Importance of Non-cognitive Factors 非認知因素的重要性

There's emerging consensus in educational research that non-cognitive factors can profoundly affect student learning.

有一個在教育研究，非認知因素可以深刻影響學生的學習形成的共識。

We hope to demonstrate this to you in the coming sessions, including ways that you can incorporate what we cover into your teaching.

我們希望在未來幾個交易日來證明這個給你，包括你可以將我們覆蓋到你的教學方式。

We'll do so through a model created in 2012 by a group of researchers and practitioners affiliated with the University of Chicago, led by Camille Farrington.

我們將通過一組研究者和實踐者與芝加哥大學附屬卡米爾法林頓領導在2012年創建了一個模型這樣做。

It's informed by a comprehensive literature review on the role of non-cognitive factors in shaping school performance.

它是由對非認知因素在影響學生成績的作用進行全面的文獻綜述通知。

The model conceptualizes the relationships among each of those factors, as well as their ultimate relationship to academic performance.

模型概念化每個這些因素之間的關係，以及它們的學習成績最終關係。

So, let's take a look.

那麼，讓我們一起來看看。

Near the bottom of the diagram is an orange box labeled academic behaviors.

臨近圖的底部是標有學術行為的橙色框。

This represents the student behaviors we're used to observing and hopefully eliciting in our classrooms.

這代表我們已經習慣了觀察，並希望在引發我們的教室，學生的行為。

Things like consistently attending class, arriving prepared and on time, paying attention, mindfully engaging class activities and doing homework.

比如像一貫上課，到達準備，按時，關注，參與覺知的課堂活動和做功課。

In other words, this is the stuff of learning and what it means to be a good student.

換句話說，這是一個學習意味著什麼是一個好學生的東西。

Academic behaviors are in turn influenced by the other factors you see in this model.

學術行為又由你在這個模型中看到的其他因素的影響。

Together they help determine students' academic performance and how well they do in school.

他們一起幫助確定學生的學業表現以及他們如何在學校做的。

Next, the most broadly influential factor in this model is academic mindsets.

接下來，在這個模型中最廣泛的影響因素是學術思維。

As you'll recall from the last session, mindsets encompass beliefs that students bring to their learning.

正如你從上屆會議還記得，觀念包括學生帶來學習的信念。

Here again are some statements that capture them.

這裡又是一些語句捕捉它們。

I belong in this academic community.

我是屬於這個學術團體。

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。

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。

Now, that last one wasn't in the original paper, but we've added it because it's so essential.

現在，最後一次是不是在原來的文件，但因為它是如此的重要，我們已經增加了。

And we'll be discussing all five of those statements in coming sessions.

我們將討論這些聲明的所有五個在未來幾個交易日。

Just below mindsets is academic perseverance, which comprises a diverse but related set of psychological concepts that recently has received increased attention.

正下方是心態學術毅力，它包括不同但相關的一套最近受到越來越多的重視心理學概念。

It represents the inclination for learners to focus and persist for extended periods of time in the face of distractions and temptations.

它代表了傾斜度為學習者集中和持續的干擾和誘惑面前長時間。

It's related to the overlapping concepts of grit, tenacity, delayed gratification, self-discipline and self-control.

它涉及到砂礫，堅韌，延遲享樂，自我約束和自我控制的重疊概念。

Without these tendencies, high achieving academic performance is difficult.

如果沒有這些傾向，實現較高的學習成績是困難的。

And so far there's not much evidence they can easily be taught.

到目前為止沒有太多的證據，他們可以很容易地教。

To the left of perseverance you'll see social skills.

持之以恆的左邊，你會看到社交技巧。

While important, we won't focus too much on them, but they include the interpersonal qualities of empathy, cooperation, responsibility, and assertion.

而重要的是，我們不會過於關注他們，但他們有同情，合作，責任和斷言的人際特質。

They capture how students interact and collaborate to learn more effectively from each other.

他們抓住學生如何互動和協作更有效地相互學習。

Finally, learning strategies encompasses study skills and meta-cognitive strategies aimed at helping our students lead their own learning in a self-regulated way.

最後，學習策略包括學習技巧以及旨在幫助我們的學生帶領自己的學習的自我調節方式的元認知策略。

We'll give major focus to learning strategies for at least two reasons.

我們將學習策略至少有兩個原因給予重點。

First, there's now really good cognitive science research that can be translated into useful teaching strategies to help us improve our instruction.

首先，有可以轉換成有用的教學策略，以幫助我們改進指令現在真正好的認知科學的研究。

Second, that same research can be applied to help our students learn more effectively themselves.

其次，同樣的研究可以應用到幫助學生更有效地學習自己。

We'll cover all of this in a later session.

我們將討論這一切在以後的會話。

Of course, these non-cognitive factors don't operate in a vacuum.

當然，這些非認知因素不在真空中進行操作。

The school and classroom context, included near the top of this model, can shape student achievement in positive or insidious ways.

學校和課堂環境，包括接近這個模型的頂部，可以塑造正面或隱蔽的方式學生成績。

School and classroom environments depend on the resources available, policies about grading and tracking, curriculum choices and instructional requirements, safety, student norms and expectations, faculty workload, and school leadership.

學校和課堂環境取決於可用的資源，對分級和跟踪，課程選擇和教學要求，安全，學生的規範和期望，教師的工作量，以及學校領導的政策。

Equally crucial is the category at the very top, students' broader socio-cultural environment outside of school.

同樣重要的是，在最高層的範疇，學生更廣闊的社會文化環境以外的學校。

To learn and flourish, all of us require shelter, food, economic security, safety, family stability, and health.

要了解和繁榮，我們都需要住房，糧食，經濟安全，安全，家庭的穩定和健康。

These factors can profoundly encourage or constrain teacher effectiveness and opportunities for students to learn.

這些因素深刻地鼓勵或限制教師效能和學生學習的機會。

Unfortunately, we can talk all we want about the science of learning and its implications, but if basic classroom and school resource needs are not being met, or important systemic obstacles are in place, it becomes difficult to meaningfully use in classroom the information we're conveying here.

不幸的是，我們可以談論一切，我們想了解學習的科學性及其影響，但如果沒有得到滿足基本教室和學校的資源需求，或重要的系統性障礙到位，就很難在課堂上有意義的使用我們'的信息再輸送這裡。

We cannot underestimate or ignore the very real factors creating stark inequalities among our schools, in the lives of our students.

我們不能低估或忽略了非常現實的因素，創造我們的學校之間形成了鮮明的不平等，在我們學生的生活。

If they aren't addressed and remediated, it will be very difficult for all of our students to learn in optimal ways.

如果不解決，修復，這將是非常困難的所有的學生在最佳的學習方式。

Almost no matter what we do within our schools, regarding teaching and learning.

幾乎沒有不管我們做什麼我們的學校內，對於教學和學習。

And this brings us to the last and most important element of this model, the students themselves, their backgrounds, experiences, and characteristics.

這給我們帶來了這個模型，學生自己，他們的背景，經驗和特點的最後也是最重要的元素。

No other factor shapes our effectiveness as teachers more significantly.

沒有任何其他因素更能顯著塑造我們的教師有效性。

And it's why we should all practice what one educator called inside out teaching.

這也是為什麼我們都應該練習什麼了內部教學堪稱一教育家。

The principle is that effective teaching always begins with the learner.

其原理是有效的教學始終與學習者開始。

My first move as a teacher is to consider foremost the students I'm about to engage.

我的第一個舉動是一個老師是最重要的考慮，我即將進行的學生。

When they walk into my classroom, what prior experiences, knowledge, hopes, aspirations, fears, wants and needs, skills, and questions are they bringing with them? How will those influence how and what I'll teach them? As David Ausubel said in one of the first textbooks published in 1968 about cognitive science, "The most important single factor influencing learning "is what the learner already knows.

當他們走進我的課堂，什麼以前的經驗，知識，希望，願望，恐懼，慾望和需求，技能，問題是，他們帶來了他們？這將如何影響如何和什麼我會教他們嗎？正如奧蘇貝爾在1968年出版關於認知科學的第一個教科書的人說，“影響學習最重要的單一因素”，也就是學習者已經知道的。

"Ascertain this and teach accordingly."

“可以確定本，並相應地教。”