Taking the Student’s Perspective 以學生的視角

As teachers, we spend a good deal of time thinking about what we want students to learn and ways to teach them.

作為教師，我們花大量的時間很划算思考什麼，我們希望學生學習和方式來教他們。

Our goal is to ensure their learning proves useful and enduring beyond our classrooms.

我們的目標是要確保他們的學習證明是有用的和持久的超出了我們的教室。

Our previous session focused on how we make, store, and retrieve memories.

我們以前會議的重點是我們如何做，存儲和檢索的回憶。

Recall that learning is mostly about changes in long-term memory, so effective teaching is about making that happen.

回想一下，學習主要是關於在長期記憶的變化，使有效教學的目的是使這種情況發生。

This is why our focus up to now has largely been on the intellectual and cognitive.

這就是為什麼到現在基本上已經對智力和認知我們的重點了。

We've discussed how the mind works to make sense of what's happening in school, in order to learn the skills, knowledge, and dispositions we want all students to possess.

我們已經討論了心裡怎麼工程，使發生的事情在學校的感覺，以學習的技能，知識和性格，我們希望所有的學生都具備。

How children learn in that cognitive sense is what any successful teacher works to understand and translate into useful teaching strategies, but it's never easy.

如何在兒童認知意義上學習是任何成功的教師工作的理解和轉化成有用的教學策略，但它是不容易。

We've all taught students whom we've given lots of feedback and encouraged, cared for, worried about, and who still seem to struggle to learn.

我們都教人，我們已經給了大量的反饋意見，並鼓勵學生，關心，擔心，誰似乎仍然掙扎著學習。

These same students frequently work hard, but success remains fleeting, their motivation drops, and then begins that self-amplifying spiral of lowered expectations, diminished confidence, and falling behind.

這些學生經常努力，但成功仍然是稍縱即逝的，他們的動機下降，然後開始的下調的預期，信心減弱，以及落後自我放大的螺旋。

Now, many factors can cause this kind of negative cycle.

現在，許多因素可能會導致這種負循環。

As a teacher, I know all too well the day-to-day challenges kids face.

作為一名教師，我都非常清楚孩子們面對每一天到一天的挑戰。

It can be heartbreaking to watch, and cognitive science in the psychology of learning can't fix every case.

它可以是令人心碎觀看，並在學習中不能修復所有情況下的心理認知科學。

That said, research is now revealing what our most effective teachers have long known, psychological and social considerations, what are frequently called non-cognitive factors, can powerfully influence student motivation, and therefore their learning.

現在說，研究揭示了什麼我們最有效的老師們早就知道，心理和社會方面的考慮，什麼是通常被稱為非認知因素，可以有力地影響學生的學習動機，因此他們的學習。

What's more, these non-cognitive factors can disproportionally affect students who are not thriving in some way.

更重要的是，這些非認知因素可以影響不成比例誰不以某種方式蓬勃發展的學生。

Now, the really exciting thing about this research is that it demonstrates how relatively small strategies we can bring to our classrooms can make significant differences in our students' learning and academic well-being.

現在，關於這項研究的真正令人興奮的是，它證明了我們的戰略是如何比較小能夠帶給我們的教室可以讓我們的學生的學習和學術福祉顯著差異。

So, let's quickly introduce the non-cognitive factors we'll be learning about in the following units.

所以，讓我們迅速推出，我們會學習在以下單位的非認知因素。

You can learn more about this subject than we'll cover here in the literature citations in our resources section.

您可以了解更多有關此主題的比我們會在我們的資源部分文獻引證涵蓋在這裡。

You'll find some really useful articles there.

你會發現一些真正有用的文章那裡。

Here are five statements that represent student mindsets or beliefs that capture the essence of the most important non-cognitive factors affecting learning.

這裡有五個聲明，代表學生的心態和信念，捕捉影響學習的最重要的非認知因素的本質。

My ability and competence grow with my effective effort.

我的能力和成長能力與我有效的努力。

I belong in this community.

我屬於在這個社區。

This work has value for me.

這項工作是有價值的我。

I can succeed at this.

我可以在此獲得成功。

Meaningful learning requires struggle, confusion, and even mistakes.

有意義的學習需要奮鬥，困惑，甚至是錯誤。

That's a pretty simple set of statements, but it's richly informative in so many ways for our students' learning.

這是一個非常簡單的設置語句，但它在為我們的學生學習這麼多的方式豐富翔實。

Notice that they don't reflect skills or knowledge in a classic cognitive sense, they are beliefs and values that students develop about themselves and their own intelligence, their feelings about school and what causes success, the quality of their relationships with peers and adults, and their understanding about the very nature of what it means to learn.

請注意，他們不反映技能或知識在一個典型的認知感，他們的信仰和價值觀培養學生對自己和自己的智慧，他們對學校，是什麼原因導致成功的感受，他們的關係與同伴和成人的質量，和他們有關的是什麼意思的本質認識學習。

These mindsets can be important motivators for students, both to learn and to develop habits that will promote their learning in school.

這些觀念可以成為學生重要的激勵因素，既要學習並養成習慣，這將促進其在校學習。

Our role is to help them develop these mindsets in meaningful ways.

我們的角色是幫助他們發展以有意義的方式這些心態。

Now the first step in this process is to understand how students are experiencing and approaching their time at school.

現在在這個過程的第一步是要了解學生怎樣經歷並在學校接近他們的時間。

In other words, what are they thinking as they sit in our classroom? They might be wondering, am I prepared enough? Will people accept me for who I am? Am I the only one struggling? How will I fit in? Am I smart enough? Different students can experience the same classroom environment in vastly different ways, which in turn can affect their learning.

換句話說，他們在想什麼，因為他們在我們的教室坐？他們可能會想，我是準備了足夠？人們會接受我，我是誰？我是唯一一個掙扎？我將如何適應？難道我不夠聰明？不同的學生可在完全不同的方式，這反過來又可以影響他們的學習經歷相同的課堂環境。

This is why being mindful of the non-cognitive factors that influence learning is so crucial for us.

這就是為什麼被銘記影響學習對我們來說是如此重要的非認知因素。

Now, taking the student's perspective can go a long way in helping us help them develop the mindsets they need to succeed in school.

現在，以學生的視角可以幫助我們來幫助他們發展，他們需要在學校取得成功的心態很長的路要走。

As we'll see, mindsets alone don't assure academic success.

正如我們所看到的，思維方式本身並不能保證學業成功。

Our biggest challenge is to ensure these mindsets and beliefs are translated into positive and real impacts on school performance through the development of effective learning strategies and other self-regulatory skills.

我們最大的挑戰是確保這些心態和信念轉化為通過有效的學習策略和其他自​​律能力的發展對學校表現積極和現實的影響。