眾所周知，比爾蓋茨是世界第一富豪，也是微軟公司的創(chuàng)始人。他創(chuàng)造的成就為眾人矚目，也是很多勵志書籍上永遠(yuǎn)不會缺少的人物。比爾蓋茨偶爾會發(fā)表一些演講，也吸引很多人觀看，人們把他當(dāng)成偶像去學(xué)習(xí)和奮斗。接下來小編就為大家整理了關(guān)于比爾蓋茨在ted上的演講稿，歡迎大家閱讀。

原文：

Everyone needs a coach. It doesn't matter whether you're a basketball player, a tennis player, a gymnast or a bridge player. (Laughter)

My bridge coach, Sharon Osberg, says there are more pictures of the back of her head than anyone else's in the world. (Laughter) Sorry, Sharon. Here you go.

We all need people who will give us feedback. That's how we improve. Unfortunately, there's one group of people who get almost no systematic feedback to help them do their jobs better, and these people have one of the most important jobs in the world.I'm talking about teachers. When Melinda and I learned how little useful feedback most teachers get, we were blown away. Until recently, over 98 percent of teachers just got one word of feedback: Satisfactory. If all my bridge coach ever told me was that I was "satisfactory," I would have no hope of ever getting better. How would I know who was the best? How would I know what I was doing differently? Today, districts are revamping the way they evaluate teachers, but we still give them almost no feedback that actually helps them improve their practice. Our teachers deserve better.The system we have today isn't fair to them. It's not fair to students, and it's putting America's global leadership at risk. So today I want to talk about how we can help all teachers get the tools for improvement they want and deserve.

Let's start by asking who's doing well. Well, unfortunately there's no international ranking tables for teacher feedback systems. So I looked at the countries whose students perform well academically, and looked at what they're doing to help their teachers improve. Consider the rankings for reading proficiency. The U.S. isn't number one. We're not even in the top 10. We're tied for 15th with Iceland and Poland. Now, out of all the places that do better than the U.S. in reading, how many of them have a formal system for helping teachers improve? Eleven out of 14. The U.S. is tied for 15th in reading, but we're 23rd in science and 31st in math. So there's really only one area where we're near the top, and that's in failing to give our teachers the help they need to develop their skills.

Let's look at the best academic performer: the province of Shanghai, China. Now, they rank number one across the board, in reading, math and science, and one of the keys to Shanghai's incredible success is the way they help teachers keep improving. They made sure that younger teachers get a chance to watch master teachers at work. They have weekly study groups, where teachers get together and talk about what's working.They even require each teacher to observe and give feedback to their colleagues.

You might ask, why is a system like this so important? It's because there's so much variation in the teaching profession.Some teachers are far more effective than others. In fact, there are teachers throughout the country who are helping their students make extraordinary gains. If today's average teacher could become as good as those teachers, our students would be blowing away the rest of the world. So we need a system that helps all our teachers be as good as the best.

What would that system look like? Well, to find out, our foundation has been working with 3,000 teachers in districts across the country on a project called Measures of Effective Teaching. We had observers watch videos of teachers in the classroom and rate how they did on a range of practices. For example,did they ask their students challenging questions? Did they find multiple ways to explain an idea? We also had students fill out surveys with questions like, "Does your teacher know when the class understands a lesson?""Do you learn to correct your mistakes?"

And what we found is very exciting. First, the teachers who did well on these observations had far better student outcomes. So it tells us we're asking the right questions. And second, teachers in the program told us that these videos and these surveys from the students were very helpful diagnostic tools, because they pointed to specific places where they can improve. I want to show you what this video component of MET looks like in action.

(Video) Sarah Brown Wessling: Good morning everybody.Let's talk about what's going on today. To get started, we're doing a peer review day,okay? A peer review day, and our goal by the end of class is for you to be able to determine whether or not you have moves to prove in your essays.

My name is Sarah Brown Wessling. I am a high school English teacher at Johnston High School in Johnston, Iowa.

Turn to somebody next to you.Tell them what you think I mean when I talk about moves to prove. I've talk about --

I think that there is a difference for teachers between the abstract of how we see our practice and then the concrete reality of it.

Okay, so I would like you to please bring up your papers.

I think what video offers for us is a certain degree of reality.You can't really dispute what you see on the video, and there is a lot to be learned from that, and there are a lot of ways that we can grow as a profession when we actually get to see this. I just have a flip camera and a little tripod and invested in this tiny little wide-angle lens. At the beginning of class, I just perch it in the back of the classroom. It's not a perfect shot. It doesn't catch every little thing that's going on. But I can hear the sound. I can see a lot. And I'm able to learn a lot from it. So it really has been a simple but powerful tool in my own reflection.

All right, let's take a look at the long one first, okay?

Once I'm finished taping, then I put it in my computer,and then I'll scan it and take a peek at it. If I don't write things down, I don't remember them.

So having the notes is a part of my thinking process,and I discover what I'm seeing as I'm writing. I really have used it for my own personal growth and my own personal reflection on teaching strategy and methodology and classroom management, and just all of those different facets of the classroom.

I'm glad that we've actually done the process before so we can kind of compare what works, what doesn't.

I think that video exposes so much of what's intrinsic to us as teachers in ways that help us learn and help us understand,and then help our broader communities understand what this complex work is really all about. I think it is a way to exemplify and illustrate things that we cannot convey in a lesson plan, things you cannot convey in a standard, things that you cannot even sometimes convey in a book of pedagogy.

Alrighty,everybody, have a great weekend. I'll see you later. [Every classroom could look like that]

Bill Gates:One day, we'd like every classroom in America to look something like that. But we still have more work to do. Diagnosing areas where a teacher needs to improve is only half the battle. We also have to give them the tools they need to act on the diagnosis. If you learn that you need to improve the way you teach fractions, you should be able to watch a video of the best person in the world teaching fractions.

So building this complete teacher feedback and improvement system won't be easy. For example,I know some teachers aren't immediately comfortable with the idea of a camera in the classroom. That's understandable, but our experience with MET suggests that if teachers manage the process, if they collect video in their own classrooms, and they pick the lessons they want to submit,a lot of them will be eager to participate.

Building this system will also require a considerable investment. Our foundation estimates that it could cost up to five billion dollars. Now that's a big number, but to put it in perspective, it's less than two percent of what we spend every year on teacher salaries.

The impact for teachers would be phenomenal. We would finally have a way to give them feedback, as well as the means to act on it.

But this system would have an even more important benefit for our country. It would put us on a path to making sure all our students get a great education, find a career that's fulfilling and rewarding, and have a chance to live out their dreams. This wouldn't just make us a more successful country. It would also make us a more fair and just one,too.

I'm excited about the opportunity to give all our teachers the support they want and deserve.I hope you are too.

Thank you.

中文翻譯：

每一個人都需要一位教練。 無論你是籃球運動員, 網(wǎng)球運動員,體操選手 或者是打橋牌的。

我的橋牌教練,Sharon Osberg, 說包含她后腦勺的照片 比世界上其他任何人的都多。 抱歉,Sharon。這張應(yīng)該可以了。

我們都需要能給我們反饋信息的人。 這是我們不斷自我發(fā)展的方式。遺憾的是,有一群人幾乎收不到系統(tǒng)化的反饋信息來提高他們的工作效率, 而這一群人從事著世界上最重要的職業(yè)之一。我指的就是老師們。當(dāng)Melinda和我了解到 大部分老師得到的有用的反饋有多么少時, 我們驚呆了。直到最近,超過98%的老師 得到的反饋只包含一個詞: 滿意。 如果我的橋牌教練只跟我說 我的表現(xiàn)“令人滿意”, 我永遠(yuǎn)也不可能變得更好。我怎么知道誰是最好的? 我怎么知道什么事我做的和別人不一樣? 現(xiàn)在,各個校區(qū)都在改進 評估教師的方式,但是我們?nèi)越o他們很少能夠 提高他們工作水平的反饋信息。我們的教師應(yīng)該受到更好的對待。今天我們在用的系統(tǒng)對他們不公平。 這系統(tǒng)對學(xué)生也不公平, 而且置美國的全球領(lǐng)導(dǎo)地位于水深火熱之中。因此今天我想講講我們?nèi)绾文軒椭�所有的老�?獲得他們想要而且值得獲得的提高自己的工具。

我們先來問問誰做得比較好。遺憾的是,國際上沒有一個用來給評估老師的系統(tǒng)分等級的標(biāo)準(zhǔn)。所以我看了看那些擁有學(xué)術(shù)表現(xiàn)非常好的學(xué)生的國家, 然后看看他們在做什么來幫助他們的教師提高教學(xué)水平。我們來看看閱讀水平的排名。 美國并不是第一。 我們甚至連前十都沒能進入。我們和冰島以及波蘭并列排名第15名。在閱讀水平方面 做得比美國出色的地方中 又有多少個擁有能幫助教師提高自己的正規(guī)流程? 11個。在閱讀方面美國并列第15名, 但在科學(xué)與數(shù)學(xué)方面我們分別排在第23名與第31名。因此我們只有一個方面排名比較靠前, 而那就是無法提供給教師 發(fā)展自己所需要的幫助。

我們來看看學(xué)業(yè)上表現(xiàn)最好的地區(qū): 中國的上海。他們在閱讀,數(shù)學(xué)以及科學(xué)等所有方面排名都是第一, 而上海能有這種令人驚訝的成功的關(guān)鍵之一就在于他們幫助教師不斷自我發(fā)展的方式。 他們確保年輕的教師有機會看到資深教師授課。 他們每周都有讓老師聚在一起并討論哪些教學(xué)方法比較有用的學(xué)習(xí)會。 他們甚至要求每位老師觀察他的同事并給他們反饋信息。

也許你會問,為什么這樣的系統(tǒng)那么重要? 這是因為在教師這個職業(yè)中有太多的不同。有的教師的教學(xué)效率遠(yuǎn)遠(yuǎn)超過其他教師。 事實上,在全國各地有一些老師正在幫助他們的學(xué)生實現(xiàn)難以想象的巨大進步 如果今天的普通老師能和那些老師一樣好, 我們的學(xué)生就可以在全世界獨領(lǐng)風(fēng)騷了。因此我們需要一個能使我們每一位教師和最好的教師一樣好的系統(tǒng)。

這樣一個系統(tǒng)會是什么樣子的? 為了查明這個事情,我們的基金會和全國各個校區(qū)的3000多名老師合作開展了一個叫“有效教育方式”(MET)的項目。 我們派遣觀察員觀看老師在教學(xué)中的錄像 并且評估他們所做的一系列事情。舉例來說,他們有沒有問學(xué)生 具有挑戰(zhàn)性的問題? 他們有沒有找到多種方式來解釋一個概念? 我們也讓學(xué)生做包含如“你的老師是否知道 整個班級聽懂了一堂課?”“你是否學(xué)會了改正錯誤?”等問題的問卷。

結(jié)果令我們非常驚喜。 首先,在這些評測中表現(xiàn)很好的老師所教出來的學(xué)生也更好。 這說明我們問的問題是對的。 其次,參與這個項目的老師告訴我們 這些錄像以及向?qū)W生發(fā)放的調(diào)查問卷是非常有用的診斷工具, 因為它們指明了教師們能夠改進的具體環(huán)節(jié)。 我想讓你們看看MET中的視頻部分是什么樣的。

(錄像)Sarah Brown Wessling: 大家早上好。 讓我們說說今天干些什么。首先,今天將會是一個“同學(xué)互評日”。 這個“同學(xué)互評日”的目的就是在下課前 大家可以好好判斷 自己作文是不是經(jīng)得起推敲。

我在愛荷華州的Johnston的Johnston高中擔(dān)任英語老師。

轉(zhuǎn)向你們身邊的一個人。 告訴他們你認(rèn)為我說“經(jīng)得起推敲”時我是什么意思。我曾說過--我認(rèn)為對于老師而言, 我們對我們的表現(xiàn)的抽象看法 和實際情況是有區(qū)別的。

好的,請你們拿出你們的紙張。

我認(rèn)為視頻給我們展現(xiàn)了某種程度的現(xiàn)實。 你無法對你在視頻中看到的表示異議, 你從中能學(xué)到很多, 而且當(dāng)我們看到它時我們看到有很多方式 能讓我們的職業(yè)水平更上一層樓。 我只有這個輕按相機和這個小小的三腳架 并再花了一點錢買了這個微小的廣角鏡。 在開始上課的時候,我就把相機放在教室的后面。視角并非完美。 它沒法捕捉到發(fā)生的每一件事。 但我能聽見聲音。我能看到很多。 而且我能從中學(xué)到很多。 因此它成了一個用于自我反思的簡單而強大的工具。

好的,我們先看看比較長的一段,怎么樣?

一旦錄完了,我就把它放到電腦里, 掃描一下然后看一眼。如果我不把東西寫下來我就無法記住它們。

因此記筆記也是我思考過程中的一部分, 而當(dāng)我在做記錄時我也就發(fā)現(xiàn)了我在看的是什么。 我把它用于我的個人成長 以及關(guān)于教學(xué)方式, 教學(xué)原則,課堂管理等 各種各樣的和課堂有關(guān)的方面的個人反思。

我很高興我們以前做過類似的事情 所以我們能通過比較得出孰優(yōu)孰劣。

我覺得視頻揭示了 大量的所對我們老師而言 從根本上幫助我們學(xué)習(xí)和理解的方式方法, 并且也幫助社會理解這個復(fù)雜的工作究竟是干嘛的。我認(rèn)為這展現(xiàn)了一些事情 他們是我們無法用教學(xué)計劃, 一個標(biāo)準(zhǔn),甚至一個關(guān)于教育學(xué)的書 來表達(dá)的。

好了,大家,祝你們周末愉快。下次見。

[每一個教室都能像那樣]

比爾 蓋茨:我們希望有一天全美的教室 都可以像這樣。 但我們還有很多事要做。 梳理出一位老師在什么地方需要改進 只是戰(zhàn)斗的一半。 我們還要給他們能讓他們基于診斷結(jié)果 采取措施的工具。 如果你知道你要提高自己 教分?jǐn)?shù)的方式, 你應(yīng)該可以看一段 世上最好的人教分?jǐn)?shù)的視頻。

所以說建立一個完整的能給予老師 反饋信息以及自我發(fā)展手段的系統(tǒng)不會簡單。 比如說,我知道一些老師 對于在教室中放一個攝像機這樣的想法 感到不舒適。 這是可以理解的,但是我們在MET中的經(jīng)驗 說明了如果老師們能忍受這一個過程, 如果他們在教室中錄制視頻, 然后選擇他們想提交的視頻, 很多老師會踴躍參與。

建立這樣一個體系也會需要大量的投資。 我們的基金會估計會花費多至50億美元。 這是一個龐大的數(shù)字,但如果我們換一個視角來看, 這比我們每年付給老師的工資 的2%還要少。

這樣一個系統(tǒng)對于老師的影響是無法估量的。 我們終于會有一個能給他們反饋信息, 并讓他們照此采取措施的方式。

但是這樣一個系統(tǒng)對我們國家 的好處會更大。 它會讓我們走上一條能確保 我們的學(xué)生能收到良好教育, 找到一份報酬豐厚而且令人滿意的事業(yè), 并且讓他們有機會實現(xiàn)自己的夢想的道路。 這不僅會使我們的國家更成功。 這也會使我們的國家更充滿公平與正義。

我為能給老師們 他們想要且應(yīng)得的支援的機會感到欣喜。 我希望大家也是。

謝謝。

「標(biāo)簽: ted演講稿」