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！
Welcome to the Science of Learning what every teacher should know. My name is Pearl Rock Kane and I'm a professor at Columbia University's Teachers College where I also direct the Klingenstein Center.
欢迎大家来到“每个老师都应该知道什么是学习的科学”的课堂。我的名字是Pearl Rock Kane，我是哥伦比亚大学教师学院的教授，我也指导克林根斯坦中心。
My name is Kevin Mattingly. I'm an adjunct professor at Teachers College and a teacher at the Riverdale School in New York City.
我叫Kevin Mattingly。我是师范学院的兼职教授，也是纽约市Riverdale学校的老师。
The course was inspired by a White House ConnectEd initiative to provide high quality professional development for teachers.
该课程受到白宫ConnectEd倡议“为教师提供高质量的专业发展”的启发。
We are pleased to be invited to participate because we want to share what we have learned from cognitive science that can be applied directly to improving classroom practice.
我们很高兴被邀请加入，因为我们想分享我们从认知科学中学到的可以直接应用于改进课堂实践的知识。
We want every teacher to know about this research and the implications for improving student learning.
我们希望每位教师都了解这项研究以及对改善学生学习的启发意义。
I've been a teacher for 35 years and have taught science to high school and middle school students in public and private schools.
我已经做了35年的老师了，一直在公立和私立学校的高中和中学生教科学。
I've also had the good fortune for the past 12 years to teach graduate courses in cognitive science at Teachers College mainly with teachers as my students.
在过去的12年中，我也有幸在师范院校教授认知科学研究生课程，我的学生主要是教师。
We're excited to be able to convey in this course a portion of the cognitive science research about how children learn and what it means for our teaching and the learning of our students.
我们很高兴能够在本课程中传达关于认知科学研究的一部分：儿童如何学习的，以及它对我们的教学和学生的学习意味着什么。
I have spent my career as a teacher. I taught English and history to children and adolescents in public and private schools.
我作为一名教师度过了我的职业生涯。我为公立和私立学校的儿童和青少年教授英语和历史。
As a professor at Teachers College,I have taught courses on leadership to almost four thousand educators from the United States and countries throughout the world.
作为师范学院的教授，我曾为美国和全世界近四千名教育工作者教授领导力课程。
What we have learned from these educators no matter what age their students or where they teach is how deeply they care about their craft and their students.【难句】
我们从这些教育工作者那里学到了不管他们的学生年龄多大或在哪里，他们对他们的手艺和学生的关心程度如何深。
No matter how many years they have taught, they continue to reflect on their practice to stand back and analyze their teaching what went well and how they might improve.
无论他们教过多少年，他们都会继续练习反思他们的做法，分析他们的教学，哪些做得好，以及如何改进。
They welcome the opportunity to learn and grow.
他们欢迎有机会学习和成长。
They aim for excellence and while they may be successful they are never completely satisfied.
他们追求卓越，虽然他们能称为成功，但他们从未满足。
It is that sense of striving that contributes to ongoing learning and that is what we aim to instill in our students.
正是这种努力的意识促成了持续学习，这也是我们旨在灌输给学生的。
If you would describe yourself as a striving teacher, this course will be meaningful for you.
如果你将自己描述为一位奋斗的老师，这门课程对你来说将是有意义的。
We certainly respect the expertise and experience you bring to this course.
我们当然尊重您为本课程带来的专业知识和经验。
Cognitive science or what we and others call the science of learning is not a new field of study yet it's only relatively recently that the teaching applications of this research have been made more broadly available.
认知科学或我们和其他人所称的学习的科学并不是一个新的研究领域，只是直到最近，这项研究的教学应用已经变得更加广泛显著。
That's where our course comes into play.
这就是我们的课程发挥的作用。
There are four sections to the course.
课程分为四个部分。
In the first section, you'll learn about memory, how the brain makes, stores and retrieves memories.
在第一部分中，您将了解记忆，大脑如何产生，存储和检索记忆。
Our focus will be on how we help our students learn in ways that last and can be used later in real world situations.
我们的重点将放在如何帮助我们的学生以持续的方式并且可以在以后的现实世界中可以使用的方式学习。
The second session focuses on mindsets, how student beliefs about their intelligence and sense of belonging can powerfully influence their ability to learn and how teachers can change students' self-perceptions along these lines in positive ways.
第二部分侧重于心态，学生对自己智力和归属感的看法如何能够有力地影响他们的学习能力，以及教师如何以积极的方式改变学生的自我认知。
Section three is about helping students learn how to learn and ways teachers can help students become leaders of their own leading.
第三部分是关于帮助学生学习如何学习，以及教师如何帮助学生成为有自我驱动的领导者【存疑】。
In the final section, we'll focus on teaching strategies.
在最后一部分中，我们将重点讨论教学策略。
We'll present simple ways to apply cognitive science to increase learning for all our students.
我们将提供简单的方法来应用认知科学来提高所有学生的学习。
We also selected key readings, research and resources to supplement instruction.
我们还选择了关键读物，研究和资源来补充教学。
During each section, you will be asked to complete reflective assignments, assess your learning and provide feedback to others taking this course.
在每个部分，你都会被要求完成反思作业，评估你的学习情况，并为参加这门课程的其他人提供反馈。
Each of our four sessions will be moderated by a teacher who uses the cognitive strategies being taught in their own classroom.
我们四次会议中的每一次都将由一名教师主持，他们在自己的课堂中使用认知教学策略。
Interviews with these teachers will provide personal anecdotes on what has worked for them and what they have found challenging. The intention is that you will complete this course with practical ideas for your immediate application to your work and life.
这些老师的访谈将提供关于他们发现的工作中有挑战的个人轶事。其目的是为了您在结束本课程后可以让实际的想法在您的工作和生活立即得到应用。
For us, this is a very exciting prospect and it's a real privilege to be able to teach this course to teachers from all over the world.
对我们来说，这是一个非常令人兴奋的前景，能够为来自世界各地的老师教授这门课程感到非常荣幸。
翻译学习的科学 系列文章总目录