異類之不一樣的成功啟示錄 第182期:KIPP的數(shù)學(xué)教育方式

"The beginning is hard," he went on. "By the end of the day, they are restless. Part of it is endurance, part of it is motivation.

“一開始很難，”他繼續(xù)說：“他們一整天都坐立不安。因?yàn)樗麄內(nèi)狈δ土蛣?dòng)力，

Part of it is incentives and rewards and fun stuff. Part of it is good old-fashioned discipline. You throw all of that into the stew.

而我們也缺乏能夠產(chǎn)生鼓勵(lì)作用的物質(zhì)獎(jiǎng)勵(lì)，只由傳統(tǒng)的紀(jì)律約束。

We talk a lot here about grit and self-control. The kids know what the words mean."

在所有情緒混雜交織的時(shí)候，我們和他們談?dòng)職夂妥晕铱刂?，孩子們都懂得這些。”

Levin walked down the hall to an eighth-grade math class and stood quietly in the back.

李文走進(jìn)大廳，他來到八年級(jí)一個(gè)正上數(shù)學(xué)課的班極，悄悄地站在教室的后面。

A student named Aaron was at the front of the class, working his way through a problem from the page of thinking-skills exercises that all KIPP students are required to do each morning.

坐在教室前面的是一個(gè)名叫亞倫的學(xué)生，他正從思考技巧那頁開始做習(xí)題，這是KIPP學(xué)生每天早晨都要做的練習(xí)。

The teacher, a ponytailed man in his thirties named Frank Corcoran, sat in a chair to the side, only occasionally jumping in to guide the discussion.

男老師弗蘭克·科科倫扎著馬尾，坐在一旁的椅子上觀察著學(xué)生，偶爾參與學(xué)生的討論并做指導(dǎo)。

It was the kind of scene repeated everyday in American classrooms, with one difference.

這樣的場(chǎng)景每天都在美國的教室重復(fù)，但這里卻有不同之處。

Aaron was up at the front, working on that single problem for twenty minutes, methodically, carefully,

亞倫花了20分鐘時(shí)間認(rèn)真地研究著一道題，他不僅自己思考，還參與班級(jí)的討論。

With a participation of the class, working his way through not just the answer, but also the question of whether there was more than one way to get the answer.

他不是只為了得到答案，而且還在尋求否有更多的解決方法，

It was Renee painstakingly figuring out concept undefined slope all over again.

而雷妮則費(fèi)了好半天的勁兒終于搞明白了未知斜面的概念。

"What that extra time does is allow for a more relaxed atmosphere, " Corcoran said, after the class was over.

“增加的那部分時(shí)間里氣氛很輕松，”科科倫在下課說，

"I find that the problem with math education is the sink-or-swim approach. Everything is rapid fire, and the kids who get it first are the ones who are rewarded.

“我發(fā)現(xiàn)數(shù)學(xué)教育更接近于“下沉或游泳”的游戲。速度至上，誰第一個(gè)做出來，誰就會(huì)得到獎(jiǎng)勵(lì)。

So there comes to be a feeling that there are people who can do math and there are people who aren't math people.

所以就形成了這種看法，有些人能夠?qū)W好數(shù)學(xué)，有些人壓根兒就不會(huì)數(shù)學(xué)。

I think that extended amount of time gives you the chance as a teacher to explain things, and more time for the kids to sit and digest everything that's going on—to review, to do things at a much slower pace。

我認(rèn)為，應(yīng)該延長時(shí)間讓老師多做講解，同時(shí)也為了讓孩子們有更多的時(shí)間消化這些知識(shí)。

It seems counterintuitive that we do things at a slower pace and as a result we get through a lot more.

這似乎是違反常理的，但結(jié)果卻是，雖然我們速度較慢，但我們完成得更多。

There's a lot more retention, better understanding of the material. It lets me be a bit more relaxed. We have time to have games.

孩子們也會(huì)記住得更多，理解得更好。這也讓我們更為放松，我們有時(shí)間做游戲，

Kids can ask questions they want, and if I'm explaining something, I don't pressed for time. I can go back over material and not feel time pressure."

孩子們也可以問任何他們想問的問題。也即是要不斷的復(fù)習(xí)，雖然可能會(huì)慢一點(diǎn)。即使我需要為他們解釋更多，我也不會(huì)覺得時(shí)間緊迫。而當(dāng)我備課需要查詢更多資料的時(shí)候，我也不會(huì)感到時(shí)間的壓力。”