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SalmanKhan_2015P-_让我们为掌握而教，而不是为了考试分数_
I'm here today to talk about the two ideas that, at least based on my observations at Khan Academy , are kind of the core , or the key leverage points for learning. 今天,我要分享两个观点, 至少基于我对可汗学院的观察得出的, 有关于学习的核心,或者说是根基。
observations:n.观察,观察值;观察结果;(observation的复数形式); Khan:n.可汗(对最高统治者的尊称);商队客店; Academy:n.学院;研究院;学会;专科院校; core:n.核心;要点;果心;[计]磁心;vt.挖...的核; leverage:n.影响力;杠杆作用;杠杆效力;v.举债经营;借贷收购;
And it's the idea of mastery and the idea of mindset . 一个是掌握的技巧, 另一个是思维方式。
mastery:n.掌握;精通;优势;征服;统治权; mindset:n.心态;倾向;习惯;精神状态;
I saw this in the early days working with my cousins. 早些年当我辅导小表亲们的时候就发现,
early days:初期;为时尚早;前期;
A lot of them were having trouble with math at first, because they had all of these gaps accumulated in their learning. 他们之中很多人刚开始对数学很头疼, 因为他们在学习中不断积累着知识漏洞。
gaps:n.差异,缺口;缝隙(gap的复数形式);v.裂开;使豁裂(gap的第三人称单数形式); accumulated:v.积累;积聚;(数量)逐渐增加;(accumulate的过去式和过去分词)
And because of that, at some point they got to an algebra class and they might have been a little bit shaky on some of the pre-algebra, and because of that, they thought they didn't have the math gene . 所以当他们开始上代数课时, 由于在代数的预备课程中可能就不太跟得上, 就导致了他们认为自己没有数学天赋。
algebra:n.代数学; shaky:adj.摇晃的;不可靠的;不坚定的; gene:n.基因;遗传基因;遗传因子;
Or they'd get to a calculus class, and they'd be a little bit shaky on the algebra. 或者他们之后上微积分课时, 才发现自己的代数基础也不太好。
calculus:n.[病理]结石;微积分学;
I saw it in the early days when I was uploading some of those videos on YouTube, and I realized that people who were not my cousins were watching. 我发现这个问题是在前些年 当我在YouTube上上传这些视频的时候, 我意识到很多素不相识的人也在看这些视频。
uploading:v.上载;上传;(upload的现在分词)
(Laughter) （笑声）
And at first, those comments were just simple thank-yous. 一开始,有些留言只是些简单的谢谢。
I thought that was a pretty big deal. 我认为这很值得重视。
I don't know how much time you all spend on YouTube. 我不知道你们都花多少时间在YouTube上。
Most of the comments are not "Thank you." 通常大多数评论都不是“谢谢”。
(Laughter) （笑声）
They're a little edgier than that. 通常措辞都更尖锐一些。
edgier:不安的(edgy的比较级);
But then the comments got a little more intense , student after student saying that they had grown up not liking math. 但之后的留言内容越来越丰富多样, 越来越多的学生反映,他们长大后,变得更加不喜欢数学。
intense:adj.强烈的;紧张的;非常的;热情的;
It was getting difficult as they got into more advanced math topics. 进入高等数学阶段后就更加困难。
advanced:adj.先进的; v.前进; (advance的过去式和过去分词形式)
By the time they got to algebra, they had so many gaps in their knowledge they couldn't engage with it. 当他们开始上代数的时候, 知识中存在的大量漏洞导致他们完全更不上进度。
engage:v.吸引,占用;使参加;雇佣;使订婚;预定;
They thought they didn't have the math gene. 他们会自以为没有数学头脑。
But when they were a bit older, they took a little agency and decided to engage. 但当他们长大一点的时候, 他们有了一点儿动力并决定下功夫去学。
agency:n.代理,中介;代理处,经销处;
They found resources like Khan Academy and they were able to fill in those gaps and master those concepts, and that reinforced their mindset that it wasn't fixed; that they actually were capable of learning mathematics . 他们找到了像可汗学院这样的资源, 帮助他们填充知识漏洞和掌握概念, 改善了他们的思维方式; 他们才知道自己其实有能力学好数学。
resources:n.[计][环境]资源; v.向…提供资金(resource的第三人称单数); reinforced:adj.加固的;加强的;加筋的;v.加强;增援;(reinforce的过去式和过去分词) capable:adj.能干的,能胜任的;有才华的; mathematics:n.数学;数学运算;
And in a lot of ways, this is how you would master a lot of things in life. 在很多方面,这也是掌握新技能的一种途径。
It's the way you would learn a martial art . 好比学习武术。
martial art:n.武术;
In a martial art, you would practice the white belt skills as long as necessary, and only when you've mastered it you would move on to become a yellow belt. 在武术当中,你往往必须一直练习 白带(最低等级)的技巧, 只有当你掌握了它们, 你才能进阶到黄带。
belt:n.皮带;腰带;传动带;传送带;v.猛击;狠打;飞奔;飞驰; as long as:conj.只要;长达;如果;既然;
It's the way you learn a musical instrument : you practice the basic piece over and over again , and only when you've mastered it, you go on to the more advanced one. 这也是你们学习乐器的方式: 一遍遍练习最基本的曲目, 只有掌握了它们, 才能去挑战更难的那些。
musical instrument:n.乐器; over and over again:adv.一再地;反复不断地;
But what we point out -- this is not the way a traditional academic model is structured , the type of academic model that most of us grew up in. 但我们要清楚: 这并非传统学习模式的构成方法, 并不是我们成长过程中所经历的那种。
traditional:传统的,惯例的, academic:adj.学术的;理论的;学院的;n.大学生,大学教师;学者; structured:adj.有结构的;有组织的;v.组织;构成(structure的过去分词);建造;
In a traditional academic model, we group students together, usually by age, and around middle school , by age and perceived ability, and we shepherd them all together at the same pace. 在一个传统学习模式当中, 我们一般会按年龄将学生分组, 在中学时期, 则是通过年龄和外显的学习能力分组, 然后我们以相同的节奏引领他们。
middle school:n.初中;(英国为9到13岁儿童所设的)中间学校; perceived:v.注意到;意识到;将…视为;认为;(perceive的过去式和过去分词) shepherd:vt.牧羊;带领;指导;看管;n.牧羊人;牧师;指导者;
And what typically happens, let's say we're in a middle school pre-algebra class, and the current unit is on exponents , the teacher will give a lecture on exponents , then we'll go home, do some homework. 最常见的情况是, 假设我们身处某中学的代数预备课堂, 现在的专题是指数函数, 老师就此内容来上课, 然后我们回家,做一些相关习题。
typically:adv.代表性地;作为特色地; exponents:n.范例;说明者;技艺娴熟的演出者;倡导者(exponent的复数); lecture:n.演讲;讲座;讲课;谴责;v.开讲座;讲授;讲课;指责;告诫
The next morning, we'll review the homework, then another lecture, homework, lecture, homework. 第二天早上,我们会检查这些作业。 之后又是上课,做作业,上课,做作业。
That will continue for about two or three weeks, and then we get a test. 这大概会持续两到三周, 就该测验了。
On that test, maybe I get a 75 percent, maybe you get a 90 percent, maybe you get a 95 percent. 在考试中,我也许只会75%的题目, 你也许会90%, 他可能会95%。
And even though the test identified gaps in our knowledge, 即使考试能帮助我们查缺补漏,
identified:v.确认;认出;找到;发现;说明身份;(identify的过去式和过去分词)
I didn't know 25 percent of the material. 还是会有25%的内容我没有掌握。
Even the A student, what was the five percent they didn't know? 就算那些得A的学生,依旧有5%的内容没搞懂。
Even though we've identified the gaps, the whole class will then move on to the next subject, probably a more advanced subject that's going to build on those gaps. 即使我们认识到那些漏洞, 课堂还是会继续,进入下一个专题, 可能是更加复杂的内容,但却会建立在我们的知识漏洞之上。
It might be logarithms or negative exponents. 可能会是对数函数,或者是负指数函数。
logarithms:n.[数]对数(logarithm的复数形式); negative:adj.[数]负的;消极的;否定的;阴性的;n.否定;负数;[摄]底片;v.否定;拒绝;
And that process continues, and you immediately start to realize how strange this is. 随着课程不断推进,你会突然间发现, 这种感觉不太对劲。
process:v.处理;加工;列队行进;n.过程,进行;方法,adj.经过特殊加工(或处理)的;
I didn't know 25 percent of the more foundational thing, and now I'm being pushed to the more advanced thing. 我明明还有25%的基础知识不懂, 现在却被逼去学更加深奥的东西。
foundational:adj.基础的;基本的;
And this will continue for months, years, all the way until at some point, 这会持续数月或数年,直到某一个时间点,
I might be in an algebra class or trigonometry class and I hit a wall. 我可能会在代数或是三角函数课堂上 完全不知所云了。
trigonometry:n.三角法;
And it's not because algebra is fundamentally difficult or because the student isn't bright. 这并非因为代数学本身很难学, 或者是因为学生不够聪明。
fundamentally:adv.从根本上;基础地;重要地
It's because I'm seeing an equation and they're dealing with exponents and that 30 percent that I didn't know is showing up. 而是因为当我看见指数的等式时, 其中有30%是我不懂的知识。
equation:n.方程式,等式;相等;[化学]反应式;
And then I start to disengage . 然后我就不想做了。
disengage:vt.使脱离;解开;解除;vi.脱出;松开;
To appreciate how absurd that is, imagine if we did other things in our life that way. 为了让大家体会这是多么夸张, 可以想象一下,当我们在人生中以这种方式干其它的事情时,
appreciate:v.欣赏;感激;感谢;理解; absurd:adj.荒谬的;可笑的;n.荒诞;荒诞作品;
Say, home-building. 比如,造房子。
(Laughter)
So we bring in the contractor and say, "We were told we have two weeks to build a foundation. 我们找承包商来,然后和他说: “我们被告知只有两周时间去打地基。
contractor:n.承包人;立契约者;
Do what you can." 所以能建多少就建多少吧。”
(Laughter) （笑声）
So they do what they can. 然后他们就尽力去做了。
Maybe it rains. 中间也许下雨了。
Maybe some of the supplies don't show up. 也许有些物资没到位。
And two weeks later, the inspector comes, looks around, says, "OK, the concrete is still wet right over there, that part's not quite up to code ... 两周之后,房屋检查员来了,看了一下, 说:“看起来这儿的水泥还没干, 那块儿也还不大行……
concrete:n.混凝土;adj.混凝土制的;确实的,具体的;vt.用混凝土覆盖
I'll give it an 80 percent." 我就给个80分吧。”
(Laughter) （笑声）
You say, "Great! That's a C. Let's build the first floor ." 然后你们说:“太好了,至少还是个C。我们开始建第一层吧！”
first floor:一楼
(Laughter) （笑声）
Same thing. 同样的事情接连发生。
We have two weeks, do what you can, inspector shows up, it's a 75 percent. 我们又努力了两周然后房屋检查员来了,给了个75分。
Great, that's a D-plus. 太好了,居然还有D+！
Second floor, third floor, and all of a sudden , while you're building the third floor, the whole structure collapses . 继续建二楼,三楼, 直到建第三层的时候, 整栋建筑突然倒塌了。
all of a sudden:突然地,出乎意料地; collapses:v.(突然)倒塌,坍塌;昏倒;坐下;(collapse的第三人称单数)
And if your reaction is the reaction you typically have in education, or that a lot of folks have, you might say, maybe we had a bad contractor, or maybe we needed better inspection or more frequent inspection. 如果你的回应与上学时的回应一样, 或者是很多人会有的那种反应, 你也许会说,估计是承包商不够格, 也可能是检查力度和次数不够多。
reaction:n.反应,感应;反动,复古;反作用; inspection:n.视察,检查; frequent:adj.频繁的;经常发生的;v.常到(某处);
But what was really broken was the process. 但真正的问题,其实是过程的本身。
We were artificially constraining how long we had to something, pretty much ensuring a variable outcome , and we took the trouble of inspecting and identifying those gaps, but then we built right on top of it. 我们用人为的方式去限制完成某事的时间, 几乎可以确定,一定会有出入, 然后我们检查也发现了问题, 但却又将错就错。
artificially:adv.人工地;人为地;不自然地; constraining:约束; ensuring:v.保证;确保;担保(ensure的现在分词); variable:n.变量;可变因素;可变情况;adj.多变的;易变的;变化无常的;可更改的; outcome:n.结果,结局;成果; inspecting:adj.检查的;v.检查(inspect的ing形式); identifying:n.识别,标识;标识关系;v.识别;(identify的现在分词)
So the idea of mastery learning is to do the exact opposite. 然而掌握式教育的观念就是反其道而行之。
Instead of artificially constraining, fixing when and how long you work on something, pretty much ensuring that variable outcome, the A, B, C, D, F -- do it the other way around. 将人为的限制、僵化、 何时学习和学多久、 把结果按Ａ、B、C、D、F 分级的行为, 转换成另一种方式。
What's variable is when and how long a student actually has to work on something, and what's fixed is that they actually master the material. 学生之间的差异应该是何时以及多久 可以掌握好一门知识, 要坚持一致的是学生真的掌握了这门知识。
And it's important to realize that not only will this make the student learn their exponents better, but it'll reinforce the right mindset muscles . 我们必须意识到它的重要性, 这样不仅可以让学生更好地掌握指数函数, 同时也可以培养一种正确的思维方式。
muscles:n.肌肉(muscle的复数);
It makes them realize that if you got 20 percent wrong on something, it doesn't mean that you have a C branded in your DNA somehow . 这可以让他们认识到如果他们答错了20％, 不代表他们天生就只有C的水平,
branded:adj.名牌商标的; v.铭刻; (brand的过去式和过去分词); somehow:adv.以某种方法;莫名其妙地;
It means that you should just keep working on it. 而是说明他们还需要在这个内容上继续努力、
You should have grit; you should have perseverance; you should take agency over your learning. 坚持不懈、迎难而上, 拿出热情克服学习中的障碍。
Now, a lot of skeptics might say, well, hey, this is all great, philosophically , this whole idea of mastery-based learning and its connection to mindset, students taking agency over their learning. 现在,很多怀疑者可能会说,这听起来不错, 理论上来说,这套以掌握为目的教学方式 以及与思维方式的连结, 可以让学生积极克服学习中的障碍。
skeptics:n.疑论者,怀疑主义者(skeptic的复数形式); philosophically:adv.哲学上;贤明地;
It makes a lot of sense, but it seems impractical . 这听起来很有道理,但不太实际。
impractical:adj.不切实际的,不现实的;不能实行的;
To actually do it, every student would be on their own track . 要实现一点,每个学生都必须遵循自己的学习进度。
track:n.小道;足迹;车辙;轨道;v.追踪;跟踪;
It would have to be personalized , you'd have to have private tutors and worksheets for every student. 必须有个性化的教学方式, 一对一辅导和有针对性的练习题。
personalized:v.在…上标明主人姓名; (personalize的过去分词和过去式) worksheets:n.工作表(worksheet的复数);学习单;
And these aren't new ideas -- there were experiments in Winnetka, Illinois , 100 years ago, where they did mastery-based learning and saw great results, but they said it wouldn't scale because it was logistically difficult. 但这并不是什么新观念, 在100年前的伊利诺伊州,温内特卡市就有这样的实践: 他们尝试了这种以掌握为目的的教学,成果很显着, 但是他们表示很难大面积推广,毕竟可行性太低了。
Illinois:n.伊利诺斯州(美国州名); scale:n.规模;比例;鳞;刻度;天平;数值范围;v.衡量;攀登;剥落;生水垢; logistically:adv.逻辑地,运筹地;在后勤方面;
The teacher had to give different worksheets to every student, give on-demand assessments . 老师要给每个学生不同的试题, 视情况打分。
assessments:评价;
But now today, it's no longer impractical. 但如今,这已经不再是空想了。
We have the tools to do it. 我们有了辅助工具。
Students see an explanation at their own time and pace? 学生可以通过看分类视频,
There's on-demand video for that. 按照自己的进度去寻找解答。
They need practice? They need feedback ? 他们需要练习吗？需要反馈吗？
feedback:n.反馈;反馈意见;回授;[电子]反馈;
There's adaptive exercises readily available for students. 学生很容易就能进行适应性练习。
adaptive:adj.适应的,适合的; readily:adv.容易地;乐意地;无困难地;
And when that happens, all sorts of neat things happen. 当万事俱备的时候,就会出现良性循环。
neat:adj.整洁的;整齐的;有序的;有条理的;
One, the students can actually master the concepts, but they're also building their growth mindset, they're building grit , perseverance , they're taking agency over their learning. 首先,学生能够真正掌握知识, 此外还能培养他们积极的心理, 建立勇气和不屈不挠的精神, 他们会对学习产生热情。
grit:v.研磨;在…上铺砂砾;咬紧牙关;摩擦作声;n.粗砂,粗砂石;勇气;决心; perseverance:n.坚持不懈;不屈不挠;n.耐性;毅力;
And all sorts of beautiful things can start to happen in the actual classroom. 在实际的课堂中, 一切也慢慢开始走上正轨。
Instead of it being focused on the lecture, students can interact with each other. 学生们之间可以进行更多学习上的互动, 而不必拘泥于专心听讲。
interact:v.互相影响;互相作用;n.幕间剧;幕间休息;
They can get deeper mastery over the material. 他们能够更加深入地去掌握知识。
They can go into simulations , Socratic dialogue. 他们能够模拟苏格拉底式对话。
simulations:n.[计]模拟(simulation的复数);[计]仿真; Socratic:adj.(古希腊哲学家)苏格拉底的;问答法的;n.(古希腊哲学家)苏格拉底的信徒;
To appreciate what we're talking about and the tragedy of lost potential here, 为了强化这一点, 让大家体会无法激发潜能的遗憾,
tragedy:n.悲惨的事;不幸;灾难;悲剧作品; potential:n.潜能;可能性;[电]电势;adj.潜在的;可能的;势的;
I'd like to give a little bit of a thought experiment. 我想带大家进行一个思维小实验。
a little bit of a:一点点了;
If we were to go 400 years into the past to Western Europe, which even then, was one of the more literate parts of the planet, you would see that about 15 percent of the population knew how to read. 假设我们回到400年前的西欧, 在当时就已经是地球上文明最发达的地区之一, 你会发现大概有15％的人口识字。
literate:adj.受过教育的;精通文学的;n.学者;
And I suspect that if you asked someone who did know how to read, say a member of the clergy , "What percentage of the population do you think is even capable of reading?" 估计当你去询问一个识字的人, 比如一个神职人员, “你认为大概有多少人有识字的能力呢？”
suspect:n.犯罪嫌疑人;v.怀疑;不信任;adj.可疑的; clergy:n.神职人员;牧师;僧侣; percentage:n.百分比;百分率;利润的分成;提成;
They might say, "Well, with a great education system, maybe 20 or 30 percent." 他们也许会说:“嗯,基于这强大的教育体系, 大概有个20%或30%吧。”
But if you fast forward to today, we know that that prediction would have been wildly pessimistic , that pretty close to 100 percent of the population is capable of reading. 但如果你快进到当下, 我们会发现那样的预测实在太悲观了, 现在几乎是人人都识字。
prediction:n.预报;预言; wildly:adv.野生地;野蛮地;狂暴地;鲁莽地; pessimistic:adj.悲观的,厌世的;悲观主义的;
But if I were to ask you a similar question: "What percentage of the population do you think is capable of truly mastering calculus, or understanding organic chemistry , or being able to contribute to cancer research?" 但是当我问你们一个类似的问题: “你们认为总人口中有多少 是真正掌握微积分的, 或是真正懂有机化学的, 或是有能力为癌症研究作出贡献的呢？”
organic chemistry:n.有机化学; contribute to:有助于;捐献; cancer:n.癌症;恶性肿瘤;
A lot of you might say, "Well, with a great education system, maybe 20, 30 percent." 你们中的很多就会回答:“嗯,基于这强大的教育体系, 大概有个20%或30%吧。”
But what if that estimate is just based on your own experience in a non-mastery framework, your own experience with yourself or observing your peers , where you're being pushed at this set pace through classes, accumulating all these gaps? 但假如那些判断仅仅 是基于你们“非掌握体系”的个人经验, 是基于你们的自身经历或仅是对周围人的观察而已呢？ 或是基于被迫跟从课堂进度, 不断积累漏洞情况的呢？
what if:如果…怎么办? estimate:v.估计;估算;估价;n.估价;(对大小、数量、成本等的)估计;估计的成本; observing:adj.观察的;注意的;观察力敏锐的;v.观察;遵守(observe的现在分词); peers:n.平辈,同事(peer的复数);v.凝视;比得上(peer的三单形式); accumulating:n.[数]累加;v.积累(accumulate的ing形式);
Even when you got that 95 percent, what was that five percent you missed? 即使你掌握了95%的知识, 那剩下的5%呢？
And it keeps accumulating -- you get to an advanced class, all of a sudden you hit a wall and say, "I'm not meant to be a cancer researcher; not meant to be a physicist; not meant to be a mathematician ." 漏洞持续积累,直到进入高等课堂, 突然碰壁,然后你们说: “我生来就不是个癌症研究人员, 我不是做物理学家的料,我当不了数学家。”
mathematician:n.数学家;善作数字计算的人;
I suspect that that actually is the case, but if you were allowed to be operating in a mastery framework, if you were allowed to really take agency over your learning, and when you get something wrong, 我认为这就是现实情况。 但当我们能够从掌握知识的视角去审视, 如果我们能够从培养学习动力的角度来看, 当我们做错题目的时候,
embrace it -- view that failure as a moment of learning -- that number, the percent that could really master calculus or understand organic chemistry, is actually a lot closer to 100 percent. 我们把这种失败当作学习的一部分坦然接受, 那真正掌握微积分或者有机化学的 人数比例 就会接近100%了。
embrace:n.拥抱,怀抱;v.拥抱;乐意采纳(思想、建议等);信奉;包括;
And this isn't even just a "nice to have." 而其意义并不仅仅在于锦上添花。
I think it's a social imperative . 我认为这是社会进化的必然过程。
imperative:adj.重要紧急的; n.重要紧急的事;
We're exiting what you could call the industrial age and we're going into this information revolution . 用你们的话来说,我们正处于一个工业时代, 而我们正在进入信息革命的时代。
industrial:adj.工业的,产业的; n.工业股票; revolution:n.革命;旋转;运行;循环;
And it's clear that some things are happening. 很明确的是,一些变化正在发生。
In the industrial age, society was a pyramid. 在工业时代,社会是一个金字塔。
At the base of the pyramid, you needed human labor. 在金字塔底端,我们需要的是人力。
In the middle of the pyramid, you had an information processing , a bureaucracy class, and at the top of the pyramid, you had your owners of capital and your entrepreneurs and your creative class. 在金字塔中间,我们需要处理信息, 所以有官僚特权阶层, 等到了顶端,就会是那些资本家, 企业家, 还有创新人群。
processing:v.加工;处理;审核;数据处理;v.列队行进;缓缓前进;(process的现在分词) bureaucracy:n.官僚主义;官僚机构;官僚政治; entrepreneurs:n.企业家;(entrepreneur的复数) creative:adj.创造性的;
But we know what's happening already, as we go into this information revolution. 但当我们进入信息革命的那一刻, 我们就知道将要发生什么事了。
The bottom of that pyramid, automation , is going to take over . 在金字塔底端,自动化将取代人力。
automation:n.自动化;自动操作; take over:接管;继承;接收;接任;接替;
Even that middle tier , information processing, that's what computers are good at. 甚至中间层信息处理的这一段 计算机做的都比他们好。
tier:n.层,排;行,列;等级;vt.使层叠;vi.成递升徘列;
So as a society, we have a question: 所以对一个社会而言,我们有一个问题:
All this new productivity is happening because of this technology , but who participates in it? 科技带来的这些新生产力, 是谁参与其中呢？
productivity:n.生产力;生产率;生产能力; technology:n.技术;工艺;术语; participates:v.参与;参加(participate的第三人称单数);分享;
Is it just going to be that very top of the pyramid, in which case, what does everyone else do? 是不是只有处于金字塔顶端的人, 而其他人都置身事外？
How do they operate? 他们会如何操作？
Or do we do something that's more aspirational ? 或者我们是否要从事更加远大的事业呢？
aspirational:adj.有雄心壮志的;(生活形态等)梦寐以求的;n.成功指南;处世自助手册;
Do we actually attempt to invert the pyramid, where you have a large creative class, where almost everyone can participate as an entrepreneur, an artist, as a researcher? 我们是否真的愿意尝试去倒转金字塔, 让创新人群起主导作用呢, 让每个人都可以成为企业家、 艺术家,或是研究人员呢？
attempt:n.企图,试图;攻击;v.企图,试图;尝试; invert:vt.使…转化; n.颠倒的事物; adj.转化的;
And I don't think that this is utopian . 我并不认为这仅仅是空想。
utopian:adj.乌托邦的;空想的;理想化的;n.空想家;乌托邦的居民;
I really think that this is all based on the idea that if we let people tap into their potential by mastering concepts, by being able to exercise agency over their learning, that they can get there. 我认为这一切都建立在一个理念之上, 就是如果我们能够借由掌握概念, 挖掘学生的学习热情, 激发他们的学习潜力, 他们就能够达成目标。
And when you think of it as just a citizen of the world, it's pretty exciting. 当你想到自己置身于这种理想环境, 其实是很让人激动的一件事。
I mean, think about the type of equity we can we have, and the rate at which civilization could even progress. 想象一下我们所能拥有的那种平等, 想象文明所能达到的那种境界。
equity:n.公平,公正;衡平法;普通股;抵押资产的净值; civilization:n.文明;文明社会;文明世界;(特定时期和地区的)社会文明;
And so, I'm pretty optimistic about it. 对此,我充满信心。
optimistic:adj.乐观的;乐观主义的;
I think it's going to be a pretty exciting time to be alive. 我认为这个时刻将令人无比激动人心。
Thank you. 谢谢！
(Applause) （鼓掌）