TED英语演讲稿：如何逃出教育的“死亡谷”【最新3篇】
TED英语演讲稿：如何逃出教育的“死亡谷” 篇一
Education is often seen as the key to success, but is it really preparing students for the real world? In today's rapidly changing society, traditional education methods may not be enough to equip students with the skills and knowledge they need to thrive. This has led to the emergence of what some experts call the "death valley" of education, where students are trapped in a system that stifles creativity and limits their potential.
One of the main problems with traditional education is its focus on memorization and regurgitation of information. Students are often taught to memorize facts and figures without truly understanding the underlying concepts. This approach may help them perform well on exams, but it does little to foster critical thinking and problem-solving skills. As a result, many students graduate with excellent grades but struggle to apply their knowledge in real-world situations.
Another issue is the rigid curriculum that leaves little room for creativity and individuality. Students are expected to follow a set curriculum and meet predetermined standards, leaving little room for exploration and personal growth. This cookie-cutter approach to education fails to recognize that each student is unique and may have different talents and interests. By forcing all students into the same mold, we are stifling their creativity and limiting their potential.
Furthermore, the emphasis on standardized testing puts unnecessary pressure on students and teachers alike. Teachers are often forced to "teach to the test," prioritizing test preparation over deep learning. This not only narrows the curriculum but also fails to prepare students for the complexity and uncertainty of the real world. Success in life is not determined by how well one can regurgitate information on a test, but rather by one's ability to think critically, adapt to change, and collaborate with others.
So how can we escape the death valley of education? One solution is to shift the focus from rote memorization to experiential learning. Instead of simply memorizing facts and figures, students should be encouraged to actively engage with the material through hands-on projects and real-world applications. This not only enhances their understanding but also allows them to develop critical thinking and problem-solving skills.
Additionally, we need to promote a more flexible and personalized approach to education. This means allowing students to pursue their own interests and passions, rather than forcing them into a predetermined mold. By nurturing their individual talents and strengths, we can help students unleash their full potential and prepare them for success in the real world.
Lastly, we need to redefine the purpose of education. It should not solely be about acquiring knowledge and preparing for exams, but rather about fostering a love for learning and equipping students with the skills they need to navigate an ever-changing world. Education should be a lifelong journey, not a destination.
In conclusion, traditional education methods may be failing to prepare students for the challenges of the real world. To escape the death valley of education, we need to shift our focus from rote memorization to experiential learning, promote flexibility and personalization, and redefine the purpose of education. Only then can we truly equip students with the skills and knowledge they need to thrive in the 21st century.
TED英语演讲稿：如何逃出教育的“死亡谷” 篇三
TED英语演讲稿：如何逃出教育的“死亡谷”
简介：受教育的`机会并非人人都有，而在学校的孩子们是否都能学有所成?英国学校教育咨询师Sir Ken Robinson 幽默演讲， 如何逃出教育的“死亡谷“? 告诉我们如何以开放的文化氛围培育年轻的一代，TED英语演讲稿：如何逃出教育的“死亡谷”
。
Thank you very much.
I moved to America 12 years ago with my wife Terry and our two kids. Actually, truthfully, we moved to Los Angeles -- (Laughter) -- thinking we were moving to America, but anyway, it's a short plane ride from Los Angeles to America.
I got here 12 years ago, and when I got here, I was told various things, like, "Americans don't get irony." Have you come across this idea? It's not true. I've traveled the whole length and breadth of this country. I have found no evidence that Americans don't get irony. It's one of those cultural myths, like, "The British are reserved." I don't know why people think this. We've invaded every country we've encountered. (Laughter) But it's not true Americans don't get irony, but I just want you to know that that's what people are saying about you behind your back. You know, so when you leave living rooms in Europe, people say, thankfully, nobody was ironic in your presence.
But I knew that Americans get irony when I came across that legislation No Child Left Behind. Because whoever thought of that title gets irony, don't they, because -- (Laughter) (Applause) — because it's leaving millions of children behind. Now I can see that's not a very attractive name for legislation: Millions of Children Left Behind. I can see that. What's the plan? Well, we propose to leave millions of children behind, and here's how it's going to work.
And it's working beautifully. In some parts of the country, 60 percent of kids drop out of high school. In the Native American communities, it's 80 percent of kids. If we halved that number, one estimate is it would create a net gain to the U.S. economy over 10 years of nearly a trillion dollars. From an economic point of view, this is good math, isn't it, that we should do this? It actually costs an enormous amount to mop up the damage from the dropout crisis.
But the dropout crisis is just the tip of an iceberg. What it doesn't count are all the kids who are in school but being disengaged from it, who don't enjoy it, who don't get any real benefit from it.
And the reason is not that we're not spending enough money. America spends more money on education than most other countries. Class sizes are smaller than in many countries. And there are hundreds of initiatives every year to try and improve education. The trouble is, it's all going in the wrong direction. There are three principles on which human life flourishes, and they are contradicted by the culture of education under which most teachers have to labor and most students have to endure.
The first is this, that human beings are naturally different and perse.
Can I ask you, how many of you have got children of your own? Okay. Or grandchildren. How about two children or more? Right. And the rest of you have seen such children. (Laughter) Small people wandering about. I will make you a bet, and I am confident that I will win the bet. If you've got two children or more, I bet you they are completely different from each other. Aren't they? Aren't they? (Applause) You would never confuse them, would you? Like, "Which one are you? Remind me. Your mother and I are going to introduce some color-coding system, so we don't get confused."
Education under No Child Left Behind is based on not persity but conformity. What schools are encouraged to do is to find out what kids can do across a very narrow spectrum of achievement. One of the effects of No Child Left Behind has been to narrow the focus onto the so-called STEM disciplines. They're very important. I'm not here to argue against science and math. On the contrary, they're necessary but they're not sufficient. A real education has to give equal weight to the arts, the humanities, to physical education. An awful lot of kids, sorry, thank you — (Applause) — One estimate in America currently is that something like 10 percent of kids, getting on that way, are being diagnosed with various conditions under the broad title of attention deficit disorder. ADHD. I'm not saying there's no such thing. I just don't believe it's an epidemic like this. If you sit kids down, hour after hour, doing low-grade clerical work, don't be surprised if they start to fidget, you know? (Laughter) (Applause) Children are not, for the most part, suffering from a psychological condition. They're suffering from childhood. (Laughter) And I know this because I spent my early life as a child. I went through the whole thing. Kids prosper best with a broad curriculum that celebrates their various talents, not just a small range of them. And by the way, the arts aren't just important because they impr
