Let's teach for mastery -- not test scores | Sal Khan

2,190,473 views ・ 2016-09-26

TED


Please double-click on the English subtitles below to play the video.

Translator: Sylvia He Reviewer: C iff
00:12
I'm here today to talk about the two ideas that,
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我今天呢度講兩個概念
00:15
at least based on my observations at Khan Academy,
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根據我喺可汗學院嘅觀察
00:18
are kind of the core, or the key leverage points for learning.
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兩個概念對學習好重要
00:22
And it's the idea of mastery
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一,熟練,真正咁掌握概念
00:24
and the idea of mindset.
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二,心態
00:26
I saw this in the early days working with my cousins.
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我同表弟妹補習時,就留意到
00:28
A lot of them were having trouble with math at first,
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佢哋嘅數學好差
00:31
because they had all of these gaps accumulated in their learning.
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因為累積咗好多知識嘅缺口
00:34
And because of that, at some point they got to an algebra class
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帶著啲缺口,佢哋去學代數
00:37
and they might have been a little bit shaky on some of the pre-algebra,
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喺預代數就危危乎嘞
00:40
and because of that, they thought they didn't have the math gene.
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所以,佢哋認為自己冇天份
00:44
Or they'd get to a calculus class,
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或者佢哋修微積分時
00:46
and they'd be a little bit shaky on the algebra.
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代數嗰部分又唔掂
00:48
I saw it in the early days
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最初我上載啲視頻到 YouTube 嗰時
00:50
when I was uploading some of those videos on YouTube,
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我已經見過呢種情況,發現
00:54
and I realized that people who were not my cousins were watching.
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睇我視頻嘅人都唔係我親戚
00:57
(Laughter)
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(笑聲)
00:59
And at first, those comments were just simple thank-yous.
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最先,啲人嘅留言只係「唔該」
01:03
I thought that was a pretty big deal.
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我已經好滿足
01:05
I don't know how much time you all spend on YouTube.
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唔知你哋係咪經常睇 YouTube
01:07
Most of the comments are not "Thank you."
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大部分嘅留言都唔係「多謝」
01:09
(Laughter)
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(笑聲)
01:11
They're a little edgier than that.
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佢哋都更加尖銳小小
01:12
But then the comments got a little more intense,
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之後嘅留言變得好熱烈
01:15
student after student saying that they had grown up not liking math.
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好多人話,佢哋細個時都唔鍾意數學
01:19
It was getting difficult as they got into more advanced math topics.
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越學上去就越辛苦
01:22
By the time they got to algebra,
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到咗代數時
01:24
they had so many gaps in their knowledge they couldn't engage with it.
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佢哋嘅知識缺口多到心淡
01:27
They thought they didn't have the math gene.
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佢哋堅信自己冇數學天份
01:29
But when they were a bit older,
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佢哋年紀大啲時
01:31
they took a little agency and decided to engage.
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決定再試一次
01:33
They found resources like Khan Academy
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於是搵到類似可汗學院嘅資源
01:35
and they were able to fill in those gaps and master those concepts,
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補番啲知識缺口,真正掌握咗啲概念
01:38
and that reinforced their mindset that it wasn't fixed;
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開始改變心態
01:41
that they actually were capable of learning mathematics.
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同相信佢哋可以學好數學
01:44
And in a lot of ways, this is how you would master a lot of things in life.
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其實,你學好多嘢嘅過程都係咁
01:49
It's the way you would learn a martial art.
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比如,學武術
01:51
In a martial art, you would practice the white belt skills
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你先要練白帶水平嘅技術
01:54
as long as necessary,
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一直練,一直練,冇時間限制
01:56
and only when you've mastered it
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真係熟練曬
01:57
you would move on to become a yellow belt.
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先可以升黃帶
01:59
It's the way you learn a musical instrument:
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比如,學樂器
02:01
you practice the basic piece over and over again,
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先將基本樂曲反覆練
02:04
and only when you've mastered it,
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練到精通
02:05
you go on to the more advanced one.
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先至可以學更難嘅曲目
02:07
But what we point out --
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但係,呢個唔係
02:08
this is not the way a traditional academic model is structured,
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傳統教育嘅模式
02:13
the type of academic model that most of us grew up in.
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我哋身在其中嘅系統
02:16
In a traditional academic model,
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傳統教育模式
02:18
we group students together, usually by age,
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將學生按年齡分組
02:20
and around middle school,
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到咗中學
02:22
by age and perceived ability,
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就按年齡同能力分
02:23
and we shepherd them all together at the same pace.
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用一樣嘅進度教所有人
02:27
And what typically happens,
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最典型嘅情況係
02:28
let's say we're in a middle school pre-algebra class,
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例如,一個中學嘅預代數課
02:30
and the current unit is on exponents,
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呢個單元教指數
02:32
the teacher will give a lecture on exponents,
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教師上課,講解指數
02:34
then we'll go home, do some homework.
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然後學生返屋企,做功課
02:37
The next morning, we'll review the homework,
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第朝,覆檢功課
02:39
then another lecture, homework, lecture, homework.
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然後老師再講課,功課、講課、功課
02:41
That will continue for about two or three weeks,
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持續兩三個星期之後
02:43
and then we get a test.
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考試
02:45
On that test, maybe I get a 75 percent,
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我可能攞到 75 分
02:48
maybe you get a 90 percent,
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你可能攞 90 分
02:49
maybe you get a 95 percent.
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又或者 95 分
02:51
And even though the test identified gaps in our knowledge,
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啲成績顯示,我哋有知識缺口
02:54
I didn't know 25 percent of the material.
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我有百分之廿五冇學到
02:56
Even the A student, what was the five percent they didn't know?
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即使係甲等生,仲有百分之五冇學到
02:59
Even though we've identified the gaps,
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我哋搵到啲知識缺口,但係
03:01
the whole class will then move on to the next subject,
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成班人就轉去下一個課題,甚至
03:04
probably a more advanced subject that's going to build on those gaps.
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可能係以知識缺口為基礎嘅課題
03:07
It might be logarithms or negative exponents.
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比如,對數或者負指數
03:10
And that process continues, and you immediately start to realize
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你有冇覺得呢個過程
03:13
how strange this is.
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好奇怪
03:15
I didn't know 25 percent of the more foundational thing,
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我有百分之廿五冇學到
03:17
and now I'm being pushed to the more advanced thing.
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就要去學更深更難嘅嘢
03:20
And this will continue for months, years, all the way until at some point,
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如此重複,直到有一日
03:24
I might be in an algebra class or trigonometry class
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我學代數或者三角幾何時
03:26
and I hit a wall.
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就撞曬牆
03:27
And it's not because algebra is fundamentally difficult
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唔係因為代數本身好難
03:30
or because the student isn't bright.
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或者學生蠢
03:34
It's because I'm seeing an equation and they're dealing with exponents
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而係因為一個關於指數嘅算式
03:37
and that 30 percent that I didn't know is showing up.
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係喺我冇學識嘅百分之三十裡邊
03:40
And then I start to disengage.
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然後我就好灰心,想放棄
03:44
To appreciate how absurd that is,
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好荒誕,如果
03:47
imagine if we did other things in our life that way.
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我哋用同樣方法做其他嘢,會點
03:51
Say, home-building.
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例如話,起屋
03:52
(Laughter)
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(笑聲)
03:56
So we bring in the contractor and say,
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我們講畀個承建商知:
04:00
"We were told we have two weeks to build a foundation.
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「限兩個星期起個地基,
04:02
Do what you can."
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你盡力而為喇。」
04:04
(Laughter)
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(笑聲)
04:06
So they do what they can.
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佢哋就盡力而為
04:08
Maybe it rains.
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落雨要停工
04:09
Maybe some of the supplies don't show up.
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有啲材料根本冇到
04:11
And two weeks later, the inspector comes, looks around,
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兩星期後,工程監督嚟視察
04:15
says, "OK, the concrete is still wet right over there,
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話:「好,啲混凝土仲係濕嘅,
04:17
that part's not quite up to code ...
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嗰部分唔係好達標⋯⋯
04:20
I'll give it an 80 percent."
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我俾你 80 分。」
04:22
(Laughter)
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(笑聲)
04:23
You say, "Great! That's a C. Let's build the first floor."
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你就話:「掂!攞咗個丙。開始起一樓。」
04:26
(Laughter)
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(笑聲)
04:27
Same thing.
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同樣情況
04:28
We have two weeks, do what you can, inspector shows up, it's a 75 percent.
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我哋有兩個星期,盡力而為
考試得 75 分
04:32
Great, that's a D-plus.
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太好喇!攞咗個丁
04:33
Second floor, third floor,
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起二樓、三樓咯
04:34
and all of a sudden, while you're building the third floor,
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起到三樓時
04:37
the whole structure collapses.
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成間屋就冧咗
04:38
And if your reaction is the reaction you typically have in education,
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如果你嘅反應同你對教育係一樣
04:42
or that a lot of folks have,
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同好多人嘅反應一樣
04:43
you might say, maybe we had a bad contractor,
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你可能話,衰人承建商
04:45
or maybe we needed better inspection or more frequent inspection.
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或者監督唔夠嚴格,唔夠頻繁
04:48
But what was really broken was the process.
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但係真正唔掟嘅係個過程
04:51
We were artificially constraining how long we had to something,
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人為咁限制學嘢嘅時間
04:54
pretty much ensuring a variable outcome,
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幾乎可以確保,結果有落差
04:56
and we took the trouble of inspecting and identifying those gaps,
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我們有做檢查,亦發現咗問題
05:00
but then we built right on top of it.
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但係又喺啲問題上繼續起屋
05:01
So the idea of mastery learning is to do the exact opposite.
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熟練式教育係完全相反
05:04
Instead of artificially constraining, fixing
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將人為嘅限制、制度嘅僵化
05:07
when and how long you work on something,
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幾時學,學幾耐,確保學生
05:09
pretty much ensuring that variable outcome,
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有唔同嘅成績:A、B、C、D、F
05:11
the A, B, C, D, F --
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嘅制度
05:13
do it the other way around.
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完全反轉
05:15
What's variable is when and how long
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變數係學生
05:17
a student actually has to work on something,
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幾時學同學幾耐
05:19
and what's fixed is that they actually master the material.
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要真正掌握咗啲概念,先去下一個課題
05:23
And it's important to realize
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最緊要嘅係
05:25
that not only will this make the student learn their exponents better,
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咁樣不但幫助學生學嘢
05:28
but it'll reinforce the right mindset muscles.
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仲會培養正確嘅心態
05:31
It makes them realize that if you got 20 percent wrong on something,
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即係,你考試做錯百分之二十
05:34
it doesn't mean that you have a C branded in your DNA somehow.
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你唔係個差生或者好蠢
05:38
It means that you should just keep working on it.
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你只不過需要繼續改進
05:40
You should have grit; you should have perseverance;
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你要有毅力, 有恆心
05:43
you should take agency over your learning.
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要主動去學嘢
05:45
Now, a lot of skeptics might say, well, hey, this is all great,
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質疑嘅人會話
05:48
philosophically, this whole idea of mastery-based learning
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熟練式教育
05:51
and its connection to mindset,
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堅持改進嘅心態
05:53
students taking agency over their learning.
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學生學習嘅主動性
05:55
It makes a lot of sense, but it seems impractical.
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聽起來幾好, 但係冇辦法實施
05:58
To actually do it, every student would be on their own track.
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各個學生嘅進度唔同
06:01
It would have to be personalized,
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仲要有自己嘅補習老師
06:03
you'd have to have private tutors and worksheets for every student.
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同題庫,咁點得呢
06:06
And these aren't new ideas --
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呢個其實唔係新方法
06:08
there were experiments in Winnetka, Illinois, 100 years ago,
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一百年前,喺伊利諾伊州嘅 Winnetka
06:11
where they did mastery-based learning and saw great results,
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就有熟練式教育嘅試驗, 效果好好
06:13
but they said it wouldn't scale because it was logistically difficult.
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但係啲人話,冇可能大型推廣
06:17
The teacher had to give different worksheets to every student,
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老師要畀唔同嘅學生唔同嘅題
06:20
give on-demand assessments.
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連啲考試都係度身訂造
06:21
But now today, it's no longer impractical.
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宜家,呢個方法係可行嘎
06:23
We have the tools to do it.
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我哋有工具同條件
06:25
Students see an explanation at their own time and pace?
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學生要適合自己進度嘅講課?
06:27
There's on-demand video for that.
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我哋有按需服務嘅視頻
06:29
They need practice? They need feedback?
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佢哋需要訓練?反饋?
06:31
There's adaptive exercises readily available for students.
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有根據學生需要做調整嘅題庫
06:36
And when that happens, all sorts of neat things happen.
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有咗咁多工具,好多好有趣嘅事會發生
06:38
One, the students can actually master the concepts,
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一,學生真正掌握到啲概念
06:41
but they're also building their growth mindset,
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仲建立咗不斷改進嘅心態
06:43
they're building grit, perseverance,
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培養咗毅力同恆心
06:45
they're taking agency over their learning.
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佢哋更加主動咁學嘢
06:47
And all sorts of beautiful things can start to happen
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各種奇妙嘅嘢
06:50
in the actual classroom.
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喺個課室度發生
06:52
Instead of it being focused on the lecture,
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啲學生唔使睇著個黑板
06:54
students can interact with each other.
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佢哋可以互動
06:55
They can get deeper mastery over the material.
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可以更深咁掌握啲概念
06:58
They can go into simulations, Socratic dialogue.
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可以用模擬、蘇格拉底式對話學習
07:00
To appreciate what we're talking about
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來體會一下
07:03
and the tragedy of lost potential here,
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潛力嘅流失係幾可悲
07:07
I'd like to give a little bit of a thought experiment.
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我哋來想像下
07:10
If we were to go 400 years into the past to Western Europe,
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400 年前嘅西歐
07:16
which even then, was one of the more literate parts of the planet,
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係全世界最有文化嘅地區
07:19
you would see that about 15 percent of the population knew how to read.
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大概百分之十五嘅人識字
07:23
And I suspect that if you asked someone who did know how to read,
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如果你問個識字嘅人
07:27
say a member of the clergy,
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比如神職人員
07:29
"What percentage of the population do you think is even capable of reading?"
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「可以學識閱讀嘅人口比例係幾多?」
07:32
They might say, "Well, with a great education system,
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佢哋會話:「呃,如果有個優良嘅
07:36
maybe 20 or 30 percent."
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教育系統,百分之 20 到 30。」
07:39
But if you fast forward to today,
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睇下當下
07:41
we know that that prediction would have been wildly pessimistic,
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呢個預測真係太悲觀
07:44
that pretty close to 100 percent of the population is capable of reading.
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近乎全部人可以學識閱讀
07:48
But if I were to ask you a similar question:
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如果我問你:
07:51
"What percentage of the population do you think is capable
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「可以真正
07:55
of truly mastering calculus,
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學識微積分,
07:57
or understanding organic chemistry,
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或者有機化學,或者參加癌症研究
08:00
or being able to contribute to cancer research?"
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嘅人口比例係幾多?」
08:04
A lot of you might say, "Well, with a great education system,
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好多人會話:「呃,如果有個優良嘅
08:07
maybe 20, 30 percent."
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教育系統,百分之 20 到 30。」
08:09
But what if that estimate
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呢個預測係基於
08:11
is just based on your own experience in a non-mastery framework,
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非熟練式教育嘅框架
08:14
your own experience with yourself or observing your peers,
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你嘅個人經驗,或對身邊人嘅觀察
08:17
where you're being pushed at this set pace through classes,
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基於人人同步嘅
08:20
accumulating all these gaps?
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充滿知識缺口嘅傳統式教育
08:21
Even when you got that 95 percent,
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你考試嘅分數係 95
08:23
what was that five percent you missed?
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咁你仲係冇學到百分之五
08:25
And it keeps accumulating -- you get to an advanced class,
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啲知識缺口日積月累
08:27
all of a sudden you hit a wall and say,
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你然後喺高等課度撞牆, 就講:
08:29
"I'm not meant to be a cancer researcher;
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「我唔係做癌症研究者
08:31
not meant to be a physicist; not meant to be a mathematician."
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物理學家,數學家嘅料。」
08:34
I suspect that that actually is the case,
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我諗真係就係咁
08:36
but if you were allowed to be operating in a mastery framework,
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如果你啟用熟練式教育
08:40
if you were allowed to really take agency over your learning,
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如果你有機會主動學習
08:43
and when you get something wrong,
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咁你有錯時
08:45
embrace it -- view that failure as a moment of learning --
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你睇佢成一個學習嘅機會, 唔係失敗
08:48
that number, the percent that could really master calculus
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真係將微積分
08:52
or understand organic chemistry,
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有機化學
08:54
is actually a lot closer to 100 percent.
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學到百分百
08:57
And this isn't even just a "nice to have."
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呢個唔係奢侈品
09:01
I think it's a social imperative.
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呢個係必須嘅
09:03
We're exiting what you could call the industrial age
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我哋已經離開工業時代
09:07
and we're going into this information revolution.
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我哋已經喺信息時代
09:11
And it's clear that some things are happening.
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有好多嘢係度變
09:13
In the industrial age, society was a pyramid.
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工業時代嘅社會係個金字塔
09:15
At the base of the pyramid, you needed human labor.
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體力勞工喺最底
09:21
In the middle of the pyramid, you had an information processing,
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中間係處理信息嘅
09:24
a bureaucracy class,
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官僚階級
09:26
and at the top of the pyramid, you had your owners of capital
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最頂嘅係資本家
09:29
and your entrepreneurs
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創業者
09:31
and your creative class.
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同有創意嘅群體
09:33
But we know what's happening already,
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宜家
09:35
as we go into this information revolution.
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喺信息時代
09:37
The bottom of that pyramid, automation, is going to take over.
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自動工會代替金字塔嘅底層
09:40
Even that middle tier, information processing,
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中間處理信息嗰層
09:43
that's what computers are good at.
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電腦做最啱
09:44
So as a society, we have a question:
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於是乎,我哋有個問題:
09:46
All this new productivity is happening because of this technology,
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有咁多新興嘅生產力
09:49
but who participates in it?
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邊個會參與?
09:51
Is it just going to be that very top of the pyramid, in which case,
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係唔係哋只有金字塔嘅頂端
09:54
what does everyone else do?
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咁其他人點辦?
09:55
How do they operate?
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佢哋點操作?
09:56
Or do we do something that's more aspirational?
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係咪做啲更有志向嘅嘢?
09:59
Do we actually attempt to invert the pyramid,
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我哋不如試下將個金字塔調轉
10:02
where you have a large creative class,
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有個大群體可以人人創業
10:04
where almost everyone can participate as an entrepreneur,
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創作藝術,做科學研究
10:08
an artist, as a researcher?
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嘅創意群體?
10:10
And I don't think that this is utopian.
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我認為呢個唔係烏托邦
10:12
I really think that this is all based on the idea
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我堅信佢基於一個諗法,就係
10:15
that if we let people tap into their potential
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如果我哋喲用熟練式教育
10:17
by mastering concepts,
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發掘人嘅潛力
10:19
by being able to exercise agency over their learning,
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幫佢哋爭取學習同自主嘅權利
10:22
that they can get there.
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佢哋會成功
10:24
And when you think of it as just a citizen of the world,
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從一個世界公民嘅角度來睇
10:28
it's pretty exciting.
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真係好令人興奮
10:29
I mean, think about the type of equity we can we have,
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諗下我哋可以達到嘅平等
10:32
and the rate at which civilization could even progress.
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文明會點樣進步
10:36
And so, I'm pretty optimistic about it.
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我好樂觀嘎
10:38
I think it's going to be a pretty exciting time to be alive.
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我覺得我哋生喺一個好刺激嘅時代
10:42
Thank you.
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多謝
10:43
(Applause)
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(掌聲)
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