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Carol Dweck

Link: https://www.youtube.com/watch?v=_X0mgOOSpLU

解析:

SUMMARY
Carol Dweck discusses the power of yet and its impact on students’ mindset, encouraging educators to praise effort rather than intelligence and create a growth mindset.

IDEAS:

• The concept of “Not Yet" can be used as a grade in schools instead of failing grades.
• Children with a fixed mindset feel it’s tragic when they fail, whereas those with a growth mindset see failure as an opportunity for growth.
• Students with a fixed mindset tend to cheat or look for ways to feel good about themselves after failure.
• The brain activity of students with a fixed mindset shows little response to error, while those with a growth mindset engage deeply and process errors.
• Praising effort rather than intelligence helps create kids who are hardy and resilient.
• Creating online games that reward process over answers can encourage more engagement and perseverance in students.
• Just using the words “yet" or “not yet" can give kids greater confidence and a path into the future.
• Educators can change students’ mindsets by teaching them that their abilities can be developed.
• The concept of growth mindset has been shown to improve grades in thousands of students, especially struggling ones.
• Equality happens when educators create growth mindset classrooms filled with “yet".
• Students who are taught that every time they push out of their comfort zone, their brains form new connections and get smarter show a sharp rebound in grades.
• Children in inner cities or reservations can excel academically if given the right environment.
• The meaning of effort and difficulty is crucial in student success.
• Once students know their abilities are capable of growth, it becomes a basic human right for them to live in places that create growth.
• Educators should focus on creating an environment filled with “yet" rather than focusing solely on grades or test scores.

INSIGHTS:

• The power of yet has the potential to transform students’ mindset and academic performance.
• By praising effort over intelligence, educators can create a culture of resilience and hardiness in their students.
• The concept of growth mindset is not just about individual achievement but also about creating an environment that fosters growth for all children.
• Students who are taught to see failure as an opportunity for growth tend to perform better academically.
• Educators should focus on creating a growth mindset culture rather than solely focusing on grades or test scores.
• The concept of yet is not just limited to academics but can be applied to all areas of life, including personal relationships and career development.

QUOTES:

• “I love a challenge,"
  — 10-year-old student
• “You know, I was hoping this would be informative."
  — 10-year-old student
• “Dear Professor Dweck, I appreciate that your writing is based on solid scientific research, and that’s why I decided to put it into practice. I put more effort into my schoolwork, into my relationship with my family, and into my relationship with kids at school, and I experienced great improvement in all of those areas. I now realize I’ve wasted most of my life."
  — 13-year-old boy

HABITS:

• Praising the process that kids engage in rather than their intelligence or talent.
• Creating online games that reward effort over answers.
• Focusing on creating a growth mindset culture in schools.

EQUALITY:

• Educators can create equality by teaching students to see failure as an opportunity for growth.
• Providing students with the right environment and resources can help them excel academically, regardless of their background or socioeconomic status.
• The concept of yet has the potential to bridge the gap between different groups of students and create a more equal educational environment.

摘要
Carol Dweck 探討了「尚未」的力量及其對學生心態的影響，鼓勵教育工作者讚揚努力而非智力，並培養成長型思維模式。

建議：

• 「尚未」的概念可以在學校用作成績，而不是不及格。
• 固定型思維模式的孩子在失敗時會感到悲慘，而成長型思維模式的孩子則將失敗視為成長的機會。
• 固定型思考模式的學生在失敗後傾向於作弊或尋找自我感覺良好的方法。
• 固定型思考模式的學生的大腦活動對錯誤反應不大，而成長型思考模式的學生則會深入思考並處理錯誤。
• 讚揚努力而非智力有助於培養堅韌不拔、適應力強的孩子。
• 創造獎勵過程而非答案的線上遊戲可以鼓勵學生更參與並堅持下去。
• 光是使用「尚未」或「尚未」這兩個字就能給孩子更大的信心，並指引他們走向未來。
• 教育工作者可以透過教導學生能力是可以發展的，從而改變他們的心態。
• 研究表明，成長型心態能夠提高成千上萬學生的成績，尤其是那些學習困難的學生。
• 當教育工作者營造充滿「尚未」的成長心態課堂時，平等就會實現。
• 那些被教導「每當他們走出舒適區，大腦就會建立新的連接，變得更聰明」的學生，他們的成績會大幅反彈。
• 如果為內城區或保留地的孩子提供適當的環境，他們也能在學業上取得優異成績。
• 努力和困難的意義對學生的成功至關重要。
• 一旦學生意識到自己的能力是可以提升的，那麼生活在能夠促進成長的環境就成為他們的基本人權。
• 教育工作者應該專注於營造一個充滿「尚未」的環境，而不是只專注於成績或考試分數。

洞見：

• 「尚未」的力量有可能改變學生的心態和學業表現。
• 透過讚揚努力而非智力，教育工作者可以在學生中創造一種堅韌不拔、堅韌不拔的文化。
• 成長型思維模式的概念不僅關乎個人成就，也關乎創造一個促進所有孩子成長的環境。
• 那些被教導將失敗視為成長機會的學生往往在學業上表現較佳。
• 教育工作者應致力於營造長型思考模式的文化，而非只專注於成績或考試分數。
• 「然而」的概念不僅限於學業，還可以應用於生活的各個領域，包括人際關係和職業發展。

引言：

• “我喜歡挑戰，”
  —— 10 歲學生
• “你知道，我希望這篇文章能對你有所幫助。”
  —— 10 歲學生
• 「尊敬的 Dweck 教授，我很欣賞您的文章基於紮實的科學研究，因此我決定將其付諸實踐。」我在學業、與家人的關係以及與學校同學的關係上投入了更多精力，所有這些方面都取得了顯著的進步。現在我意識到我浪費了大部分的人生。 」—— 13 歲男孩

習慣

• 讚揚孩子們參與的過程，而不是他們的智力或天賦。
• 開發獎勵努力而非答案的線上遊戲。
• 著重在學校營造成長型思維文化。

平等

• 教育工作者可以透過教導學生將失敗視為成長的機會來創造平等。
• 為學生提供適當的環境和資源，可以幫助他們在學業上取得優異成績，無論他們的背景或社經地位如何。
• 「尚未」的概念有可能彌合不同學生群體之間的差距，並創造更平等的教育環境。