TED演讲怎样从错误中学习

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第一篇: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。

第二篇: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.

第三篇: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!

第四篇:TED演讲

绿色未来(A Greener Future?)

大家好,我是Zach。从本周开始,我们将开展“TED演讲主题介绍”系列,陆续为大家介绍TED演讲的各类主题,方便大家更快地找到自己喜欢的TED演讲。众所周知,TED刚刚创办时的焦点是集中在Technology(科技), Entertainment(娱乐)和Design(设计)三方面。但随着TED的成长和知名度的增加,TED演讲所涵盖的行业也越来越广泛。为了确保读者们不会在大量的演讲中迷失了方向,TED网站贴心地将所有的演讲分门别类,归纳到不同的主题中,既方便读者们针对自己感兴趣的内容有选择地观看演讲,也便于大家观看和某一演讲相关的其他内容。

本系列的目的就是逐步地将已翻译好的主题简介带给大家,并为大家推荐相关主题下的已翻译演讲、待翻译演讲和待校对演讲。

本周为大家介绍的主题是–A Greener Future? 绿色未来

该主题在TED的网址是:

在TEDtoChina的网址是:

http:///themes/a_greener_future/

◎ 主题简介

关于环境的辩论通常被定性为经济发展和保护地球这两种势力间的较量。然而,大多数TED演讲者坚持鱼和熊掌可以兼得的观点——只要我们在处理环境问题时足够聪明。

阿尔·戈尔作为宣传气候危机的领军人,坚持人类可以通过细微处的改进以在避免灾难的同时保持经济的活跃发展。建筑师威廉·麦克多纳向人们展现了伟大设计的力量,它作用在整个文明体系上,而不仅仅是针对局部领域,并能持久地担负起丰富的未来。马约拉·卡特谈及了她为曾陷入腐化的的纽约南布隆克斯区带来绿色生机的工程。

爱德华·伯汀斯基关于环境损害和经济发展的异常精致的摄影作品记录了人类发展从未停滞的脚步。而生物学家爱德华·奥斯伯·威尔森向我们分享了他最大的心愿——人类社会团结起来保护地球上的生命。

◎ 演讲者推荐

阿尔·戈尔(Al Gore):美国政治人物,曾于1993年至2001年间在比尔·克林顿掌政时担任美国第四十五任副总统。其后升为一名国际上著名的环境学家,由

于在环球气候变化与环境问题上的贡献受到国际的肯定,因而与政府间气候变化专门委员会共同获得2007诺贝尔和平奖。

珍·古道尔(Jane Goodall):英国生物学家、动物行为学家和著名动物保育人士。珍·古道尔长期致力于黑猩猩的野外研究,并取得丰硕成果。她的工作纠正了许多学术界对黑猩猩这一物种长期以来的错误认识,揭示了许多黑猩猩社群中鲜为人知的秘密。除了对黑猩猩的研究,珍·古道尔还热心投身于环境教育和公益事业,由她创建并管理的珍·古道尔研究会(国际珍古道尔协会)是著名民间动物保育机构,在促进黑猩猩保育、推广动物福利、推进环境和人道主义教育等领域进行了很多卓有成效的工作,由珍·古道尔研究会创立的根与芽是目前全球最活跃的面向青年的环境教育计划之一。由于珍·古道尔在黑猩猩研究和环境教育等领域的杰出贡献,她在 1995年获英国女王伊丽莎白二世荣封为皇家女爵士,在2002年获颁联合国和平使者。

(演讲者简介来自维基百科)

◎ 部分已翻译演讲(简体中文)推荐:

1.阿尔·戈尔关于避免气候危机的演讲

“此次演讲流露出的幽默感和人道主义跟在他的纪录电影”难以忽视的真相“如出一辙,戈尔阐明了15种应对气候危机立马有效的方法而且简单易行,从购买混合动力产品到发明新产品替代碳排放产品,使“全球温室效应”更加深入人心。”

2.阿力克斯·史蒂芬看望可持续发展的未来

“阿力克斯·史蒂芬是“改变世界”(Worldchanging.com)网站的创建人,他在这个演讲中指出,减低人类生态足迹在当下之意义尤为巨大,原因在于西方那一套生活方式将不能推广到发展中国家,因为那样将消耗大量的资源。(因为西方的那一套生活方式正逐步推广到发展中国家,进一步加剧着资源的大量消耗。)”

3.Willie Smits 修复雨林

透过复杂的生态学,生物学家Willie Smits发掘一个重新植林的快捷方式,在婆罗洲救回了许多栖息于当地的红毛猩猩,进而创造出一个得以修复脆弱生态系统的蓝图。

4.William McDonough 谈「从摇篮到摇篮」理念

致力于环保的建筑师兼设计师 William McDonough 问,如果设计师心系所有子孙、所有物种、直到永远,我们的建筑及产品会是什么样子?

5.查尔斯·摩尔:塑料充斥的海洋

查尔斯·摩尔船长是Algalita海洋研究基金会的创始人,他第一次发现了大太平洋垃圾带——一片无边无际漂浮着塑料垃圾的海域。现在,他为我们讲述大海面临的日益严重的塑料碎片污染问题。

◎ 待校对演讲(简体中文)推荐

1.Carl Honore praises slowness

“Journalist Carl Honore believes the Western world’s emphasis on speed erodes health, productivity and quality of life.But there’s a backlash brewing, as everyday people start putting the brakes on their all-too-modern lives.”

2.Kamal Meattle on how to grow fresh air

Researcher Kamal Meattle shows how an arrangement of three common houseplants, used in specific spots in a home or office building, can result in measurably cleaner indoor air.以上就是这个星期的TED主题介绍。希望大家能从上面的演讲中有所收获。大家也可以点击这里的网址来查看所有该主题下演讲的翻译进度(简体中文和繁体中文)。

如果大家对此专栏有何建议的话,欢迎大家在下面留言,或是电邮至OTP at TEDtoChina dot com

我们下期再见。

第五篇:Ted演讲

Ralph Langner谈21世纪电子武器Stuxnet揭密

关于这场演讲

Stuxnet计算机蠕虫于2010年首次被发现,带来了令人费解的谜团。除了它不寻常且高度复杂的编码以外,还隐藏着一个更令人不安的谜团:它的攻击目标。Ralph Langner及其团队协助破解Stuxnet编码,找出这个数字弹头的最终攻击目标-以及其幕后源头。经使用计算机数字鉴识方法深入检视后,他解释了其运作原理。

关于Ralph Langner

Ralph Langner是德国控制系统的安全顾问。他对Stuxnet恶意软件的分析受到全球瞩目。

为什么要听他演讲

Ralph Langner为独立网络安全公司Langner的领导者,专营控制系统-监控和调控其它设备的电子装置,如生产设备。这些装置与运作我们城市和国家的基础设施有密切关系,这使它们逐渐成为一场新兴且具高度复杂型态的电子战争攻击目标。自2010年起,当Stuxnet计算机蠕虫首次现身时,Langner坚决地投身于这个战场。

身为致力于译码这个神秘程序的一份子,Langner和他的团队分析Stuxnet的数据结构,并找出他认为其最终的攻击目标:运行于核工厂离心机的控制系统软件-特别是伊朗的核工厂。Langner进一步分析,发现Stuxnet可能的幕后源头,并于TED2011演讲中透露这个秘密。

Ralph Langner的英语网上资料

网站:Langner

[TED科技‧娱乐‧设计]

已有中译字幕的TED影片目录(繁体)(简体)。请注意繁简目录是不一样的。

Ralph Langner谈21世纪电子武器Stuxnet揭密

Stuxnet计算机蠕虫背后的想法其实很简单,我们不希望伊朗造出原子弹,他们发展核武器的主要资产是纳坦兹的浓缩铀工厂,你们看到的灰色方块是实时控制系统,现在,如果我们设法破坏控制速度和阀门的驱动系统,我们事实上可以使离心机产生很多问题。这些灰色方块无法执行Windows软件,两者是完全不同的技术,但如果我们设法将一个有效的Windows病毒放进一台笔记本电脑里,由一位机械工程师操作,设定这个灰色方块,那么我们就可以着手进行了,这就是Stuxnet大致背景。

因此,我们从Windows释放程序开始,让病毒载体进入灰色方块中,破坏离心机,延迟伊朗的核计划,任务完成,很简单,对吧?我想说明我们是如何发现这个的,当我们在半年前开始研究Stuxnet时,对这个东西的攻击目标一无所知,唯一了解的是它在Windows的部份非常、非常复杂,释放程序部份使用多个零日漏洞,它似乎想要做些什么,用这些灰色方块,这些实时控制系统,因此,这引起我们的注意,我们开始了一个实验计划,我们用Stuxnet感染我们的系统并审视结果,然后一些非常有趣的事发生了。Stuxnet表现得像只白老鼠,不喜欢我们的奶酪,闻一闻,但不想吃。这根本没道里。之后,我们用不同口味的奶酪进行实验,我意识到,哦,这是一个直接攻击,完全直接的。释放程序在这些灰

色方块中有效的潜伏着,如果它发现了一个特定程序组态,甚至是它正试图感染的程序,它都会确实针对这个目标执行,如果没发现,Stuxnet就不起作用。

所以这真的引起了我的注意,我们开始进行这方面的工作,几乎日以继夜,因为我想,好吧,我们不知道它的目标是什么,很可能的,比方说美国的发电厂,或德国的化工厂,所以我们最好尽快找出目标。因此,我们抽出攻击代码并进行反编译,我们发现它的结构由两个数字炸弹组成,一个较小、一个较大。我们也看到,这是非常专业的设计,由显然知道所有内幕信息的人编写,他们知道所有必需攻击的位和字节,搞不好他们还知道控制员的鞋子尺寸,因此他们什么都知道。

如果你曾听过Stuxnet的释放程序,是复杂、高科技的,让我跟你们说明一下。病毒本身是很高科技没错,比我们曾见过的任何编码都高深,这是这个实际攻击代码的样本,我们谈论的是大概15,000行的代码,看起来很像旧式的汇编语言。我想告诉你们的是,我们如何能够理解这段代码,所以,我们首先要寻找的是系统的函数调用,因为我们知道它们的作用是什么。

然后,我们寻找时间控制器和数据结构,试图将其与真实世界连结起来,寻找现实世界中的潜在目标,因此我们必需进行目标推测,以便确认或排除。为了找到推测目标,我们想到,它必定具有绝对破坏性,必定是一个高价值目标,最可能设置在伊朗,因为这是大部份感染发生的地点。在这区域内你不会找到几千个目标,基本上范围可以缩小为布什尔核电厂及纳坦兹浓缩铀工厂。

所以我告诉我的助手,“列出我们客户中所有离心机和核电厂专家的名单”,我打电话给他们,听取他们的意见,努力用我们在代码和数据中的发现与他们的专业知识做对照。这很有效,因此,我们找出了这个小数字弹头与转子控制的关联,转子是离心机内部的运转零件,就是你们看到的这个黑色物体,如果控制这个转子的速度,事实上你就能使转子损坏,甚至最后使离心机爆炸。我们也看到了这次攻击的目标,实际上进行的相当缓慢、低调,显然为了达成目标,快把维修工程师逼疯了,因为他们无法迅速找出答案。

这个大数字弹头-我们做过尝试,非常仔细检查数据和数据结构,因此,例如数字164在这些代码中确实很突出,你不能忽视它。我开始研究科学文献,这些离心机如何在纳坦兹组建,并找出它们的结构,就是所谓的层级。每个层级由164台离心机组成,这就说的通了,与我们的结果匹配。

而它甚至更有帮助。这些在伊朗的离心机细分为15种所谓的等级,你猜我们在攻击代码中发现什么?一个几乎相同的结构。所以,同样的,这与结果完美匹配,就我们所寻找的东西来说,这给了我们相当大的信心。别误解我的意思,不是像这样弹指之间,为了获致这些成果,历经几星期相当艰苦的奋斗,我们常常走进死胡同,必需重新来过。

总之,我们找到了这两个数字弹头,实际上是针对同一个目标,但从不同角度。小弹头对准一个层级,让转子加速旋转然后急遽减速,而大弹头影响六个层级并操纵阀门,总之,我们非常有信心,我们已经确认目标是什么,是纳坦兹,就只有纳坦兹。因此,我们不必担心其它目标可能被Stuxnet攻击。

我们看到一些非常酷的东西,真的让我印象深刻。下方是灰色方块,顶端你们看到的是离心机,这些东西所做的是拦截来自传感器的输入值,例如,来自压力传感器和振动传感器的,它提供正常代码,在攻击中依然执行,用的是假的输入数

据。事实上,这个假的输入数据是Stuxnet事先录制的,因此,这就像来自好莱坞电影的抢劫过程中,监视器被放入预录的影片,酷吧?

这里的想法显然不仅是愚弄控制室中的操作者,实际上更加危险且更具攻击性,这个想法是规避数字安全系统。我们需要数字安全系统,当一位人类操作员的行动不够快时,因此,例如在一座核电厂中,当一台大蒸汽涡轮机严重超速时,你必须在一毫秒内打开泄压阀。显然,一位人类操作员办不到,因此,这就是我们需要使用数字安全系统之处。当它们被破坏,真正糟糕的事就会发生了,你的工厂会爆炸,无论你的操作员或安全系统都无法注意到这一点,这很可怕。

但还会更糟。我要说的这些相当重要,想想看,这种攻击是一般性的,它没什么特定性,对离心机来说,还有浓缩铀,因此,它也会作用于,例如一座核电厂或一座汽车工厂,它是通用的,你不需要-身为攻击者,你不需要藉由USB装置传递这个病毒载体,如我们在Stuxnet例子中看到的,你也可以使用传统的蠕虫病毒技术的来散播,尽可能传播四方。如果你这么做,最终它会变成具大规模破坏性的网络武器,这是我们必然会面临的后果。所以,不幸的是,这种攻击最大量的目标并不是在中东,而是在美国、欧洲和日本。因此,所有这些绿色区域就是遭受最多攻击的目标,我们必须面对这个后果,我们最好现在开始做准备。

谢谢。

(掌声)

Chris Anderson:我有个问题,Ralph,这件事已广为人知,人们认为摩萨德(以色列情报机构)是幕后的主要推手,你也这么认为吗?

Ralph Langner:好,你真的想知道吗?

Chris Anderson:是啊!

Ralph Langner:好,我的看法是,摩萨德有参与,但以色列并非领导势力。因此,背后的主导力量是网络超级大国,只有一个,就是美国。幸好、幸好,因为如果不是这样,我们的问题可能更大。

CA:谢谢你吓坏了美国人,谢谢Ralph。

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