因?yàn)閷?xiě)論文的緣故，應(yīng)老師要求觀看了卡羅爾·德韋克（Carol S. DWeck）的TED演講《請(qǐng)相信，你可以進(jìn)步》（The Power of Yet）。德韋克博士是當(dāng)今著名的心理學(xué)家，通過(guò)20多年的研究，在心理定向的研究領(lǐng)域獨(dú)樹(shù)一幟。心理定向分為固定型心理定向和發(fā)展型心理定向兩種。在童年期和成年期就逐步顯現(xiàn)出來(lái)并在我們確立人生目標(biāo)、處理工作和人際關(guān)系、培養(yǎng)孩子及發(fā)揮自己的潛能等諸多方面起著完全不同的作用。演講通過(guò)比較分析了兩種心理定向（思維模式）的不同，肯定了注重過(guò)程而非結(jié)果的發(fā)展型心理定向（成長(zhǎng)型思維模式）的優(yōu)勢(shì)，并闡述了如何培養(yǎng)成長(zhǎng)型思維的建議，另外詳細(xì)內(nèi)容也可以閱讀她的著作《心理定向與成功》，推薦～

視頻全程10:24分鐘，手錄內(nèi)容4分鐘已花了很長(zhǎng)時(shí)間，以下為上半部分，是對(duì)兩種思維模式的研究比較。明天繼續(xù)下半部分，如何培養(yǎng)成長(zhǎng)型思維模式。一切都還不晚，對(duì)自己，對(duì)孩子～

以下為演講正文：

The power of yet

專注過(guò)程而不是結(jié)果

I heard about a high school in Chicago, where students had to pass a certain number of courses to graduate,and if they didn't pass a course, they got the grade 'Not Yet'.

我聽(tīng)說(shuō)在芝加哥有一所高中，那兒的學(xué)生畢業(yè)前要通過(guò)一系列課程，如果某一門(mén)課沒(méi)有通過(guò)，成績(jī)就是“暫未通過(guò)”。

And I thought that was fantastic，Because if you get a failing grade, you think, I'm nothing, I'm nowhere.

我想這真是個(gè)絕妙的做法，因?yàn)槿绻隳抽T(mén)課的成績(jī)不及格，你會(huì)想，我什么都不是，我什么都沒(méi)有學(xué)到。

But if you get the grade 'not yet', you understand that you're on a learning curve，it gives you a path into the future.

但如果你的成績(jī)是“暫未通過(guò)”，你會(huì)明白學(xué)習(xí)的步伐并沒(méi)有停下，你還需逐步向前，爭(zhēng)取未來(lái)。

'Not yet' also gave me insight into a critical event early in my career, a real turning point.

“暫未通過(guò)”也讓我聯(lián)想起一件尤為重要的發(fā)生在我職業(yè)生涯初期的事情，之前是對(duì)我而言是一個(gè)轉(zhuǎn)折點(diǎn)。

I wanted to see how children coped with challenge and difficulty, so I gave 10 year olds problems that was slightly too hard for them. Some of them reacted in a shockingly positive way. They said things like, 'I love a challenge,'or, 'you know, I was hoping this would be informative.' They understood that their abilities could be developed. They had what I call a growth mindset.

當(dāng)時(shí)我想探究孩子是如何應(yīng)對(duì)挑戰(zhàn)和困難的，因此我讓一些10歲大的孩子嘗試解決一些對(duì)于他們而言稍稍偏難的問(wèn)題。一些孩子積極應(yīng)對(duì)的方式讓我感到震驚。他們會(huì)這樣說(shuō)，“我喜歡挑戰(zhàn)，"或說(shuō)，“你知道的，我希望能有所獲?！边@些孩子明白他們能力是可以提升的。他們有我所說(shuō)的成長(zhǎng)型思維模式。

But other students felt it was tragic, catastrophic. From their more fixed mindset perspective, their intelligence had been up for judgment and they failed.

但另一些孩子覺(jué)得面對(duì)這些難題是不幸，宛如面對(duì)一場(chǎng)災(zāi)難。從他們的固定型思維角度來(lái)看，他們的才智受到了評(píng)判，而他們失敗了。

Instead of luxuriating ?in the power of yet, they were gripped in the tyranny of now. So what do they do next? I'll tell you what they do next.

他們不懂得享受學(xué)習(xí)的過(guò)程，而只盯住眼前的成與敗. 這些孩子們后面表現(xiàn)如何？讓我告訴你他們接下來(lái)的表現(xiàn)。

In one study,they told us they would probably cheat the next time instead of studying more if they failed a test.

在一項(xiàng)研究中，他們告訴我們，如果他們某次考試未通過(guò),他們很可能會(huì)在下次考試中作弊，而不是更加努力的學(xué)習(xí)。

In another study, after a failure, they looked for someone who did worse than they did, so they could feel really good about themselves. And in study after study, they have run from difficulty.

在另一項(xiàng)研究中他們掛了一門(mén)后，他們會(huì)找到那些考的還不如他們高的孩子，以尋求自我安慰。后續(xù)的研究陸續(xù)表明他們會(huì)逃避困難。

Scientists measured the electrical activity from the brain as students confronted an error. On the left, you see the fixed mindset students. There's hardly any activity. They run from the error,they don't engage with it.

科學(xué)家們監(jiān)測(cè)了學(xué)生們面對(duì)錯(cuò)誤時(shí)的腦電活動(dòng)圖像。在左側(cè)，是固定型思維模式的學(xué)生，幾乎沒(méi)有什么活動(dòng)。他們?cè)阱e(cuò)誤前選擇了逃避，他們沒(méi)有積極的投入。

But on the right, you have the students with the growth mindset, the idea that abilities can be developed. They engage deeply, their brain is on fire with yet, they process the error. They learn from it and correct it.

但請(qǐng)看右側(cè)，這是成長(zhǎng)型思維模式的學(xué)生，這些學(xué)生相信能力會(huì)通過(guò)鍛煉得以提升。他們積極應(yīng)對(duì)錯(cuò)誤，大腦在高速運(yùn)轉(zhuǎn)，他們積極地投入，他們剖析錯(cuò)誤，從中學(xué)習(xí)，最終訂正。

How are we raising our children? Are we raising them for now instead of yet? Are we raising kids who are obsessed with getting A's? Are we raising kids who don't know how to dream big dreams? Their biggest goal is getting the next A or the next test score? And are they carrying this need for constant that validation with them into their future lives? Maybe,because employers are coming to me and saying, we have already raised a generation of young workers who can't get through the day without an award.

如今我們是如何教育孩子的呢？是教育他們專注眼前，而不是注重過(guò)程嗎？我們培育了一些迷戀刷A的孩子們嗎？我們培育了沒(méi)有遠(yuǎn)大理想的孩子們嗎？他們最遠(yuǎn)大的目標(biāo)就是再拿一個(gè)A，心里所想的就是下一次考試嗎？他們?cè)诮窈蟮纳钪?，都以分?jǐn)?shù)的高低來(lái)評(píng)判自己?jiǎn)幔炕蛟S是的，因?yàn)槠髽I(yè)雇主們跑來(lái)找我，說(shuō)我們養(yǎng)育的這新一代走上工作崗位的人，如果不給他們獎(jiǎng)勵(lì)，他們一天都過(guò)不下去。

So what can we do? How can we build that bridge to yet? Here are some things we can do.

我們?cè)撛趺醋瞿兀咳绾巫尯⒆幼⒅剡^(guò)程而不是結(jié)果呢？我們可以做這樣幾件事。

（未完待續(xù)）