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！
Growth Mindsets & Learning
成长思维与学习
How many times have you heard someone say, I'm just not good at math? Or, I'm terrible at this, I will never get it.
你有多少次听到有人说，我不擅长数学？或者，我数学很糟糕，我永远都学不会。
What about, oh, you're a natural at that, or, she's such a gifted musician.
还有，哦，你天生擅长那个，或者，她是一个如此天才的音乐家。
These statements represent a point of view that assumes high performance and achievement are due mostly to talent, innate ability, or intelligence.
这些陈述代表了一种观点，假设高绩效和成就主要是由于人才，先天能力或智力。【英语带着assume说明这后面的是假设的不是事实，中文无法区别】
Students may even believe those are qualities we're either born with or not.
学生甚至可能会相信这些是我们本质，不论是否生来就具有的。
Stanford professor Carol Dweck and her collaborators call this perspective a fixed mindset.
斯坦福大学教授卡罗尔Dweck和她的合作者称这种观点是固定思维。
The belief that our level of ability or intelligence is essentially unchanging, and that some simply have more than others.
我们认为我们的能力或智力水平基本上不变，而且有些人天生比其他人拥有更多的能力。
On the other hand, you've probably also heard people say things like, I know I can get better at this.
另一方面，你可能也听过人们说过的话，我知道我可以在这方面做得更好。
Just give me a little more time.
多给我一点时间。
Or, he got where he is through hard work.
或者，他通过辛勤工作得到了他的位置。
Or, she's fearless.
或者，她是无所畏惧的。
She never seems to worry about making mistakes.
她似乎从不担心犯错误。
These statements reflect an alternate view, one Dweck refers to as a growth mindset.
这些陈述反映了另一种观点，Dweck称其为成长性思维。
The belief that ability and intelligence are changeable, and that we can increase them.
相信能力和智慧是可变的，我们可以使它们成长。
In other words, this view asserts that high performance is due mostly to hard work and persistence.
换句话说，这种观点认为，高绩效主要是由于艰苦的工作和坚持。
During the last 30 years, scores of research studies in school settings, often involving rigorous randomized trials, longitudinal tracking, and carefully-controlled interventions, have shown that student mindsets, their beliefs about intelligence and ability, have important implications for their academic performance.
在过去的30年中，在学校环境下的研究数据（通常包括严格的随机试验，纵向追踪和仔细控制的干预）表明，学生的思维方式，他们对智力和能力的信念对他们的学习成绩有重要影响。
And among the most striking conclusions is that students who possess a growth mindset, that is, students who believe their intelligence can grow as they learn, frequently perform at higher levels than those who don't.
最引人注目的结论是，拥有成长性思维的学生，即相信自己的智力能够在学习中成长的学生，经常表现得比那些认为智力不会成长的学生更高。
Let's begin by looking at one of the studies demonstrating that growth mindsets help students learn.
让我们先看看其中一项研究表明增长思维能够帮助学生学习。
In 2007, researchers from Stanford and Columbia Universities began to follow almost 400 students as they entered junior high school.
2007年，斯坦福大学和哥伦比亚大学的研究人员在进入初中时开始追踪近400名学生。
Now, any transition like that can prove difficult.
现在，像这样的转变可能会很困难。
As students enter middle school, high school, or college, they're suddenly confronted with increasingly complex and unfamiliar work.
随着学生进入初中，高中或大学，他们突然面临日益复杂和陌生的工作。
The whole experience can leave them feeling vulnerable and unsure.
整个经历可能让他们感到脆弱和不确定。
Therefore, it's reasonable to conclude that student mindsets might have some influence on how well they transition.
因此，有理由得出结论认为，学生的思维方式可能对他们过渡的好坏有一定影响。
To test this hypothesis, these brand-new seventh graders were given an assessment that measured, in a valid and reliable way, whether they possessed fixed or growth mindsets.
为了验证这个假设，这些全新的七年级学生得到了一个评估，以一种有效和可靠的方式衡量他们到底是有固定的还是增长的思维模式。
It's important to note the students in both groups had entered junior high with similar achievement scores in math grades in the years prior.
值得注意的是，两组的学生在进入初中之前的几年数学成绩都很相近。【表达研究数据的可信度，可研究性】
So, what happened to those students over the next two years? Those with growth mindsets showed continuous improvement, while those with fixed mindsets didn't.
那么，接下来两年这些学生发生了什么？有成长思维的人表现出持续的改善，而有固定思维的人则没有。
Also, as shown in this graph, a gap in their math performances, as measured by grades and achievement, developed and continued to widen between the groups during the two years they were studied.
此外，如图所示，按照年级和成绩衡量，他们的数学成绩差距在他们所研究的两年期间在各组之间形成并持续扩大。
The results are striking and important to us as teachers.
结果对于作为教师的我们而言非常引人注目非常重要。
What was it that helped some to excel in the midst of challenges, while others lagged behind? Through interviews with the students, the researchers discovered some noteworthy differences.
有什么能帮助一些人在挑战中脱颖而出，而其他人却落后了？通过与学生面谈，研究人员发现了一些值得注意的差异。
The growth mindset students valued hard work as a way to improve.
成长性思维的学生把努力工作当作改善的方式。
If they performed poorly, for example, they more often said they'd work harder the next time, perhaps also trying a different strategy.
例如，如果他们表现不佳，他们更多时候会说他们会在下一次更努力，也许还会尝试不同的策略。【好像是这样的，我从来不认为自己不能考上LSAT，哪怕这个考试被妖魔化到一定程度，所以当我做的不好的时候，我就开始研究自己的学习方法，以及外部因素，内因外因一起作用】
And for them, mistakes and struggle along the way signaled something positive, that they were learning.
对他们来说，一路上的错误和奋斗表明了他们正在学到新知识的积极的信号。
Grades were still important to them, sure, but it was the learning that mattered most.
当然，成绩对他们来说依然重要，但最重要的是学习。
On the other hand, the fixed mindset students felt that smart people didn't have to try hard, and for them, setbacks weren't chances to work harder or differently.
另一方面，固定心态的学生认为聪明的人不需要努力【我也曾经认为天才就是天才，现在改观了，天才只是旧有的知识积累的比我多而已】，对他们来说，挫折不是更难或不同的工作机会。
Instead, they were a signal of their low ability, something they felt they couldn't much change.
相反，他们把挫折当成是他们能力低的信号，他们认为他们无法改变。
As a result, these fixed mindset students often responded very differently to difficult situations.
因此，这些固定的思维方式的学生往往对困难的情况做出的反应非常不同。
They often avoided challenges for fear of failure.
由于害怕失败，他们经常避免挑战。
And if they did perform poorly, they were less likely to try harder the next time.
如果他们的表现不佳，他们下次不太可能加倍努力。
In some instances, they even said they would study less in the future.
在某些情况下，他们甚至表示他们未来会减少学习量。【哎呀好可怕的恶性循环啊】【越是觉得难越是不想碰，是不是就是这可怕的思维，还好我悬崖勒马】
Here's another crucial finding: Other studies have shown that fixed mindset students often hide their effort, worried it will confirm their low ability.
这是另一个重要的发现：其他研究表明，固化思维的学生经常隐藏自己的努力，担心它会证实他们的能力低下。【嗯所以我把自己的努力公开，时间和积累的力量是巨大的】
They tend to attribute their failures to external sources, placing the blame on teachers or tests rather than on themselves.
他们倾向于将失败归因于外部来源，将责任归咎于教师或考试而不是自己。
And they self-handicap.
他们自我妨碍。
If they don't try hard, then they'll have a comforting reason for later poor performance.
如果他们不努力，那么他们会为后来的糟糕表现提供一个令人安慰的理由。
It was no surprise, then, that the two groups of students in the study performed quite differently over those two years, as you can see in the math grades depicted in the graph.
毫不奇怪，正如您在图表中所描绘的数学成绩中所见，在这两年中，研究中的两组学生的表现完全不同。
Notice that they begin from similar points, but diverge thereafter.
请注意，他们的分数从类似的起点开始，但之后出现偏离。
As a teacher, I find this research remarkable.
作为一名教师，我发现这项研究是非凡的。
Few things are as important in life as pushing through challenges, learning from mistakes, and being willing to risk failure.
生活中几乎没有什么事情像挑战极限，从错误中学习，并愿意承担失败的风险一样重要。
And yet some students, even some of my most capable, too often do just the opposite.
然而，有些学生，即使是我最有能力的一些学生，也经常会做相反的事情。
Dweck's framework helps make sense of why students respond in such starkly different ways.
Dweck的框架有助于理解为什么学生会有如此完全不同的方式做出回应。
If we believe that mistakes are chances to learn, we're more likely to be okay with failure and just try harder the next time.
如果我们相信错误是学习的机会，那么我们更有可能在失败后很好，下一次就会更加努力。【从失败中学习，传记的挑选也是，看那些充满错误挫折的传记而不是满篇歌颂】
But if struggling is a sign that we're not smart and we can't get better, that is a really scary message.
但是，如果挣扎表明我们不聪明，我们无法变得更好，那是一个非常可怕的信息。
And so, fixed mindset students may spend enormous energy on ways to not feel bad about themselves, rather on learning and growing.
所以，固化思维的学生可能会花费巨大的精力不要对自己感到不好，而不是去学习和成长。
We've seen what can happen to students in just two years.
我们已经看到在短短两年内学生会发生什么。【是啊过去那么多年的无效学习，可见我浪费了多少生命，but后面还很长】
Imagine the cumulative effect of a lifetime of such decisions.
想象一下这些决定在一生的累积效应。【是啊前面是一辈子的话，后面还有几辈子呢】
So, can we help our students who enter the year with fixed mindsets? The answer seems to be yes.
那么，我们可以帮助那些入学时带着固化思维模式的学生吗？答案似乎是肯定的。
Many studies have focused on interventions, teaching students about the plasticity of the brain and malleability of intelligence, and that effort and hard work lead to higher performance.
许多研究集中于干预措施，教导学生关于大脑的可塑性和智力的延展性，以及努力和辛勤工作会导致更高的表现。
These programs have been delivered in various ways, by teachers, peer mentors, and even online programs, such as Brainology, developed by Dweck and her colleagues.
这些课程以各种方式由教师，同伴导师甚至在线课程（如Dweck及其同事开发的Brainology）提供。
The results from over 30 years all point to the growth mindset as a powerful factor in enhancing the performance of a wide variety of students of all ages and backgrounds.
30多年来的结果都表明，成长性思维是增强各种年龄和背景的学生表现的有力因素。
Interventions have even been shown to help close achievement gaps for girls in math, and students of color in a number of academic contexts.
甚至已经发现干预措施有助于弥补女生在数学学习上的和许多学术背景下的不同种族的学生的成绩差距。
In his recent book, Peak: Secrets from the New Science of Expertise, Anders Ericcson summarizes a related line of research similar to the role of growth mindset in enhancing our students' academic performance.
在Peak最近出版的书：来自新科学的秘诀”一书中，Anders Ericcson总结了一系列相似的研究成果，类似于成长思维在提高学生学习成绩方面的作用。
Ericcson describes decades of research on the development of expertise, revealing that, in almost every domain, it is not innate talent or intelligence that mostly determines whether someone becomes an expert.
Ericcson描述了几十年来对专业知识发展的研究，揭示出几乎在所有领域，主要决定某人是否成为专家的并不是天生的才能或智慧。
Rather, Erikkson demonstrates that the primary determiner of why some people develop into world-class experts is actually something he calls deliberate practice.
相反，Erikkson表明，为什么有些人发展成为世界级专家的主要决定因素实际上是他所谓的刻意练习。
Deliberate practice is a special form of learning, and includes regular spaced practice with timely and informative feedback, all invariably overseen by a mentor, coach, or teacher.
刻意练习是一种特殊的学习形式，包括定期的练习和及时的信息反馈，所有这些练习都由导师，教练或老师进行总监督。
So, what's this have to do with our students? It's true, we're not developing world-class experts in various professional fields, at least not yet.
那么，这与我们的学生有什么关系？确实，我们不是在各个专业领域培养世界级专家，至少目前还没有。
But we are striving to develop expert learners at whatever age we encounter them.
但我们正努力在培养专家级学习者无论我们遇到他们时他们多大年纪。【所以什么时候都不晚，这不是鸡汤】
And by helping them develop a growth mindset, emphasizing hard work and effective effort, we significantly increase the chances they'll become high performers in school and beyond.
通过帮助他们培养成长思维，强调勤奋和有效的努力，我们显着增加了他们成为学校内外优秀表现者的机会。
In other words, effective effort in the academic realm is analogous to deliberate practice in the development of expert performers.
换句话说，学术领域的有效努力类似于专家表演者发展中的刻意练习。
Next, we'll discuss strategies for developing the growth mindset in our students.
下次课程，我们将讨论在学生中培养成长思维的策略。
