从TED演讲中学习技巧,商务人士用得着!

第一篇：从TED演讲中学习技巧,商务人士用得着!

口语猫英语 · 在家上外教课

https://kouyumao.com 从TED演讲中学习技巧，商务人士用得着！

观看TED演讲成了许多人学习、娱乐的一部分生活日常，当然大量的TED演讲视频也是英语学习者可以好好利用的资源之一。其实，它的作用深挖掘远不止于此。TED作为一种受众众多、全球流行的想法分享展示平台与讲演形式，其经过排练达到的高水准演讲水平、3-18分钟内用最动人的方式传达内容的精华浓缩、全舞台式的演讲呈现与观众注意，都使之值得每一位演讲者借鉴。以下TED演讲技巧，送给那些需要公开场合陈述、向受众展示内容方案以及与人日常交流推销的商务人士。

1.用故事或个人感受/经历开头。这样的开头陈述方式贴合生活实际，能很好地吸引观众的注意力与兴趣点，并且可以使演讲者在一开始就达到自信控场的效果。相比于枯燥的一上来就开始陈述，这样的开头方式能让在场所有人精神为之一振、专注聆听你接下来的话。

2.通过个人感受或者故事，设定一个疑问。这个疑问必须针对你讲话的主题主旨。比如说，介绍推销一款产品，就问某个痛点怎么样解决？呈现一个策划方案，就问为什么消费者（自己）

口语猫英语 · 在家上外教课

https://kouyumao.com 没有被吸引？讲到这里，观众已经被带入到他提前设定好的一个

疑问中，相信很多人都想知道，Why？接下环节的观点陈述或者介绍，讲我们的产品特性是如何满足用户需要的；这个策划方案的优势在哪里。观众一定认真接受并思考，从而使你的话给受众留下深刻印象。

3.话语简洁精炼，并在事前模拟排练。啰嗦的长篇大论会造成表达不清晰、观众也排斥。为了达到简洁表达的效果，最好事先打好腹稿，去掉不必要的重复的话。如果可以的话，进行事前的模拟排练，不仅可以更好地掌控逻辑和时间节奏，还能增加呈现时的自信优秀感，给人留下良好印象。

职场少不了沟通表达，以上TED演讲技巧，你学到了吗？不妨下次尝试一下！

第二篇：TED演讲怎样从错误中学习

TED: 怎样从错误中学习

Diana Laugenberg:How to learn? From mistakes

讲者分享了其多年从教中所认识到的一从错误中学习的观念“允许孩子失败，把失败视为学习的一部分”，以及从教育实践中学到的三件事：“1.体验学习的过程 2.倾听学生的声音 3.接纳错误的失败。” TED演讲文本：

0:15 I have been teaching for a long time, and in doing so have acquired a body of knowledge aboutkids and learning that I really wish more people would understand about the potential ofstudents.In 1931, my grandmother--bottom left for you guys over here--graduated from theeighth grade.She went to school to get the information because that's where the informationlived.It was in the books;it was inside the teacher's head;and she needed to go there to getthe information, because that's how you learned.Fast-forward a generation: this is the one-roomschoolhouse, Oak Grove, where my father went to a one-room schoolhouse.And he again hadto travel to the school to get the information from the teacher, stored it in the only portablememory he has, which is inside his own head, and take it with him, because that is howinformation was being transported from teacher to student and then used in the world.When Iwas a kid, we had a set of encyclopedias at my house.It was purchased the year I was born,and it was extraordinary, because I did not have to wait to go to the library to get to theinformation.The information was inside my house and it was awesome.This was different thaneither generation had experienced before, and it changed the way I interacted with informationeven at just a small level.But the information was closer to me.I could get access to it.1:34 In the time that passes between when I was a kid in high school and when I started teaching,we really see the advent of the Internet.Right about the time that the Internet gets going as aneducational tool, I take off from Wisconsin and move to Kansas, small town Kansas, where Ihad an opportunity to teach in a lovely, small-town, rural Kansas school district, where I wasteaching my favorite subject, American government.My first year--super gung-ho--going toteach American government, loved the political system.Kids in the 12th grade: not exactly allthat enthusiastic about the American government system.Year two: learned a few things--hadto change my tactic.And I put in front of them an authentic experience that allowed them tolearn for themselves.I didn't tell them what to do or how to do it.I posed a problem in front ofthem, which was to put on an election forum for their own community.2:27 They produced flyers.They called offices.They checked schedules.They were meeting withsecretaries.They produced an election forum booklet for the entire town to learn more abouttheir candidates.They invited everyone into the school for an evening of conversation aboutgovernment and politics and whether or not the streets were done well, and really had thisrobust experiential learning.The older teachers--more experienced--looked at me and went, “Oh, there she is.That's so cute.She's trying to get that done.”(Laughter)“She doesn't knowwhat she's in for.” But I knew that the kids would show up, and I believed it, and I told themevery week what I expected out of them.And that night, all 90 kids--dressed appropriately,doing their job, owning it.I had to just sit and watch.It was theirs.It was experiential.It wasauthentic.It meant something to them.And they will step up.3:17 From Kansas, I moved on to lovely Arizona, where I taught in Flagstaff for a number of years,this time with middle school students.Luckily, I didn't have to teach them American government.Could teach them the more exciting topic of geography.Again, “thrilled” to learn.But what wasinteresting about this position I found myself in in Arizona, was I had this really extraordinarilyeclectic group of kids to work with in a truly public school, and we got to have these momentswhere we would get these opportunities.And one opportunity was we got to go and meet PaulRusesabagina, which is the gentleman that the movie “Hotel Rwanda” is based after.And hewas going to speak at the high school next door to us.We could walk there.We didn't evenhave to pay for the buses.There was no expense cost.Perfect field trip.4:04 The problem then becomes how do you take seventh-and eighth-graders to a talk aboutgenocide and deal with the subject in a way that is responsible and respectful, and they knowwhat to do with it.And so we chose to look at Paul Rusesabagina as an example of a gentlemanwho singularly used his life to do something positive.I then challenged the kids to identifysomeone in their own life, or in their own story, or in their own world, that they could identify thathad done a similar thing.I asked them to produce a little movie about it.It's the first time we'ddone this.Nobody really knew how to make these little movies on the computer, but they wereinto it.And I asked them to put their own voice over it.It was the most awesome moment ofrevelation that when you ask kids to use their own voice and ask them to speak for themselves,what they're willing to share.The last question of the assignment is: how do you plan to useyour life to positively impact other people? The things that kids will say when you ask them andtake the time to listen is extraordinary.5:05 Fast-forward to Pennsylvania, where I find myself today.I teach at the Science LeadershipAcademy, which is a partnership school between the Franklin Institute and the school district ofPhiladelphia.We are a nine through 12 public school, but we do school quite differently.I movedthere primarily to be part of a learning environment that validated the way that I knew that kidslearned, and that really wanted to investigate what was possible when you are willing to let go ofsome of the paradigms of the past, of information scarcity when my grandmother was in schooland when my father was in school and even when I was in school, and to a moment when wehave information surplus.So what do you do when the information is all around you? Why doyou have kids come to school if they no longer have to come there to get the information? 5:51 In Philadelphia we have a one-to-one laptop program, so the kids are bringing in laptops withthem everyday, taking them home, getting access to information.And here's the thing that youneed to get comfortable with when you've given the tool to acquire information to students, isthat you have to be comfortable with this idea of allowing kids to fail as part of the learningprocess.We deal right now in the educational landscape with an infatuation with the culture ofone right answer that can be properly bubbled on the average multiple choice test, and I amhere to share with you: it is not learning.That is the absolute wrong thing to ask, to tell kids tonever be wrong.To ask them to always have the right answer doesn't allow them to learn.Sowe did this project, and this is one of the artifacts of the project.I almost never show them offbecause of the issue of the idea of failure.6:45 My students produced these info-graphics as a result of a unit that we decided to do at the endof the year responding to the oil spill.I asked them to take the examples that we were seeing ofthe info-graphics that existed in a lot of mass media, and take a look at what were theinteresting components of it, and produce one for themselves of a different man-made disasterfrom American history.And they had certain criteria to do it.They were a little uncomfortablewith it, because we'd never done this before, and they didn't know exactly how to do it.Theycan talk--they're very smooth, and they can write very, very well, but asking them tocommunicate ideas in a different way was a little uncomfortable for them.But I gave them theroom to just do the thing.Go create.Go figure it out.Let's see what we can do.And thestudent that persistently turns out the best visual product did not disappoint.This was done inlike two or three days.And this is the work of the student that consistently did it.7:39 And when I sat the students down, I said, “Who's got the best one?” And they immediatelywent, “There it is.” Didn't read anything.“There it is.” And I said, “Well what makes it great?”And they're like, “Oh, the design's good, and he's using good color.And there's some...” Andthey went through all that we processed out loud.And I said, “Go read it.” And they're like, “Oh,that one wasn't so awesome.” And then we went to another one--it didn't have great visuals,but it had great information--and spent an hour talking about the learning process, because itwasn't about whether or not it was perfect, or whether or not it was what I could create.Itasked them to create for themselves, and it allowed them to fail, process, learn from.And whenwe do another round of this in my class this year, they will do better this time, because learninghas to include an amount of failure, because failure is instructional in the process.8:29 There are a million pictures that I could click through here, and had to choose carefully--this isone of my favorites--of students learning, of what learning can look like in a landscape wherewe let go of the idea that kids have to come to school to get the information, but instead, askthem what they can do with it.Ask them really interesting questions.They will not disappoint.Ask them to go to places, to see things for themselves, to actually experience the learning, toplay, to inquire.This is one of my favorite photos, because this was taken on Tuesday, when Iasked the students to go to the polls.This is Robbie, and this was his first day of voting, and hewanted to share that with everybody and do that.But this is learning too, because we askedthem to go out into real spaces.9:20 The main point is that, if we continue to look at education as if it's about coming to school to getthe information and not about experiential learning, empowering student voice and embracingfailure, we're missing the mark.And everything that everybody is talking about today isn'tpossible if we keep having an educational system that does not value these qualities, becausewe won't get there with a standardized test, and we won't get there with a culture of one rightanswer.We know how to do this better, and it's time to do better.0:15

我从事教师工作很长一段时间了，而在我教书的过程当中 我学了很多关于孩子与学习的知识 我非常希望更多人可以了解 学生的潜能。1931年,我的祖母 从你们那边看过来左下角那位--从八年级毕业。她上学是去获取知识 因为在过去,那是知识存在的地方 知识在书本里,在老师的脑袋里，而她需要专程到学校去获得这些知识，因为那是当时学习的途径 快进过一代： 这是个只有一间教室的学校,Oak Grove，我父亲就是在这间只有一个教室的学校就读。而同样的,他不得不去上学 以从老师那儿取得知识，然后将这些知识储存在他唯一的移动内存,那就是他自己的脑袋里，然后将这些随身携带，因为这是过去知识被传递的方式 从老师传给学生,接着在世界上使用。当我还小的时候，我们家里有一套百科全书。从我一出生就买了这套书，而那是非常了不起的事情，因为我不需要等着去图书馆取得这些知识，这些信息就在我的屋子里 而那真是太棒了。这是 和过去相比,是非常不同的 这改变了我和信息互动的方式 即便改变的幅度很小。但这些知识却离我更近了。我可以随时获取它们。

1:34

在过去的这几年间 从我还在念高中 到我开始教书的时候，我们真的亲眼目睹网络的发展。就在网络开始 作为教学用的工具发展的时候，我离开威斯康辛州 搬到勘萨斯州,一个叫勘萨斯的小镇 在那里我有机会 在一个小而美丽的勘萨斯的乡村学区 教书，教我最喜欢的学科 “美国政府” 那是我教书的第一年,充满热情,准备教“美国政府” 我当时热爱教政治体系。这些十二年级的孩子 对于美国政府体系 并不完全充满热情。开始教书的第二年,我学到了一些事情,让我改变了教学方针。我提供他们一个真实体验的机会 让他们可以自主学习。我没有告诉他们得做什么,或是要怎么做。我只是在他们面前提出一个问题，要他们在自己的社区设立一个选举论坛。

2:27

他们散布传单,联络各个选举办公室，他们和秘书排定行程，他们设计了一本选举论坛手册 提供给全镇的镇民让他们更了解这些候选人。他们邀请所有的人到学校 参与晚上的座谈 谈论政府和政治 还有镇里的每条街是不是都修建完善，学生们真的得到强大的体验式学习。学校里比较资深年长的老师 看着我说 “喔,看她,多天真呀,竟想试着这么做。”(大笑)“她不知道她把自己陷入怎么样的局面” 但我知道孩子们会出席 而我真的这样相信。每个礼拜我都对他们说我是如何期待他们的表现。而那天晚上,全部九十个孩子 每个人的穿戴整齐,各司其职,完全掌握论坛 我只需要坐在一旁看着。那是属于他们的夜晚,那是经验,那是实在的经验。那对他们来说具有意义。而他们将会更加努力。

3:17

离开堪萨斯后,我搬到美丽的亚利桑纳州，我在Flagstaff小镇教了几年书，这次是教初中的学生。幸运的,我这次不用教美国政治。这次我教的是更令人兴奋的地理。再一次,非常期待的要学习。但有趣的是 我发现在这个亚历桑纳州的教职 我所面对的 是一群非常多样化的,彼此之间差异悬殊的孩子们 在一所真正的公立学校。在那里,有些时候,我们会得到了一些机会。其中一个机会是 我们得以和Paul Russabagina见面，这位先生 正是电影“卢安达饭店”根据描述的那位主人翁 他当时正要到隔壁的高中演讲 我们可以步行到那所学校,我们甚至不用坐公共汽车 完全不需要额外的支出,非常完美的校外教学

4:04

然后接着的问题是 你要怎么和七八年级的学生谈论种族屠杀 用怎么样的方式来处理这个问题 才是一种负责任和尊重的方式，让学生们知道该怎么面对这个问题。所以我们决定去观察PaulRusesabagina是怎么做的 把他当作一个例子 一个平凡人如何利用自己的生命做些积极的事情的例子。接着,我挑战这些孩子,要他们去找出 在他们的生命里,在他们自己的故事中,或是在他们自己的世界里，找出那些他们认为也做过类似事情的人。我要他们为这些人和事迹制作一部短片。这是我们第一次尝试制作短片。没有人真的知道如何利用电脑制作短片。但他们非常投入,我要他们在片子里用自己的声音。那实在是最棒的启发方式 当你要孩子们用他们自己的声音 当你要他们为自己说话，说那些他们愿意分享的故事。这项作业的最后一个问题是 你打算怎么利用你自己的生命 去正面的影响其他人 孩子们说出来的那些话 在你询问他们后并花时间倾听那些话后 是非常了不起的。

5:05

快进到宾州,我现在住的地方。我在科学领导学院教书，它是富兰克林学院 和费城学区协同的合办的。我们是一间9年级到12年级的公立高中，但我们的教学方式很不一样。我起初搬到那里 是为了亲身参与一个教学环境 一个可以证实我所理解孩子可以有效学习方式的方式，一个愿意探索 所有可能性的教学环境 当你愿意放弃 一些过去的标准模式，放弃我祖母和我父亲上学的那个年代 甚至是我自己念书的那个年代，因为信息的稀缺，到一个我们正处于信息过剩的时代。所以你该怎么处理那些环绕在四周的知识? 你为什么要孩子们来学校? 如果他们再也不需要特意到学校获得这些知识?

5:51

在宾州,我们有一个人人有笔记本的项目，所以这些孩子每天带着他们笔记本电脑，带着电脑回家,随时学习知识。有一件事你需要学着适应的是 当你给了学生工具 让他们可以自主取得知识，你得适应一个想法 那就是允许孩子失败 把失败视为学习的一部分。我们现在面对教育大环境 带着一种 迷恋单一解答的文化 一种靠选择题折优的文化，而我在这里要告诉你们，这不是学习。这绝对是个错误 去要求孩子们永远不可以犯错。要求他们永远都要有正确的解答 而不允许他们去学习。所以我们实施了这个项目，这就是这个项目中一件作品。我几乎从来没有展示过这些 因为我们对于错误与失败的观念。

6:45

我的学生们制作了这些信息图表 结果是我们决定以这个汇报作为我们学年的总结报告 内容是回应漏油事件。我要求他们拿 他们看过的资讯图表当做范例 就是在媒体里展示的那些信息图表，仔细看看那里头什么是有趣的，然后自己设计一个 以美国历史中其他的人为灾难为主题。我为这项作业设了一些其他的条件 他们觉得这个作业有些困难，因为我们从来没有出过这样的作业,而他们不完全知道要怎么进行。他们可以谈论这议题,相当顺畅，他们也能写得非常非常得好，但当被要求要用一种其他的方式来表达想法的时候 他们有点无所适从。但我给了他们空间去做这个作业。去创造,去自己发现该怎么做。让我们拭目以待我们可以完成些什么。最后那些总是 呈现最佳视觉效果作品的学生,这次也没有让人失望 这个作品大概花了两三天的时间 而这是来自一个经常很棒得完成作业的学生。

7:39

然后当我要所有学生坐下来,我问他们“谁交出了最好的作品?” 他们立刻指着这个作品回答“这件” 他们并没有细读其中的内容,就回答了“这件” 然后我说,“那么,是什么因素让这个作品这么好?” 他们回答说,“喔,设计得很好,他用了很好的颜色组合,还有一些...” 他们分别说了想法,我们一起讨论了之后 我说,“现在去读读内容” 接着他们说“喔,现在看起来好像其实没有那么好” 后来我们谈到另外一个作业--那个作品没有很好的视觉设计,但是有非常好的资讯内容--我们接着花了大概一个小时来讨论这个学习过程，因为那并不是关于哪个作品比较完美，或是我能或不能创造出这样的东西； 这作业是要他们为自己创作。这作业也让他们有失败的可能，消化思考之后,从失败中学习。今年,当我们又再一次尝试类似的作业，他们都将会比去年做的更好。因为学习必须包含一定程度的失败，因为失败具有教学意义 在学习的过程中。

8:29

我有上百万个照片 可以展示，可我得小心的选择--好,这是我最喜欢的一张--学生正在学习的照片，学习可以是什么样子 在一个我们放弃传统观念的环境中 学生非得来学校以获得知识这样的想法，取而代之,问他们,他们可以利用这些知识来做些什么? 问他们真正有趣的问题。他们不会让人失望。要求他们去不同的地方，去亲眼见识不同的事情，去真正的体验学习，去玩,去查询。这是我最喜欢的照片之一 因为这是一张星期二照的照片，当我要求学生们去投票。这是Robbie,这是他第一次投票，而他想要和大家分享这个投票的经历。但这也是学习，因为我们要他们到外头真实的世界去。

9:20

重点是 如果我们继续把教育 当作是要来学校 取得知识 而不是体验学习的过程，倾听学生的声音,接纳错误和失败，我们将会误解上学的意义。而今天每个人在谈论的每件事情 都将不可能达成,如果我们继续这样的教育系统 而不重视这些价值，因为我们是不可能依靠标准化测试，一种只有一个标准答案的文化是没有办法引领我们达到目标的。我们知道怎么样可以做得更好，而现在,需要做得更好的时刻到了。

第三篇：TED 演讲稿 怎样从错误中学习

I have been teaching for a long time, and in doing so have acquired a body of knowledge about kids and learning that I really wish more people would understand about the potential of students.In 1931, my grandmother--bottom left for you guys over here--graduated from the eighth grade.She went to school to get the information because that's where the information lived.It was in the books;it was inside the teacher's head;and she needed to go there to get the information, because that's how you learned.Fast-forward a generation: this is the one-room schoolhouse, Oak Grove, where my father went to a one-room schoolhouse.And he again had to travel to the school to get the information from the teacher, stored it in the only portable memory he has, which is inside his own head, and take it with him, because that is how information was being transported from teacher to student and then used in the world.When I was a kid, we had a set of encyclopedias at my house.It was purchased the year I was born, and it was extraordinary, because I did not have to wait to go to the library to get to the information.The information was inside my house and it was awesome.This was differentthan either generation had experienced before, and it changed the way I interacted with information even at just a small level.But the information was closer to me.I could get access to it.In the time that passes between when I was a kid in high school and when I started teaching,we really see the advent of the Internet.Right about the time that the Internet gets going as an educational tool, I take off from Wisconsin and move to Kansas, small town Kansas, where I had an opportunity to teach in a lovely, small-town, rural Kansas school district, where I was teaching my favorite subject, American government.My first year--super gung-ho--going to teach American government, loved the political system.Kids in the 12th grade: not exactly all that enthusiastic about the American government system.Year two: learned a few things--had to change my tactic.And I put in front of them an authentic experience that allowed them to learn for themselves.I didn't tell them what to do or how to do it.I posed a problem in front of them, which was to put on an election forum for their own community.They produced fliers.They called offices.They checked schedules.They were meeting with secretaries.They produced an election forum booklet for the entire town to learn more about their candidates.They invited everyone into the school for an evening of conversation about government and politics and whether or not the streets were done well, and really had this robust experiential learning.The older teachers--more experienced--looked at me and went, “Oh, there she is.That's so cute.She's trying to get that done.”(Laughter)“She doesn't know what she's in for.” But I knew that the kids would show up, and I believed it, and I told them every week what I expected out of them.And that night, all 90 kids--dressed appropriately, doing their job, owning it.I had to just sit and watch.It was theirs.It was experiential.It was authentic.It meant something to them.And they will step up.From Kansas, I moved on to lovely Arizona, where I taught in Flagstaff for a number of years,this time with middle school students.Luckily, I didn't have to teach them American government.Could teach them the more exciting topic of geography.Again, “thrilled” to learn.But what was interesting about this position I found myself in in Arizona, was I had this reallyextraordinarily eclectic group of kids to work with in a truly public school, and we got to have these moments where we would get these opportunities.And one opportunity was we got to go and meet Paul Rusesabagina, which is the gentleman that the movie “Hotel Rwanda” is based after.And he was going to speak at the high school next door to us.We could walk there.We didn't even have to pay for the buses.There was no expense cost.Perfect field trip.The problem then becomes how do you take seventh-and eighth-graders to a talk about genocide and deal with the subject in a way that is responsible and respectful, and they know what to do with it.And so we chose to look at Paul Rusesabagina as an example of a gentleman who singularly used his life to do something positive.I then challenged the kids to identify someone in their own life, or in their own story, or in their own world, that they could identify that had done a similar thing.I asked them to produce a little movie about it.It's the first time we'd done this.Nobody really knew how to make these little movies on the computer, but they were into it.And I asked them to put their own voice over it.It was the most awesome moment of revelation that when you ask kids to use their own voice and ask them to speak for themselves, what they're willing to share.The last question of the assignment is: how do you plan to use your life to positively impact other people? The things that kids will say when you ask them and take the time to listen is extraordinary.Fast-forward to Pennsylvania, where I find myself today.I teach at the Science Leadership Academy, which is a partnership school between the Franklin Institute and the school district of Philadelphia.We are a nine through 12 public school, but we do school quite differently.I moved there primarily to be part of a learning environment that validated the way that I knew that kids learned, and that really wanted to investigate what was possible when you are willing to let go of some of the paradigms of the past, of information scarcity when my grandmother was in school and when my father was in school and even when I was in school,and to a moment when we have information surplus.So what do you do when the information is all around you? Why do you have kids come to school if they no longer have to come there to get the information? In Philadelphia we have a one-to-one laptop program, so the kids are bringing in laptops with them everyday, taking them home, getting access to information.And here's the thing that you need to get comfortable with when you've given the tool to acquire information to students, is that you have to be comfortable with this idea of allowing kids to fail as part of the learning process.We deal right now in the educational landscape with an infatuation with the culture of one right answer that can be properly bubbled on the average multiple choice test, and I am here to share with you: it is not learning.That is the absolute wrong thing to ask, to tell kids to never be wrong.To ask them to always have the right answer doesn't allow them to learn.So we did this project, and this is one of the artifacts of the project.I almost never show them off because of the issue of the idea of failure.My students produced these info-graphics as a result of a unit that we decided to do at the end of the year responding to the oil spill.I asked them to take the examples that we were seeing of the info-graphics that existed in a lot of mass media, and take a look at what were the interesting components of it, and produce one for themselves of a different man-made disaster from American history.And they had certain criteria to do it.They were a little uncomfortable with it, because we'd never done this before, and they didn't know exactly how to do it.They can talk--they're very smooth, and they can write very, very well, but asking them to communicate ideas in a different way was a little uncomfortable for them.But I gave them the room to just do the thing.Go create.Go figure it out.Let's see what we can do.And the student that persistently turns out the best visual product did not disappoint.This was done in like two or three days.And this is the work of the student that consistently did it.And when I sat the students down, I said, “Who's got the best one?” And they immediately went, “There it is.” Didn't read anything.“There it is.” And I said, “Well what makes it great?”And they're like, “Oh, the design's good, and he's using good color.And there's some...” And they went through all that we processed out loud.And I said, “Go read it.” And they're like, “Oh, that one wasn't so awesome.” And then we went to another one--it didn't have great visuals, but it had great information--and spent an hour talking about the learning process,because it wasn't about whether or not it was perfect, or whether or not it was what I could create.It asked them to create for themselves, and it allowed them to fail, process, learn from.And when we do another round of this in my class this year, they will do better this time,because learning has to include an amount of failure, because failure is instructional in the process.There are a million pictures that I could click through here, and had to choose carefully--this is one of my favorites--of students learning, of what learning can look like in a landscape where we let go of the idea that kids have to come to school to get the information, but instead, ask them what they can do with it.Ask them really interesting questions.They will not disappoint.Ask them to go to places, to see things for themselves, to actually experience the learning, to play, to inquire.This is one of my favorite photos, because this was taken on Tuesday, when I asked the students to go to the polls.This is Robbie, and this was his first day of voting, and he wanted to share that with everybody and do that.But this is learning too, because we asked them to go out into real spaces.The main point is that, if we continue to look at education as if it's about coming to school to get the information and not about experiential learning, empowering student voice and embracing failure, we're missing the mark.And everything that everybody is talking about today isn't possible if we keep having an educational system that does not value these qualities, because we won't get there with a standardized test, and we won't get there with a culture of one right answer.We know how to do this better, and it's time to do better.

第四篇：TED演讲中的句子

TED演讲中的句子

1.[谈对人生的热情]

It was an achievement worthy of Mahatma Gandhi, conducted with the shrewdness of a lawyer and the idealism of a saint.他带来的效应堪比圣雄甘地，兼具律师的机智和圣贤的理想主义。

―It’s okay.It was all so beautiful.Whenever you hear this, I will be there.‖

情况没你想得那么糟，世界多么美好！每当你听到这首曲子的时候，我都在你的身边。

The secret of their extraordinary success lay precisely in that insatiable curiosity, that irrepressible desire to know, no matter what the subject and no matter what the cost.他们取得非凡成就的秘密，是他们永不满足的好奇心和难以遏制的求知欲，以及对任何事物不计代价的付出。

―Live each day as if it is your last,‖(Gandhi)―learn as if you’ll live forever.‖ This is what I’m passionate about.It is this inextinguishable, undaunted appetite for learning and experience;no matter how risible, no matter how esoteric, no matter how seditious it might seem.要活就要像明天你就会死去一样活着（甘地），要学习就要像你将会永生一样学习。这就是我的热情所在，一种对知识和经验的坚定无畏的渴望，而不管这些知识多么荒唐，抑或神秘，或看上去别有用心。

2.[安静！保持听力健康的八大法则]

Each of you an individual chord, for one definition of health may be that chord is in complete harmony.每个人都是一个独立的和弦。健康的定义之一是令这种和弦保持一种和谐状态。

Reductive listening is to reduce everything down to what’s relevant, and discard everything that’s not relevant.(men)删减性的倾听是有选择的听，只关注想知道的东西而忽略无关紧要的内容（通常男士）。

Expansive listening – get no destination in mind.It’s just enjoying the journey(women typically).扩展性的倾听——无明确目标的倾听，只是享受听的过程（通常女士）。

Three quick tips to protect your ears: 三种保护听力的简单方法： ① Professional hearing protectors 专业听力保护器

② Headphones of the best kind you can afford 买你能买得起的最好耳机

③ When in bad sound, put your fingers in your ears or just move away from it.听到噪音时，最好用手指护住耳朵，或者远离噪音；

Language as decorated silence.语言即经修饰过的宁静。Wind, water, birds – natural sound – all very healthy because all of it that we evolved to over the years.风声，水声，鸟声——大自然的声音对健康很有好处，因为这些都是我们进化过程中陪伴我们的语言。

To design soundscapes just like words of art, that has a foreground, a background, all in beautiful proportion.去设计如艺术品一般的声音氛围，有前景，有背景，并且比例协调。

Just listen to the music is good for you, if it’s music made with good intention, made with love, generally.听音乐也好，只要它的创作动机是好的，是有爱的音乐就可以。

3.[从机器人那里学来的四课]

– Always question assumptions.总是质疑―想当然‖的结论。

– When in doubt, improvise.纠结时，即兴来。

– When your path is blocked, pivot.前路受阻时，围绕中心迂回前进。

– Practice, practice, practice(if you want to do it well)没有什么能替代实践，实践，再实践。

Many of our technological innovations, the devices we dream about, can inspire us to be better humans.我们有许多技术革新，和正在研发的设备可以激励我们变得更好。

Little things, done right, matter.无论多小的事情，做对了就会有大用。

Well-designed moments can build brands.精心设计的细节很容易产生品牌效应。

4.[你为何不会成就伟业]

Passion is the thing that will help you create the highest expression of your talent.能帮助你成就自己才华的最好的一样东西，就是热忱。

You really think it’s appropriate that you should actually take children and use them as a shield? 你真的以为拿小孩当挡箭牌合适吗？

5.[温和的成功哲学]

For good or for ill, we generate these incredible stories about the world around us, and then the world turns around and astonishes us.无论好坏，我们创造了关于周遭世界的绝妙故事，而世界也转过身来，令我们大吃一惊。A snob is anybody who takes a small part of you and uses that to come to a complete vision of who you are.势利的人以一小部分的你来判别你的全部价值。

I don’t think we are particularly materialistic.I think we live in a society which has simply pegged certain emotional rewards to the acquisition of material goods.It’s not the material goods we want, it’s the rewards we want.And that’s a new way of looking at luxury goods.The next time you see somebody driving a Ferrari, don’t think ―This is somebody who is greedy‖, think ―this is somebody who is incredibly vulnerable and in need of love.‖ In other words, feel sympathy, rather than contempt.我并不认为我们特别看重物质，而是生活在一个物质能带来大量情感反馈的时代。我们想要的不是物质，而是背后的情感反馈。这赋予奢侈品一个崭新的含意。下次你看到那些开着法拉利跑车的人，不要去想―这个人很贪婪‖，而应想：―这是一个无比脆弱且渴望爱的人。‖也就是说，同情他们，不要鄙视他们。

The closer two people are, in age, in background, in the process of identification, the more there is a danger of envy.越是两个年龄背景相近的人，越容易陷入嫉妒的苦海。

(What do you do?)And according to how you answer that question, people are either incredibly delighted to see you, or look at their watch and make their excuses.（你做什么工作？）你对这个问题的答案，将决定对方接下来的反应。对方可能表示深感荣幸认识你，或是开始看表，然后想个借口离开。

Most people make a strict correlation between how much time and if you like, love – not romantic love, though that may be something – but love in general, respect they are willing to accord us, that will be strictly defined by our position in the social hierarchy.大部分世人决定要花费多少时间给予多少爱（不一定是浪漫的爱情，虽然那也包括在内）他们所愿意给我们的关爱，尊重取决于我们的社会地位。

The idea that we will make a society where literally everybody is graded, the good at the top, and the bad at the bottom, and it’s exactly done as it should be, is impossible.There are simply too many random factors;we’ll never get to grade them.Hold your horses when you’re coming to judge people.You don’t necessarily know someone’s true value is.That’s an unknown part of them.那种能创造出一个好人在上，坏人在下，中无任何差错的社会的观点，是不现实的。这世上有太多偶然的契机，我们却无从将这些因素分级。在开口评论他人之前，请千万三思而后行。你很有可能不知道他人的真正价值，那是他人的不可测部分。

You cannot be successful at everything.So any vision of success has to admit what it’s losing out on, where the element of loss is.你不可能在所有事情上都成功，所有成功实例必须承认它们同时也失去了一些东西，放弃了一些东西。

There is going to be an element where we are not succeeding.It’s bad enough not getting what we want, but it’s even worse to have an idea of what it is you want and find out at the end of a journey that it isn’t, in fact, what you wanted all along.总是有些什么是我们得不到的。得不到自己想要的已经够糟糕了，更糟糕的是，在你人生旅程的终点，发觉你所追求的，从来不是你真正想要的。

6.[精神病测试的另类答案]

He decided to fake madness to get out of a prison sentence.他决定装疯，以此逃过牢狱之灾。

Capitalism, perhaps at its most remorseless, is a physical manifestation of psychopathy.冷酷无情的资本主义正是精神疾病的物质表现。

So I changed tack.于是我改变了策略。

7.[音乐的力量]

The most miserable and tragic thing about poverty is not the lack of bread or roof, but the feeling of being no-one, the feeling of not being anyone, the lack of identification, the lack of public esteem.关于贫穷最可怜和最悲惨的事情，并不是没有面包可吃，没有房子可住，而是根本没有自我意识，缺乏存在感，缺乏自我认同，不被公众尊重。

I have come to know the mutability of all human relations and have learned to isolate myself from heat and cold so that the temperature balance is fairly well assured.–Elbert Einstein 我已熟悉一切人际关系的变幻无常，也学会漠视这种世态炎凉，以保证我的心态平衡。——爱因斯坦

Do unto others as you would have them do unto you.–the Golden Rule 你们愿意人怎样对待你们，你们也要怎样待人。——耶稣的黄金法则

The road to success is lined with many tempting parking spaces.通向成功的路旁充斥着许多诱人的休息区。

It’s going to be a society that’s way in advance of our own.We’re not inevitably doomed to self-destruction.一定存在一个比我们的社会先进很多的另一个社会，我们并不是不可避免地走向自我毁灭。

8.[我们真的需要月亮吗？] When the Earth is spinning very fast, it was very stable.But as it slows down, it will be lose its stability and start to wobble had it not been for the moon.地球在快速转动时，状态十分稳定。但它放慢速度后就会失去稳定性，开始晃动。如果没有 4 月亮，情况就会是这样。

The angle of earth’s spin is constant only because the moon’s gravitational pull.地球的自转角度能够保持不变，完全是因为有了月球的引力拉动。

We piece together the fragment of memory to create the idea of future.我们靠收集记忆碎片去创造未来的想象。

It seems that a lot of unconscious brain activities going on that are shaping on your decision, and your consciousness comes in very late stage of the decisions.似乎有大量的无意识大脑活动在塑造你的决定，而你的意识在决定中表现得很滞后。

9.[如何实现生活与工作的平衡]

And the reality of the society that we’re in is there are thousands and thousands of people out there leading lives of quiet, screaming desperation, where they work long hard hours at jobs they hate to enable them to buy things they don’t need to impress people they don’t like.现实社会的情况是：成千上万的人们都在平静的绝望中煎熬。他们夜以继日地从事他们痛恨的职业，目的是为了购买无用的商品，以博得无关痛痒的邻人的艳羡。

If you don’t design your life, someone else will design it for you, and you may just not like their idea of balance.–To take control and responsibility for the type of lives that we want to lead by ourselves.如果你不规划自己的生活，那么别人就会为你规划，而他们对平衡的处理，你往往并不认同。所以，要自己承担起选择自己生活轨迹的重任。

10.[美妙生活的三个秘诀]

Living with a sense of awareness of the world around you.主动感知你周遭的世界

Embracing your inner three year-old and seeing the tiny joys that make life so sweet.拥抱内心中那个三岁的自己，意识到让生活美好的那些小小快乐。

Being authentic to yourself-being you and being cool with that.做真实的自己，心安理得做自己。

Letting your heart lead you and putting yourself in experiences that satisfy you.顺从自己的心意，让自己置身于能让你快乐的事务中。

第五篇：从夫妻关系中学习人际技巧

从夫妻关系中学习人际技巧——专访心理学家约翰·戈特曼

作者:黛安娜;库图（Diane Coutu）

内容摘要:

今天的人们越来越看重工作场所中的人际关系。我们都认为做经理的得与下属保持密切联系，经营才能出业绩。我们也非常拥戴那些高情商的领导者，认为员工之所以有干劲，是因为这些领导者在员工之间构建了相互信赖的关系。我们甚至有一个庞大并发展迅猛的支持性行业来帮助我们搞好人际关系，培养我们在人际关系方面的“软”技能，像许多首席执行官都聘请了高管教练，还有数不胜数的自学书籍教我们如何在升迁过程中更好地构建和管理人际关系。

人际关系在职场中实在是很重要，然而，奇怪的是，几乎找不到任何可靠的科学证据能告诉我们工作关系是如何构建起来的，又是如何被破坏的。就像大家都知道导师与学生间能否“看对眼”对于师生关系是否融洽至关重要，但从未有人尝试去发现其中的奥秘，至少没有以一种严谨的方式这样做过。由于缺乏可靠数据和细致分析，结果是：当人们之间发生龃龉时，管理者往往束手无策，根本不知道该如何改善这种关系。纵然是最优秀的人力资源主管，有时在面对这种情况时，也不知该如何调解，以及什么时候进行调解。可见，如果公司能够更有效地帮助高管人员迈过人际关系这道“槛”，那么公司的生产力将会大幅提升，而且也更容易留住领导人才。

我们对工作关系的研究少得可怜，只好从对家庭关系的研究中管窥一二。可喜的是人们管理工作关系的方式与管理人际关系的方式有着密切的关系。比如，那些在家粗口连篇的人在工作中也常常会恶语伤人。

如何才能保持良好的人际关系？在这方面，几乎没有人能比美国西雅图的关系研究所所长约翰·戈特曼更有发言权。戈特曼已在该研究所的家庭研究实验室（或称为“爱情实验室”）进行了长达35年的婚姻和离婚研究。他筛选并采访了数千对夫妇，并且在之后相当长的时间内对他们的关系情况进行了跟踪。他和同事使用摄像机、心脏监测器以及其他生物反馈设备测量这些夫妇在发生冲突或享受亲密时的相关数据。通过对数据进行数学分析，戈特曼得到了如何建立良好关系的可靠科学证据。

《哈佛商业评论》英文版资深编辑黛安娜·库图造访了关系研究所，与戈特曼探讨了这些证据，并询问了他的研究对工作环境的意义。戈特曼指出，恩爱夫妻总是在生活中寻找积极的一面。他们会尽量多说“是的”，避免说“不”。但是，这并不意味着良好的关系中就没有矛盾和冲突。恰恰相反，在营造和谐关系的过程中，人们应该对因个性差异而导致的冲突采取包容的态度，这样才能化解冲突。

戈特曼举例说，很多时候夫妻间发生争执，并不是为钱、为性，或为婆媳翁婿关系，而是因为争论的方式有问题。他强调指出，良好的关系不仅是要懂得什么时候该争论、怎么样来修复关系，还需要有幽默感、爱心、逗趣、天真、探究、冒险、冲动、抚触，这一切是所有哺乳动物共有的积极情感。有些小事看似平淡无奇，但却为加深彼此的关系提供了绝佳的机会。

戈特曼还说，良好的关系指的并不是清晰的沟通，而是一个个亲密无间、相互依恋的美好时刻。要想使这些时刻成为我们日常生活的有机组成部分，我们需要付出时间和精力。在库图的专访中，戈特曼对这些内容以及他从经验和研究中获得的其他精妙见解进行了深入探讨。