What you see is that two countries with similar spending achieve very different results. 我们看到的是,两个经费投入相似的国家 可以取得完全不同的成就。
You also see -- and I think that's one of the most encouraging findings -- that we no longer live in a world that is neatly divided between rich and well-educated countries, and poor and badly-educated ones, a very, very important lesson. 你也看到--我认为也是最鼓舞人的发现之一-- 我们居住的世界不是很一刀切地划分成 富有和教育程度高的国家, 与贫穷和教育程度很差的国家, 这是个很重要的教训。
findings:n.调查发现;判决;裁决;(finding的复数) neatly:adv.整洁地;熟练地;灵巧地; well-educated:adj.受过良好教育的;
Let's look at this in greater detail. 让我们看一些细节。
The red dot shows you spending per student relative to a country's wealth . 这个红点表示 生均教育经费投入与一国财富的关系。
relative:adj.相对的;有关系的;成比例的;n.亲戚;相关物;[语]关系词;亲缘植物; wealth:n.财富;大量;富有;
One way you can spend money is by paying teachers well, and you can see Korea investing a lot in attracting the best people into the teaching profession . 一种投放方法是提高老师工资, 韩国在这方面投入大量资金 来吸引好的优秀的人才加入教育行列。
investing:v.投资;投入(时间、精力等);(invest的现在分词) profession:n.行业,职业;业内人士;同行;
And Korea also invests into long school days, which drives up costs further. 同时,韩国延长了学校时间, 此举进一步拉高教育投入。
invests:v.投资;花费(invest的三单形式);
Last but not least , Koreans want their teachers not only to teach but also to develop. 最后,韩国要求他们的老师 不但要教好书,还要做好个人的职业发展。
Last but not least:最后但不是最不重要的一点;
They invest in professional development and collaboration and many other things. 他们在教师的职业发展与协作 和其它很多方面投入资金。
professional:adj.专业的;职业的;职业性的;n.专业人员;职业运动员; collaboration:n.合作;勾结;通敌;
All that costs money. 所有这些都得花钱。
How can Korea afford all of this? 韩国怎么付得起呢？
The answer is, students in Korea learn in large classes. 答案是,韩国学校实行大班额教学。
This is the blue bar which is driving costs down. 从这根蓝棒可以看出,此举大大降低了办学费用。
You go to the next country on the list, Luxembourg, and you can see the red dot is exactly where it is for Korea, so Luxembourg spends the same per student as Korea does. 看下一个国家,卢森堡 这个红点的位置和代表韩国的红点位置差不多, 所以,卢森堡和韩国的生均教育经费是一样的。
But, you know, parents and teachers and policymakers in Luxembourg all like small classes. 但你看,卢森堡的家长、老师甚至决策者们 都喜欢小班教学。
You know, it's very pleasant to walk into a small class. 走进小课堂时很令人愉快。
So they have invested all their money into there, and the blue bar, class size, is driving costs up. 所以他们把钱花在那里了, 从这根蓝棒可以看出,小班教学使办学经费大幅增加。
invested:v.投资;投入;(invest的过去分词和过去式)
But even Luxembourg can spend its money only once, and the price for this is that teachers are not paid particularly well. 但就算是卢森堡这样的国家,其教育经费的投入也只能是一次性的, 而这种投入模式的代价是: 老师的收入不太好。
Students don't have long hours of learning. 学生在校学习时间不长。
And basically , teachers have little time to do anything else than teaching. 基本上,老师除了教学没时间做别的。
basically:adv.主要地,基本上;
So you can see two countries spent their money very differently, and actually how they spent their money matters a lot more than how much they invest in education. 所以你看到两个国家花钱不同, 实际上他们如何花钱的影响 远远超过他们在教育上投入的金额。
Let's go back to the year 2000. 我们来看看2000年。
Remember, that was the year before the iPod was invented. 还记得吧？那是在iPod发明之前的一年。
This is how the world looked then in terms of PISA performance. 如果用其PISA的表现来看, 当时各国的教育是这个样子的。
The first thing you can see is that the bubbles were a lot smaller, no? 这些泡泡当时还很小,不是吗？
We spent a lot less on education, about 35 percent less on education. 我们在教育方面的投入也少得多, 只占不到35%。
So you ask yourself, if education has become so much more expensive, has it become so much better? 扪心自问,既然教育都变得如此昂贵了, 它变得更好了吗？
And the bitter truth really is that, you know, not in many countries. 一个严酷的事实是, 并没有很多国家取得相应的成就。
bitter:adj.苦的; n.苦味; v.激烈地; v.使变苦;
But there are some countries which have seen impressive improvements . 但是有一些国家 已经取得了可喜的改善。
impressive:adj.感人的;令人钦佩的;给人以深刻印象的; improvements:n.改善;改进;改善的事物;(improvement的复数)
Germany, my own country, in the year 2000, featured in the lower quadrant, below average performance, large social disparities. 2000年我的祖国---德国 被划在较低的象限里, 比平均表现还低,社会差距很大。
And remember, Germany, we used to be one of those countries that comes out very well when you just count people who have degrees. 别忘了,若只按拥有学位的人数来算, 德国曾是教育强国之一。
Very disappointing results. 现在的结果却令人失望。
disappointing:adj.令人失望的;v.使失望;使破灭;使落空(disappoint的现在分词)
People were stunned by the results. 测评结果也令人吃惊。
stunned:adj.震惊的; v.使昏迷; (stun的过去分词和过去式)
And for the very first time, the public debate in Germany was dominated for months by education, not tax, not other kinds of issues , but education was the center of the public debate. 几个月以来,教育而不是税务和其他的话题, 成了德国公开辩论的热门话题 这是史无前例的。 教育成了公共辩论的中心话题。
dominated:v.支配;控制;左右;影响;(dominate的过去式和过去分词) issues:n.重要议题;争论的问题;v.宣布;公布;发出;(issue的第三人称单数和复数)
And then policymakers began to respond to this. 接着决策者开始有了回应。
respond:vi.回答;作出反应;承担责任;n.应答;唱和;
The federal government dramatically raised its investment in education. 联邦政府大幅度提高教育投入。
federal:adj.联邦的;同盟的;联邦政府的;联邦制的;adv.联邦政府地; dramatically:adv.戏剧地;引人注目地;adv.显著地,剧烈地; investment:n.投资;投入;封锁;
A lot was done to increase the life chances of students with an immigrant background or from social disadvantage . 做了很多有利于 有移民或不良社会背景学生的事情。
immigrant:n.(外来)移民;外侨;adj.侨民的; disadvantage:n.不利因素;障碍;不便之处;
And what's really interesting is that this wasn't just about optimizing existing policies , but data transformed some of the beliefs and paradigms underlying German education. 更有意思的是,这不仅 优化了现有政策, 还改变了德国教育的 一些信仰和规范。
optimizing:n.[数]优化,最佳化;adj.最佳的;v.最佳化(optimize的现在分词); policies:n.政策;方针;原则;为人之道;保险单(policy的复数) transformed:v.使改变形态;使改变外观(或性质);(transform的过去分词和过去式) underlying:adj.根本的; v.构成…的基础; (underlie的现在分词)
For example, traditionally , the education of the very young children was seen as the business of families, and you would have cases where women were seen as neglecting their family responsibilities when they sent their children to kindergarten . 譬如,传统上,幼儿教育 被视作家庭的事,很多时候 当妇女把孩子送去幼儿园 被视为疏忽职守。
traditionally:adv.传统上;习惯上;传说上; neglecting:v.未予看管;忽视;不予重视;疏忽;(neglect的现在分词) kindergarten:n.幼儿园;
PISA has transformed that debate, and pushed early childhood education right at the center of public policy in Germany. PISA改变了这场争论, 促使德国把儿童早期教育纳入了 公共政策的中心。
childhood:n.童年;幼年;孩童时期
Or traditionally, the German education divides children at the age of 10, very young children, between those deemed to pursue careers of knowledge workers 传统上,德国教育 在孩子10岁时,非常年幼的时候,就划分成 从事知识职业的工作者
deemed:v.认为;视为;相信;(deem的过去分词和过去式) pursue:v.继续;从事;追赶;纠缠; careers:n.职业(career的复数);事业;职业生涯;v.全速前进(career的三单形式);
and those who would end up working for the knowledge workers, and that mainly along socioeconomic lines, and that paradigm is being challenged now too. 和为知识工作者工作的两大群体, 这基本上与社会经济分工一致, 这个范例现在也在受挑战。
socioeconomic:adj.社会经济学的;
A lot of change. 很多的改变。
And the good news is, nine years later, you can see improvements in quality and equity. 有个好消息是,九年后, 你会看到教学质量和公平性的改进。
People have taken up the challenge, done something about it. 人们已经接受了挑战并采取了一些措施。
Or take Korea, at the other end of the spectrum . 看这个范围的另一头韩国
spectrum:n.光谱;频谱;范围;余象;
In the year 2000, Korea did already very well, but the Koreans were concerned that only a small share of their students achieved the really high levels of excellence. 在2000年,韩国已经很好了, 但韩国人担心 只有一小部分学生达到了很优秀的水平。
concerned:adj.有关的;关心的;v.关心;与…有关;(concern的过去时和过去分词)
They took up the challenge, and Korea was able to double the proportion of students achieving excellence in one decade in the field of reading. 他们接受了挑战, 在十年间,韩国能将 阅读能力优秀学生的比例提高了一倍。
Well, if you only focus on your brightest students, you know what happens is disparities grow, and you can see this bubble moving slightly to the other direction, but still, an impressive improvement. 如果你只是专注于最出色的学生, 差距就会产生, 这个泡泡稍微往右偏移, 但还是有令人印象深刻的改进。
slightly:adv.些微地,轻微地;纤细地;
A major overhaul of Poland 's education helped to dramatically reduce between variability among schools, turn around many of the lowest-performing schools, and raise performance by over half a school year. 波兰教育的主要革新 在于大幅度减少学校间的差异, 使很多表现不佳的学校得到重生, 并在半年时间内就提高了教学业绩。
overhaul:vt.分解检查,大修;追上并超过;n.彻底检修,详细检查; Poland:n.波兰(欧洲国家); variability:n.可变性,变化性;[生物][数]变异性;
And you can see other countries as well. 其他一些国家也一样。
Portugal was able to consolidate its fragmented school system, raise quality and improve equity, and so did Hungary. 葡萄牙是能够巩固其分散的学校系统, 提高质量和改善公平性, 另外,匈牙利也做到了。
consolidate:vt.巩固,使固定;联合;vi.巩固,加强; fragmented:v.(使)碎裂,破裂,分裂;(fragment的过去分词和过去式)
So what you can actually see, there's been a lot of change. 所以确实能看到,很多的改变。
And even those people who complain and say that the relative standing of countries on something like PISA is just an artifact of culture, of economic factors , of social issues, of homogeneity of societies, and so on, these people must now concede that education improvement is possible. 即使那些抱怨的人说 那些相对有名次的国家 PISA只是文化的产物, 经济因素和社会的产物, 以及社会一致化的产物,等等, 这些人现在必须承认教育改良是可能。
complain:v.投诉;发牢骚;诉说; artifact:n.人工制品;手工艺品; factors:n.因素(factor的复数); v.做代理商; homogeneity:n.同质;同种;同次性(等于homogeneousness); concede:v.承认;退让;给予,容许;
You know, Poland hasn't changed its culture. 波兰并没有改变它的文化。
It didn't change its economy. It didn't change the compositions of its population. 没有改变它的经济, 没有改变人口的组成。
compositions:n.组成成分;作品辑;艺术作品(composition的复数形式);
It didn't fire its teachers. It changed its education policies and practice. Very impressive. 没有解雇老师。它改变了教育政策 和实践。（而其教育成就）却非常引人注目。
And all that raises, of course, the question: What can we learn from those countries in the green quadrant who have achieved high levels of equity, high levels of performance, and raised outcomes? 所有这些给我们带来了新的命题: 我们能从这些在绿色象限的国家学到什么？ 谁做到了真正的公平? 谁取得了高水平的业绩和提高了成果？
And, of course, the question is, can what works in one context provide a model elsewhere? 当然,问题是,在一个环境下有效的 在别的地方能用做典范吗？
Of course, you can't copy and paste education systems wholesale , but these comparisons have identified a range of factors that high-performing systems share. 很显然,你不能把一国的教育体系生搬硬套到别国去, 但这些比较也确实帮我们找出了 所有高效能的教育系统的共性因素。
paste:v.粘贴; n.面团; adj.人造的; wholesale:n.批发; v.大量地,大批地; v.批发; adj.批发的; identified:v.确认;认出;找到;发现;说明身份;(identify的过去式和过去分词)
Everybody agrees that education is important. 人人都同意教育很重要。
Everybody says that. 人人都这样说。
But the test of truth is, how do you weigh that priority against other priorities ? 但问题是,你如何做到, “两害相权取其轻,两利相权取其重”呢？
priority:n.优先;优先权;[数]优先次序;优先考虑的事; priorities:n.优先事项;优先权;重点;(priority的复数)
How do countries pay their teachers relative to other highly skilled workers? 各国应如何支付他们的教师工资 和其他高级技术工人的工资呢？
highly:adv.高度地;非常;非常赞许地; skilled:adj.熟练的;有技能的;需要技能的;
Would you want your child to become a teacher rather than a lawyer? 你想让你的孩子成为老师 而不是律师吗？
How do the media talk about schools and teachers? 媒体应该如何报道学校和老师呢？
media:n.媒体;媒质(medium的复数);血管中层;浊塞音;中脉;
Those are the critical questions, and what we have learned from PISA is that, in high-performing education systems, the leaders have convinced their citizens to make choices that value education, their future, more than consumption today. 这些都是关键问题。而我们从PISA看到: 在高性能的教育体系里, 领袖们已经说服市民 重视教育,重视个人前途, 而不应该只着眼当前的消费。
critical:adj.鉴定的;[核]临界的;批评的,爱挑剔的;危险的;决定性的;评论的; convinced:adj.坚信; v.使确信; (convince的过去分词和过去式) consumption:n.消费;消耗;肺痨;
And you know what's interesting? You won't believe it, but there are countries in which the most attractive place to be is not the shopping center but the school. 在这过程中有一些很有趣的事。说出来令人难以相信, 在很多国家,最吸引人的地方 不是购物中心而是学校。
attractive:adj.吸引人的;有魅力的;引人注目的;
Those things really exist. 而事实确实如此。
But placing a high value on education is just part of the picture. 高度重视教育 只是其中的一方面。
The other part is the belief that all children are capable of success. 另一方面,这是基于一种信念: 所有的孩子都有能力成功。
capable:adj.能干的,能胜任的;有才华的;
You have some countries where students are segregated early in their ages. 有些国家 学生们很年幼时就被实施分层教学。
segregated:adj.被隔离的;v.隔离(segregate的过去式);分离;
You know, students are divided up, reflecting the belief that only some children can achieve world-class standards. 学生们被分开, 这反映了他们的信念: 只有部分小子能达到世界一流的学业水准。
reflecting:v.反映;映出(影像);反射;显示,表明,表达;(reflect的现在分词) world-class:n.世界级;adj.世界级的;
But usually that is linked to very strong social disparities. 但通常是有很强的社会不公有关系。
If you go to Japan in Asia, or Finland in Europe, parents and teachers in those countries expect every student to succeed, and you can see that actually mirrored in student behavior. 如果你去亚洲的日本,或欧洲的芬兰, 这些国家的父母和老师们 期待每个学生都成功, 你会看到这些都会在学生的行为上表现出来。
When we asked students what counts for success in mathematics , students in North America would typically tell us, you know, it's all about talent. 当我们问学生 在数学上什么算是成功 北美的学生一般会告诉我们, 就是天分啦。
mathematics:n.数学;数学运算; typically:adv.代表性地;作为特色地;
If I'm not born as a genius in math, I'd better study something else. 如果我生来就不是数学天才,我最好去学别的。
genius:n.天才;天资;才能,本领;
Nine out of 10 Japanese students say that it depends on my own investment, on my own effort, and that tells you a lot about the system that is around them. 10个中有9个日本学生会说 这要看我的付出和努力, 这些都反映了他们所在的教育系统的理念。
In the past, different students were taught in similar ways. 过去,不同的学生受教方法相似。
High performers on PISA embrace diversity with differentiated pedagogical practices. PISA中的业绩突出者 用有因材施教的方法来接纳多元性。
embrace:n.拥抱,怀抱;v.拥抱;乐意采纳(思想、建议等);信奉;包括; diversity:n.差异(性):多样性:多样化: differentiated:adj.分化型;已分化的;可区分的;v.使有差别(differentiate的过去分词); pedagogical:adj.教育学的;教学法的;
They realize that ordinary students have extraordinary talents, and they personalize learning opportunities. 他们意识到 普通的学生也有杰出的天分, 他们把学习机会个性化。
extraordinary:adj.非凡的;特别的;离奇的;临时的;特派的; personalize:v.在…上标明主人姓名;为个人特制(或专设);个人化;
High-performing systems also share clear and ambitious standards across the entire spectrum. 高性能系统也普遍认同 整个范围中的明确和有抱负的标准。
ambitious:adj.野心勃勃的;有雄心的;热望的;炫耀的;
Every student knows what matters. 学生们都知道什么重要。
Every student knows what's required to be successful. 学生们都知道成功需要什么。
And nowhere does the quality of an education system exceed the quality of its teachers. 没有一个地方教育系统的质量 超过老师的质量。
nowhere:v.无处; n.无处; adj.不存在的; exceed:v.超过(数量);超越(法律、命令等)的限制;
High-performing systems are very careful in how they recruit and select their teachers and how they train them. 高性能的系统很小心地 招聘和选择老师 并培训他们。
recruit:n.新兵; v.吸收(新成员); (通过招募)组成;
They watch how they improve the performances of teachers in difficulties who are struggling, and how they structure teacher pay. 他们留意如何帮助那些 在困境中挣扎的老师提高教学效率, 和如何去核定老师的工资。
performances:n.演出;[法]履行(performance的复数形式); structure:n.结构;构造;建筑物;vt.组织;构成;建造;
They provide an environment also in which teachers work together to frame good practice. 他们提供一个老师们能团结工作的环境 去构架好的做法。
frame:n.框架; v.设计; adj.有木架的;
And they provide intelligent pathways for teachers to grow in their careers. 他们为老师提供各种途径 促进教师的职业成长。
intelligent:adj.有才智的;悟性强的;聪明的;有智力的 pathways:n.小路;小径(pathway的复数);
In bureaucratic school systems, teachers are often left alone in classrooms with a lot of prescription on what they should be teaching. 在官僚的学校体系中, 老师常常被孤零零留在教室里照本宣科 因为教师们被很多的法规束缚着教与不教什么。
bureaucratic:adj.官僚的;官僚政治的; prescription:n.处方;药方;医生开的药;开处方;
High-performing systems are very clear what good performance is. 高效能的系统很清楚什么样的表现是好的。
They set very ambitious standards, but then they enable their teachers to figure out, what do I need to teach to my students today? 他们设定雄心勃勃的标准, 但他们能让老师们去想办法弄清楚, 我今天需要给我的学生教什么。
enable:v.使能够;使有机会;使成为可能;使可行;
The past was about delivered wisdom in education. 过去教育是传递知识和智慧的桥梁。
wisdom:n.智慧;明智;才智;学问;
Now the challenge is to enable user-generated wisdom. 而现在挑战在于让学生自己学习其所需的智慧。
High performers have moved on from professional or from administrative forms of accountability and control -- sort of, how do you check whether people do what they're supposed to do in education -- to professional forms of work organization . 高效率的执行者已经从职业或责任控制的管理者 转变成了专业的工作机构。 就好像,你如何检测 人们是否做了他们应该做的事
administrative:adj.管理的,行政的; accountability:n.有义务;有责任;可说明性; supposed:adj.误信的;所谓的;v.认为;假设;设想;(suppose的过去分词和过去式) organization:n.组织;机构;体制;团体;
They enable their teachers to make innovations in pedagogy . 他们鼓励老师们在教学中勇于创新。
innovations:n.创新(innovation的复数);改革; pedagogy:n.教育;教育学;教授法;
They provide them with the kind of development they need to develop stronger pedagogical practices. 他们为老师提供其所需的发展机会 去制定更有力的教学方式。
The goal of the past was standardization and compliance . 以往的目标是标准化和服从。
standardization:n.标准化;[数]规格化;校准; compliance:n.顺从,服从;承诺;
High-performing systems have made teachers and school principals inventive . 高效率的体系让老师 和校长们富有独创性。
principals:n.校长;负责人(principal的复数); inventive:adj.发明的;有发明才能的;独出心裁的;
In the past, the policy focus was on outcomes, on provision . 以前,政策专注于结果, 专注于条规。
provision:n.规定;条款;准备;[经]供应品;vt.供给…食物及必需品;
The high-performing systems have helped teachers and school principals to look outwards to the next teacher, the next school around their lives. 高效率的体系帮助老师和 校长们放眼于他们人生中的下一个老师, 下一个学校。
outwards:adv.向外地;
And the most impressive outcomes of world-class systems is that they achieve high performance across the entire system. 世界级系统的最令人印象深刻的结果是 他们在整个系统中实现了高性能。
You've seen Finland doing so well on PISA, but what makes Finland so impressive is that only five percent of the performance variation amongst students lies between schools. 你以看到芬兰在PISA中做的挺好, 但芬兰给人留下深刻印象的是 只有5%的学生的表现 在这些学校当中有变化。
amongst:prep.在…之中;在…当中(等于among);
Every school succeeds. 每个学校都成功。
This is where success is systemic . 成功的是系统性。
systemic:adj.系统的;全身的;体系的;
And how do they do that? 怎么做到呢？
They invest resources where they can make the most difference. 他们给能产生最大不同的资源投资。
resources:n.[计][环境]资源; v.向…提供资金(resource的第三人称单数);
They attract the strongest principals into the toughest schools, and the most talented teachers into the most challenging classroom. 他们吸引最强的校长放到最难的学校, 最有才华的老师 放进最有挑战的教室。
Last but not least, those countries align policies across all areas of public policy. 最后,这些国家调节 所有地区的公共政策
align:vt.使结盟;使成一行;匹配;vi.排列;排成一行;
They make them coherent over sustained periods of time, and they ensure that what they do is consistently implemented . 他们使之持续连贯, 确保始终如一地执行。
coherent:adj.连贯的,一致的;明了的;清晰的;凝聚性的;互相耦合的;粘在一起的; sustained:adj.持续的; v.维持; (sustain的过去分词和过去式) ensure:vt.保证,确保;使安全; consistently:adv.一贯地;一致地;坚实地; implemented:v.使生效;贯彻;执行;实施;(implement的过去式和过去分词)
Now, knowing what successful systems are doing doesn't yet tell us how to improve. 知道了成功的系统怎么做的 并没有告诉我们如何改进。
That's also clear, and that's where some of the limits of international comparisons of PISA are. 也很清楚,这就是PISA国际比较 的一些极限。
That's where other forms of research need to kick in, and that's also why PISA doesn't venture into telling countries what they should be doing. 也是其他形式的研究需要介入, 也是为什么PISA不冒险介入 告诉这些国家它们应该做什么。
venture:v.敢于;冒险;投机;n.企业;风险;冒险;
But its strength lies in telling them what everybody else has been doing. 但PISA的长处在于告诉他们 别人都做了些什么。
And the example of PISA shows that data can be more powerful than administrative control of financial subsidy through which we usually run education systems. PISA的例子显示 数据比我们常用的通过运行教育系统 行政管理财务补贴更有威力。
financial:adj.金融的;财政的,财务的; subsidy:n.补贴;津贴;补助金;
You know, some people argue that changing educational administration is like moving graveyards . 有人会提出 改变教育行政管理 就像移动墓地。
educational:adj.教育的;有关教育的;有教育意义的 graveyards:n.墓地;
You just can't rely on the people out there to help you with this. (Laughter) 你不能靠在外面的人来帮助。（笑）
rely:vi.依靠;信赖;
But PISA has shown what's possible in education. PISA已经显示了什么在教育上是可能的。
It has helped countries to see that improvement is possible. 它帮助很多国家看到了改进是可行的。
It has taken away excuses from those who are complacent . 它排除了那些自满者的借口。
complacent:adj.自满的;得意的;满足的;
And it has helped countries to set meaningful targets in terms of measurable goals achieved by the world's leaders. 它帮助一些国家设定了有意义的目标 也就是被世界领袖们达到了的可测量的目标。
meaningful:adj.严肃的;重要的;重大的;意味深长的; measurable:adj.可测量的;重要的;重大的;
If we can help every child, every teacher, every school, every principal, every parent see what improvement is possible, that only the sky is the limit to education improvement, we have laid the foundations for better policies and better lives. 如果我们能够帮助每个孩子,每个老师,每间学校, 每个校长,每个家长看到改进是可能的, 教育改进的空间是无限的, 我们已经打下了基础 为了更好的政策和更好的人生。
the sky is the limit:没有限制(习语);缘份无边界(TVB电视剧名); foundations:n.基础;地基;基金会;粉底;(foundations是foundation的复数)
Thank you. 谢谢大家！
(Applause) （掌声）