异类之不一样的成功启示录 第182期:KIPP的数学教育方式

"The beginning is hard," he went on. "By the end of the day, they are restless. Part of it is endurance, part of it is motivation.

“一开始很难，”他继续说：“他们一整天都坐立不安。因为他们缺乏耐力和动力，

Part of it is incentives and rewards and fun stuff. Part of it is good old-fashioned discipline. You throw all of that into the stew.

而我们也缺乏能够产生鼓励作用的物质奖励，只由传统的纪律约束。

We talk a lot here about grit and self-control. The kids know what the words mean."

在所有情绪混杂交织的时候，我们和他们谈勇气和自我控制，孩子们都懂得这些。”

Levin walked down the hall to an eighth-grade math class and stood quietly in the back.

李文走进大厅，他来到八年级一个正上数学课的班极，悄悄地站在教室的后面。

A student named Aaron was at the front of the class, working his way through a problem from the page of thinking-skills exercises that all KIPP students are required to do each morning.

坐在教室前面的是一个名叫亚伦的学生，他正从思考技巧那页开始做习题，这是KIPP学生每天早晨都要做的练习。

The teacher, a ponytailed man in his thirties named Frank Corcoran, sat in a chair to the side, only occasionally jumping in to guide the discussion.

男老师弗兰克·科科伦扎着马尾，坐在一旁的椅子上观察着学生，偶尔参与学生的讨论并做指导。

It was the kind of scene repeated everyday in American classrooms, with one difference.

这样的场景每天都在美国的教室重复，但这里却有不同之处。

Aaron was up at the front, working on that single problem for twenty minutes, methodically, carefully,

亚伦花了20分钟时间认真地研究着一道题，他不仅自己思考，还参与班级的讨论。

With a participation of the class, working his way through not just the answer, but also the question of whether there was more than one way to get the answer.

他不是只为了得到答案，而且还在寻求否有更多的解决方法，

It was Renee painstakingly figuring out concept undefined slope all over again.

而雷妮则费了好半天的劲儿终于搞明白了未知斜面的概念。

"What that extra time does is allow for a more relaxed atmosphere, " Corcoran said, after the class was over.

“增加的那部分时间里气氛很轻松，”科科伦在下课说，

"I find that the problem with math education is the sink-or-swim approach. Everything is rapid fire, and the kids who get it first are the ones who are rewarded.

“我发现数学教育更接近于“下沉或游泳”的游戏。速度至上，谁第一个做出来，谁就会得到奖励。

So there comes to be a feeling that there are people who can do math and there are people who aren't math people.

所以就形成了这种看法，有些人能够学好数学，有些人压根儿就不会数学。

I think that extended amount of time gives you the chance as a teacher to explain things, and more time for the kids to sit and digest everything that's going on—to review, to do things at a much slower pace。

我认为，应该延长时间让老师多做讲解，同时也为了让孩子们有更多的时间消化这些知识。

It seems counterintuitive that we do things at a slower pace and as a result we get through a lot more.

这似乎是违反常理的，但结果却是，虽然我们速度较慢，但我们完成得更多。

There's a lot more retention, better understanding of the material. It lets me be a bit more relaxed. We have time to have games.

孩子们也会记住得更多，理解得更好。这也让我们更为放松，我们有时间做游戏，

Kids can ask questions they want, and if I'm explaining something, I don't pressed for time. I can go back over material and not feel time pressure."

孩子们也可以问任何他们想问的问题。也即是要不断的复习，虽然可能会慢一点。即使我需要为他们解释更多，我也不会觉得时间紧迫。而当我备课需要查询更多资料的时候，我也不会感到时间的压力。”