本系列英文内容来自https://www.edx.org/course/the-science-of-learning-what-every-teacher-should-know，翻译是自己练习，如有发现不妥请批评指正！
Self-Reflection for Growth Mindset Strategies
对成长性思维策略的自我反省
In our classroom, growth mindset really lays the foundation for the work we do throughout the year.
在我们的课堂上，成长思维确实为我们一年中的工作奠定了基础。
At the beginning of the year, I spend a lot of time really working with my class to build a working definition on what growth mindset is, why it's important and what it looks like.
在年初，我花了很多时间与我的学生在现实中合作，就增长思路是什么以及为什么它很重要，它看起来像什么，构建了一个准确的定义。
So throughout our school day, we spend time looking for examples of moments when kids are using their growth mindset.
因此，在我们的上学时，我们花时间寻找孩子们使用他们成长性思维的例子。
This might look like coming back together at the end of a lesson and instead of just going over the content, I'll ask kids, "What was tricky about that?" "What was hard?" "What did you struggle with?" and I'll have them share out some of their confusions and some of their struggles.
这可能看起来像是在课程结束时一起回顾，而不是仅仅讨论内容，我会问孩子们：“这有什么棘手的？” “什么很难？” “你与什么争斗？” 我会让他们分享他们的一些困惑和一些挣扎。
The thing we also make sure we do is think about how we work through those struggles and those challenges so kids kind of know that it's important that they're putting in effort, but it has to be effective.
我们也确保我们所做的事情是思考我们如何通过这些斗争和挑战来努力，这样孩子们就知道他们付出努力是很重要的，但它必须是有效的。
What I think is really powerful about this, is it helps kids think about where they might have confusion or they might have made a mistake but then they also are really responsible for correcting that mistake or working through that confusion.
我认为这真的很有用，它有助于孩子们思考他们可能会出现混淆的地方，或者他们可能犯了一个错误，但是他们也真的有责任纠正这个错误或者解决这个错误。
And if they approach something similar in the future, which they most likely will, they've sort of developed a toolkit where they have some strategies in place that can help them really approach that challenge more effectively the next time.
如果他们将来遇到类似的情况，他们最有可能会这样做，他们已经开发出了一套工具包，在那里他们制定了一些策略，可以帮助他们在下一次更有效地处理这一挑战。
So the first assignment I give to students at the beginning of the year, is to write a mathography.
因此，我在年初给学生的第一项任务是编写一份数学论文。
So it's a history of themselves as a math student and they talk to me about how they feel as a math student, some positive experiences and some negatives.
所以这是他们自己作为数学学生的历史，他们和我谈论他们作为一名数学学生的感受，一些积极的经历和一些负面情况。
And there's always a few kids who say, Miss, I'm no good at math.
总会有几个孩子说，小姐，我不擅长数学。
This is my worst subject, I'm gonna be nice, I'm gonna be respectful, but I'm no good at math.
这是我最糟糕的科目，我会很好，我会很恭敬，但我不擅长数学。
And so, how do I change their minds to make them think they can do math because if they're not gonna think they can do it, then they won't even try.
那么，我该如何改变他们的想法，让他们认为自己可以做数学，因为如果他们不想认为自己能做到，那么他们甚至不会尝试。
So I just had this conversation with Ashley the other day.
所以我有一天和阿什利进行了这次对话。
She had written in her mathography that her seventh grade teacher told her not to pursue math, that it wasn't worth her time and yet, she's in my ninth grade math class.
她在她的数学学术写作中写道，她的七年级的老师告诉她不要选修数学，这是不值得她的时间，但她在我的九年级数学课。
So I can tell Ashley, you can do it, I can tell Ashley, right on the top of your test I can, and I can tell Ashley that you're not allowed to say I can't.
所以我可以告诉阿什利，你可以做到这一点，我可以告诉阿什利，就在你的测试的开始，我可以告诉阿什利，你不能说我做不到。
But I also need to show her that her effort, that effective effort makes a difference in the future.
但我也需要向她展示她的努力，即有效的努力会在未来发挥作用。
So Ashley was having trouble knowing the difference between squaring and square-rooting numbers and I made sure to explain to her, what the difference was and how to use it and how to recognize it and give her those mental cues so she knew when she saw that X-squared, she knew exactly what that meant for her.
因此，阿什利无法知道平方和平方根数之间的差异，我一定要向她解释，区别是什么，如何使用它以及如何识别它并给她提供这些智力提示，以便她知道当她看到那个X平方的时候，她确切地知道对她来说意味着什么。
So she made up her own mnemonics and did her own vocab, put poster on that.
于是，她编了自己的助记符，做了自己的注释，并在上面贴上了便利贴。
Next time she took a test, that was exactly the question on that test.
下一次她参加测试时，这正是该测试的问题。
There was an X-squared and there was a square root of X.
有一个X的平方，还有一个X的平方根。
Ashley nailed it and she came back so proud with a proficient on that testing, "I actually can do it" And that, that can change her mind about who she is as a math student and now, she might think, oh, if I put forth this effort, if I try this new strategy, I'm gonna be successful in the future and that makes a big difference for her in her future academics.
阿什利注意到了它，她因为测试题的精通而感到非常自豪，“我实际上可以做到这一点”而那可以改变她对于她是一名数学学生的想法，现在，她可能会认为，如果我付出努力，如果我尝试这个新策略，我将在未来取得成功，这对她在未来的学术界会产生很大的影响。
Students enter my class whether they are ninth graders entering high-school or seniors about to leave high-school.
学生进入我的班级，无论他们是九年级的刚入学的学生，还是要高中毕业的高中生。
Basically, with a notion of who they are, as students.
基本上，他们都是作为学生的概念。
Some of them, fortunately, have developed a growth mindset around their learning in English, as readers and writers, but others are very fixed in their notions about what's possible for them as readers and writers.
幸运的是，他们中的一些人对他们作为读和写的英语学习形成了一种成长的思维模式，但其他人对他们作为读和写的可能性的看法却非常固定。
And so what I do on day one, before I instruct them in any sort of way, is I ask them to draw a metaphor that speaks to who they are as a reader and who they are as a writer.
因此，在我指导他们之前，我第一天做的是我要求他们画一个比喻，说明作为写作者是谁或者读者是谁。
So most of them think of metaphor as just a comparison that doesn't use like or as.
所以他们大多数人都把隐喻看作只是比较，而不是像或者as。
But instead I explain to them that metaphors can frame and inform how we move through the world and what we think is possible for ourselves.
但是，我向他们解释，隐喻可以塑造和告知我们如何在世界中流动，以及我们认为自己有可能如何。
So students sit and they think about the feelings that they experience when they're asked to read, for homework at night, they sit and they think about what it's like to write, and some of them draw pictures that are wonderful.
因此，学生们坐下来思考他们被要求阅读时的感受，晚上做家庭作业，坐下来思考写作的感受，其中一些人画出美妙的照片。
They express warm feelings about these activities.
他们对这些活动表达了温暖的感受。
They're on a beach, relaxing, they are doing their favorite activity, slushing down a hill, things that they really enjoy doing, while others draw images of themselves trying to climb Mount Everest, never getting to the top.
他们在沙滩上放松，他们正在做他们最喜欢的活动，滑下山坡，他们真正喜欢做的事情，而其他人则绘制自己的图片，试图攀登珠穆朗玛峰，从未达到顶峰。
Reading and writing for them, is a struggle, and they see themselves as always at that point on the mountain, never never being able to reach the peak.
对他们来说阅读和写作，是一场斗争，他们在山上的那一刻看到自己一直如此，从未永远无法达到顶峰。
And so what I do is I talk to them about ways, we basically do a gallery walk so everyone shares their metaphors, I put those metaphors on the walls and they walk around and see how each other feels about the activities they're about to do in the class.
所以我做的是我跟他们谈论方法，我们基本上做一个画廊，所以每个人都分享他们的隐喻，我把这些隐喻放在墙上，他们四处走动，看看对方是如何感受他们在课堂上做的活动的。
And then over the course of the semester or the year, what I do is we use those metaphors as touch points.
然后在整个学期或这一年的过程中，我所做的就是用这些隐喻作为触点。
So every few weeks, I will say, let's go back to that original metaphor and see what you think about it at this point.
所以每过几周我就会说，让我们回到那个原始的比喻，看看你现在是怎么想的。
And they'll look at them and inevitably, maybe not the first time they revisit the metaphor, maybe not the second time, but eventually, they revisit those metaphors and they begin to tweak them.
他们会看着他们，不可避免地，也许不是他们第一次重新访问隐喻，或许不是第二次，但最终，他们重新审视这些隐喻，并开始调整它们。
So you'll see edits on the visuals, right? So maybe the figure on the mountain makes it a little further up the mountain, or maybe they get rid of that metaphor altogether and they create another one that suggests that their feeling and their sense of capability around reading and writing is just something that they embrace more, that they feel more excited about.
所以你会看到视觉效果上的编辑，对吧？所以也许山上的人物会更上山一点，或者他们完全摆脱了这个隐喻，并且他们创造了另一个表明他们关于阅读和写作的感觉，仅仅是他们感觉拥抱了更多能力更强，他们感到更兴奋。
And then we reflect together, about what has made that change occur.
然后我们一起思考发生了什么变化。
And what students come to understand is that it's all about having a growth mindset so that notion of you can change, you're not always that person in the first metaphor, but the other thing that it makes very explicit for students, is that with intentional effort, you can shift your way of thinking about yourself in a learning context and you can shift what's possible for yourself in that learning context.
而且学生们逐渐明白的是，拥有成长性思维就是人都可以改变的想法，你并不总是在第一个隐喻中那个人，但是对于学生来说，这非常明确的另一件事是，通过有意识的努力，你可以在学习环境中转变自己的思考方式，并且可以学习环境中改变任何可能改变的。
So learning how to revise more effectively, learning tools for reading each night, coming to an appreciation about how a class can help you work through misunderstanding, are all strategies they come to see are ways to help them grow and shift their mindset around their learning.
因此，学习如何更有效地修改，学习每天晚上阅读的工具，了解一个课程如何帮助你解决误解，他们所看到的所有策略都是帮助他们成长并改变他们的学习观念的方法。
翻译学习的科学 系列文章总目录