Learning in Schools 在學校當中的學息
我們正在學習幾乎所有的時間。
From the moment we are born, throughout our lives, and even in our sleep.
從我們出生，在我們的生活，甚至我們的睡眠。
If we watch a baby or a toddler interact with the world around them, we see them constantly trying to make meaning of sensory patterns in their environment, consciously or unconsciously asking how and why.
如果我們看嬰兒或幼兒與周圍世界的互動，我們看到他們不斷的努力使感官模式的意義在他們的環境中，自覺或不自覺地問如何以及為什麼。
What do we mean by learning?
什麼是我們通過學習呢？
While there are many definitions of learning, Robert Sternberg, a cognitive scientist, provides one that is clear and concise.
雖然有學習有很多定義，羅伯特·史坦伯格，認知科學家，提供了一個簡潔明了。
He says, "Learning is any relatively permanent change" in the behavior, thoughts, or feelings of an organism "that results from experience."
他說：“學習是任何相對永久的變化”的行為，思想，或生物體的感情“，從體驗效果。”
Notice Sternberg mentions not only that learning is reflected in visible behaviors and actions, but learning is also reflected through changes in interior thoughts and feelings that are indiscernible by the outside observer.
斯騰伯格的通知不僅提到學習體現在可見的行為和行動，而且學習也通過室內的想法，並且由外部觀察者不可分辨的情感變化反映出來。
And this is one of the biggest challenges of teaching, trying to figure out what our students have learned so we can respond accordingly.
這是教學的最大挑戰之一，試圖找出我們的學生所學，所以我們可以做出相應的反應。
Learning takes on many forms and occurs in many settings.
學習採取多種形式和出現在許多設置。
For instance, one form of learning called implicit learning develops without our necessarily being aware of its happening.
例如，學名叫隱學習的一種形式的發展沒有我們未必意識到它的發生的。
Examples would be first language acquisition, and learning social norms a cues.
例子是第一語言習得，學習社會規範一個線索。
Much of what we learn in school, however, is explicit learning.
什麼我們在學校裡學到，但是，是外顯學習。
In order for explicit learning to happen, we have to consciously attend to learning and make memories for later recall.
為了明確的學習目標，我們必須有意識地參加學習，並回憶供以後調用。
Learning develops in different contexts or settings.
學習發展在不同的上下文或設置。
In fact, learning often happens in informal situations: on the playground, at home, in museums, and often with peers during various forms of recreation and related activities.
事實上，學習往往發生在非正式場合：操場上，在家裡，在博物館，並經常與在各種形式的娛樂活動及相關活動的同齡人。
Learning, of course, also occurs more formally.
學習，當然，也會出現更正式。
Formal learning occurs in structured educational settings like schools and colleges.
正式學習發生在像中小學和大學教育的結構設置。
Our focus in this course mostly will be on explicit and formal learning in schools.
我們在這個過程中的重點大多會在學校明確和正式的學習。
Explicit formal learning is not always easy for children to do, since they are most naturally inclined to learn implicitly in informal settings.
明確的正規學習並不總是容易讓孩子做，因為他們是最自然傾向於在非正式場合含蓄學習。
Learning to read or write or think about abstract concepts like metaphors, multiplication, Newton's Laws, or dangling participles, is not usually intrinsically motivating to most kids.
學習讀或寫或思考類似的比喻，乘法，牛頓定律，或晃來晃去分詞抽象的概念，通常不是內在激勵大多數孩子。
That is, kids don't usually gravitate to this kind of learning on their own.
也就是說，孩子們通常不會吸引到這種學習對自己的。
Additionally, many students don't find learning within the confines of four walls of a classroom
此外，許多學生沒有找到教室的四壁範圍內學習 for extended periods of time consistently alluring.
的時間一致誘人長時間。 As a result, motivating a child to pay attention and learn in school is often a challenge, as any teacher will tell you.
因此，激勵孩子要注意在學校學習往往是一個挑戰，因為任何老師會告訴你。
Another reality of school learning is that deep thinking is not something we usually do just for fun or even naturally.
學校學習的另一個現實是，深入思考是不是我們通常做只是為了好玩，甚至自然。
Cognitive scientist Daniel Willingham speaks to this when he says, "People's minds are not "especially well-suited to thinking.
認知科學家丹尼爾·威林厄姆說這個時，他說，“人們的心目中不是”特別適合於思考。
"Thinking is slow, effortful, and uncertain." This means we tend to automatically rely on past habits and memories to guide our actions, and are less likely to think deliberately and deeply.
“思維緩慢，付出努力和不確定性。”這意味著我們往往會自動依靠過去的習慣和記憶來指導我們的行動，而且不太可能故意和深思。
To further complicate matters, struggle and confusion are usually necessary for deep and transformative learning to happen, something that many students tend to avoid or incorrectly interpret as a sign of their ineffectiveness as learners.
為了進一步使問題複雜化，掙扎和困惑，通常深和變革的學習情況發生，這是很多學生往往避免或錯誤地解釋他們的無效學習者的標誌必要的。
We'll talk more about this later.
我們將更多地談論這一點。
It's no surprise then that teaching is an incredibly difficult and demanding profession.
它是那麼毫無疑問，教學是一個令人難以置信的困難和要求苛刻的行業。
Lee Shulman, who for years headed the Carnegie Center For Teaching And Learning, and spent his career researching expertise in medical doctors and K through 12 teachers, said this near the end of his career, "I have concluded that classroom teaching is perhaps "the most complex, most challenging, and most demanding, "subtle, nuanced, and frightening activity "that our species has ever invented."
李·舒爾曼，誰多年來為首的卡內基中心教學和學習，花了他的職業生涯到12教師研究的醫生和K的專業知識，說，這附近的他的職業生涯結束後，“我的結論是課堂教學也許是的”最複雜，最具挑戰性和最苛刻的，“細微，細緻入微，和可怕的活動”，我們的物種曾經發明的。“
Daunting, yes, but reflective teachers all over the world have been addressing these challenges for a long time.
讓人望而生畏，是的，但反思型教師在世界各地已經解決了很久這些挑戰。
So why are we here?
那麼，為什麼我們在這裡？
Cognitive science research about how people learn, what we are calling science of learning, has been going on for well over half a century, but it is only relatively recently that this research
關於人們如何學習，我們呼籲學習科學，已經持續了超過半個世紀，但它只是最近，認知科學的研究這項研究 has reached a point where it can powerfully inform the day to day practice of any classroom teacher.
已經達到了一個點，它可以在一天有力告知任何任課老師的日常實踐。 The really exciting aspect of this research is that it can help students develop deeper
這項研究的真正令人興奮的方面是，它可以幫助學生更深入的發展 and more enduring understanding of our important learning goals.
更持久的我們重要的學習目標的認識。 At the same time, developing such durable understanding makes it more likely that students will be able to use and apply that understanding to their lives well beyond school.
與此同時，開發這種耐用的理解使得它更可能是學生將能夠使用和應用的理解，給他們的生活遠遠超出了學校。
And that's for all learners, not just the ones who might struggle the most.
而這所有的學習者，不只是誰可能奮鬥最多。
Finally, while our focus in this course is on the science of teaching, it almost goes without saying that effective teaching is also about much more than the insights provided by cognitive science.
最後，雖然我們在此過程中的重點是教學的科學，它幾乎不用說，有效的教學也比由認知科學提供的見解大約得多。
There is a creativity, empathy, an art to what we do as we respond in the moment to a child before us.
有一個創意，同情，一門藝術，我們做什麼，我們在那一刻我們面前回應一個孩子。
No amount of science will replace the fundamentally relational quality of great teaching.
科學再多將取代大教學從根本上關係的質量。
This course, in providing an introduction to the science of learning and the brain, aims however, to allow educators to develop knowledge that puts their art and conversation with the robust science of learning, all towards more deliberately impacting the learners in their classes.
這門課程，提供介紹學習和大腦的科學，但是目的是，讓教育工作者制訂知識使他們的藝術和會話學習的強大的科學，都朝著他們的授課更刻意影響學習者。
With that said, we're ready to begin. Let's start with how we make and recall memories.
隨著中說，我們已經準備好開始。讓我們先從我們如何和回憶的回憶。