TED名人演讲稿：孩子的语言天赋

第一篇：TED名人演讲稿：孩子的语言天赋

【趣味雅思】TED名人演讲稿：孩子的语言天赋

点课台前言：雅思听力对于很多烤鸭来说都是一道难关，大家都在苦苦思索，怎样的雅思听力。今天，点课台老师给大家整理了TED演讲，附演讲稿与视频，希望可以帮助到正在备考的考生。TED是美国的一家私有非盈利机构，该机构以它组织的TED大会著称，这个会议的宗旨是“用思想的力量来改变世界”。大家在锻炼雅思听力的时候，也可以学习一下里面的主角们的思维模式，论述方法，希望还能对大家的雅思写作有所启迪。

I want you to take a look at this baby.What you’re drawn to are her eyes and

the skin you love to touch.我想让大家看看这个婴儿。吸引大家关注的是她的眼睛 以及让人忍不住摸摸的皮肤。

But today I’m going to talk to you about something you can’t see--what’s

going on up in that little brain of hers.The modern tools of neuroscience are

demonstrating to us that what’s going on up there is nothing short of rocket

science.And what we’re learning is going to shed some light on what the

romantic writers and poets described as the “celestial openness” of the child’s

mind.但今天我要讲些你看不到的东西，在她的小脑袋瓜里的东西。当代神经科学的研究工具 展示出我们对婴儿脑袋里的东西 知之甚少。我们要知道的

是让浪漫作家和诗人 产生灵感 并称之为孩子心智的 “非凡的通慧”

What we see here is a mother in India, and she’s speaking Koro, which is a

newly discovered language.And she’s talking to her baby.What this mother--

and the 800 people who speak Koro in the world--understands [is] that, to

preserve this language, they need to speak it to the babies.大家这儿看到的 是印度的一位母亲，她讲克罗语，这是一种新发现的语言。她对她的孩子说这种语言。这位母亲 和世界上说克罗语的800人

明白要保留这种语言，他们必须对婴儿说这种语言。

And therein lies a critical puzzle.Why is it that you can’t preserve a

language by speaking to you and I, to the adults? Well, it’s got to do with your

brain.What we see here is that language has a critical period for learning.The

way to read this slide is to look at your age on the horizontal axis.在这里有个关键的问题。为什么要是对你和我，成年人说一种新语言 却不能保留它? 这是和你的大脑有关。这儿我们看到 有个学习语言的关键期。

读懂这幅图的方法是看你在横轴上的年龄。

(Laughter)And you’ll see on the vertical your skill at acquiring a second

language.Babies and children are geniuses until they turn seven, and then

there’s a systematic decline.After puberty, we fall off the map.No scientists

dispute this curve, but laboratories all over the world are trying to figure out

why it works this way

(笑声)你再对应看纵轴上 你悉得第二外语的能力。婴儿和孩子是语言天才 直到7岁 然后语言系统会呈下降趋势。青春期后，如图我们语言能力衰退。

科学家们确信这曲线图的情况，但是全世界的实验室 都试图查明这到底是怎么回事.Work in my lab is focused on the first critical period in development--and

that is the period in which babies try to master which sounds are used in their

language.We think, by studying how the sounds are learned, we’ll have a model

for the rest of language, and perhaps for critical periods that may exist in

childhood for social, emotional and cognitive development.在我实验室的工作主要是 研究第一个关键期 这个时期是关于 婴儿试着掌握他们语言

中的声音。我们认为通过研究这些被婴儿学会的声音，我们会给学习其他语言一个模式，或许关键期也出现在孩童期 也为了研究社会，情感 和认知发展。

So we’ve been studying the babies using a technique that we’re using all over

the world and the sounds of all languages.The baby sits on a parent’s lap, and

we train them to turn their heads when a sound changes--like from “ah” to

“ee.” If they do so at the appropriate time, the black box lights up and a panda

bear pounds a drum.A six-monther adores the task.我们一直研究婴儿 使用的技巧，也是全世界使用的语言技巧 和所有语言的声音技巧。婴儿坐在父母的膝上，我们训练他们，当听到一个声音 从“ah”到 “ee”

他们就转头。如果他们一听到就转头，黑盒子就会亮 会出现一只敲鼓的熊猫。六个月大的婴儿喜欢这个测试。

What have we learned? Well, babies all over the world are what I like to

describe as “citizens of the world.” They can discriminate all the sounds of all

languages, no matter what country we’re testing and what language we’re using，and that’s remarkable because you and I can’t do that.我们从中了解到什么呢? 全世界的婴儿 就如我所述的 是世界公民;他们能区分所有语言的所有声音 不管测试在哪一国，用哪种语言。

令人惊讶的是你我却做不到这点。

We’re culture-bound listeners.We can discriminate the sounds of our own

language, but not those of foreign languages.So the question arises: when do

those citizens of the world turn into the language-bound listeners that we are?

我们是受制于文化局限的听众。我们只能区分我们自己语言的声音，但分不清外语的那些声音。所以问题随之产生，这些小小世界公民在什么时候

变成受制于文化局限的听众?

And the answer: before their first birthdays.What you see here is

performance on that head-turn task for babies tested in Tokyo and the United

States, here in Seattle, as they listened to “ra” and “la”--sounds important

to English, but not to Japanese.So at six to eight months the babies are

totally equivalent.Two months later something incredible occurs.The babies in

the United States are getting a lot better, babies in Japan are getting a lot

worse, but both of those groups of babies are preparing for exactly the language

that they are going to learn.答案是：一岁之前 这里看到的是扭转头测试效果 用来测试日本东京 和美国西雅图的婴儿，让他们听ra和la的发音 这两个发音在英文里很重要，在日语里却没有

对于6到8个月的婴儿，他们的测试结果完全相似 2个月之后便产生明显变化 在美国的婴儿掌握这些发音比较好，在日本的婴儿却差很多 但是这两组的婴儿

均蓄势待发地要学习语言。

So the question is: what’s happening during this critical two-month period?

This is the critical period for sound development, but what’s going on up there?

So there are two things going on.The first is that the babies are listening

intently to us, and they’re taking statistics as they listen to us talk--

they’re taking statistics.So listen to two mothers speaking motherese--the

universal language we use when we talk to kids--first in English and then in

Japanese.问题在于，在这个2个月的关键期 发生了什么? 在声音开发的这关键期 到底发生什么了? 主要是两件事。第一婴儿不断地专心听我们说话，并且做统计

他们统计这些声音。听听2位母亲说的亲情用语 这是我们对孩子说的通用语言妈妈语 首先是英语，然后是日语。

(Video)English Mother: Ah, I love your big blue eyes--so pretty and

nice.(视频)说英语的妈妈：啊，我多爱你大大的蓝眼睛 这么漂亮，这么好看。

Japanese Mother: [Japanese]

说日语的妈妈：[日语]

Patricia Kuhl: During the production of speech, when babies listen, what

they’re doing is taking statistics on the language that they hear.And those

distributions grow.And what we’ve learned is that babies are sensitive to the

statistics, and the statistics of Japanese and English are very, very different.English has a lot of Rs and Ls.The distribution shows.And the distribution of

Japanese is totally different, where we see a group of intermediate sounds，which is known as the Japanese “R.” So babies absorb the statistics of the

language and it changes their brains;it changes them from the citizens of the

world to the culture-bound listeners that we are.But we as adults are no longer

absorbing those statistics.We’re governed by the representations in memory that

were formed early in development.帕特里夏·库尔：在语言生成的期间，当婴儿聆听时，他们同时也在统计 他们听到的语言。区分这些声音的能力在变强。我们了解到的 是婴儿对统计很敏感，日语和英语的声音统计是非常，非常不同的。英语有很多R和L音 如分布图所示 日语的分布图则是完全不同的 我们在这儿看到一组中间音，它们是日语的R音。婴儿吸收

语言的统计数据 这改变了他们的大脑;这就是把他们从世界公民 变成像我们一样受文化局限的听众。但我们成年人 不再吸收这些统计。我们受我们早期形成的

记忆性语言的影响。

So what we’re seeing here is changing our models of what the critical period

is about.We’re arguing from a mathematical standpoint that the learning of

language material may slow down when our distributions stabilize.It’s raising

lots of questions about bilingual people.Bilinguals must keep two sets of

statistics in mind at once and flip between them, one after the other, depending

on who they’re speaking to.所以我们在这儿看到的 关键期是如何改变我们的语言模式。我们从数学角度争论 学习语言材料的能力会放慢下来 当我们语言分布的能力趋于稳定时。

这也引出很多关于双语者的问题。双语者在脑中同时必须记住2组统计 并能任意切换 决定于他们与谁交流

So we asked ourselves, can the babies take statistics on a brand new

language? And we tested this by exposing American babies who’d never heard a

second language to Mandarin for the first time during the critical period.We

knew that, when monolinguals were tested in Taipei and Seattle on the Mandarin

sounds, they showed the same pattern.Six to eight months, they’re totally

equivalent.Two months later, something incredible happens.But the Taiwanese

babies are getting better, not the American babies.What we did was expose

American babies during this period to Mandarin.It was like having Mandarin

relatives come and visit for a month and move into your house and talk to the

babies for 12 sessions.Here’s what it looked like in the laboratory.那么我们自问，婴儿能不能统计一种全新的语言? 我们测试了这个，通过给美国婴儿 听他们从没听过的第二种语言 这是在关键期时他们第一次听到普通话。

我们得知，当我们让台北和西雅图的单语者 接触普通话声音，他们显示同样的模式。在6到8个月大时他们辨音能力几乎相同 2个月之后，一些不可思议的事情发生了。

但这次台湾婴儿表现好，而不是美国的婴儿。我们所做的是在这关键期让美国的婴儿 多接触普通话。这就好像说普通话的亲戚来拜访了一个月 住到你家

和婴儿上了12节普通话课。在实验室它看起来就像这样。

(Video)Mandarin Speaker: [Mandarin]

(视频)普通话说者：[普通话]

PK: So what have we done to their little brains?(Laughter)We had to run a

control group to make sure that just coming into the laboratory didn’t improve

your Mandarin skills.So a group of babies came in and listened to English.And

we can see from the graph that exposure to English didn’t improve their

Mandarin.But look at what happened to the babies exposed to Mandarin for 12

sessions.They were as good as the babies in Taiwan who’d been listening for

10-and-a-half months.What it demonstrated is that babies take statistics on a

new language.Whatever you put in front of them, they’ll take statistics on.所以我们对他们的小脑袋瓜都做了什么?(笑声)我们还得有一个对照组 确保来到实验室 并不能提高普通话的水平。所以这组婴儿来这儿只听英语。

我们从这图表看出 在英语条件下的婴儿没有提高他们的汉语。但看看上过12次普通话课的婴儿的身上 都发生了什么。他们和那些曾听普通话有

10个半月大的台湾婴儿一样棒。这说明了 婴儿对一种新语言也能做统计。不管你在他们面前说了什么，他们就会统计这语言。

But we wondered what role the human being played in this learning exercise.So we ran another group of babies in which the kids got the same dosage, the

same 12 sessions, but over a television set and another group of babies who had

just audio exposure and looked at a teddy bear on the screen.What did we do to

their brains? What you see here is the audio result--no learning whatsoever--

and the video result--no learning whatsoever.It takes a human being for

babies to take their statistics.The social brain is controlling when the babies

are taking their statistics.我们也好奇 在这一学习过程中 人起了什么样的作用。所以我们设置了另一组婴儿 让他们如法炮制地上12节课，但是在电视机前上课

和另一组婴儿只是通过音频上课 看电视屏幕上的玩具熊。我们又对他们的脑袋瓜做什么了? 我们这儿看到的是音频结果 没有任何学习效果 视频结果

也是没有任何学习效果。只有人才能 帮助婴儿统计他们的声音数据。当婴儿在统计时 社会大脑在控制着。

We want to get inside the brain and see this thing happening as babies are in

front of televisions, as opposed to in front of human beings.Thankfully, we

have a new machine, magnetoencephalography, that allows us to do this.It looks

like a hair dryer from Mars.But it’s completely safe, completely non-invasive

and silent.We’re looking at millimeter accuracy with regard to spatial and

millisecond accuracy using 306 SQUIDs--these are Superconducting QUantum

Interference Devices--to pick up the magnetic fields that change as we do our

thinking.We’re the first in the world to record babies in an MEG machine while

they are learning.我们想了解大脑内部 观察各种变化 探究电视前的婴儿 和与人在一起的婴儿有何不同 多亏我们有了这台新机器，脑磁图显示机，它可以让我们做到这个。

它看上去就像来自火星的吹风机。但它是完全安全的，完全对人无害，而且是静音的。我们的要求是 在空间上精确到毫米 时间上精确到毫秒 使用306 SQUIDs

即是超导 量子干涉磁量仪 用来检测 我们大脑变化的磁场。我们是世界上第一个 记录婴儿 在脑磁图显示机下的 学习的脑图。

So this is little Emma.She’s a six-monther.And she’s listening to various

languages in the earphones that are in her ears.You can see, she can move

around.We’re tracking her head with little pellets in a cap, so she’s free to

move completely unconstrained.所以这是小爱玛 她有6个月大。她正通过耳机 聆听多种语言 大家可以看到，她可以移动。我们用她帽子上的小球 来记录她的脑图

所以她完全不受束缚地自由地移动。

It’s a technical tour de force.What are we seeing? We’re seeing the baby

brain.As the baby hears a word in her language the auditory areas light up, and

then subsequently areas surrounding it that we think are related to coherence，getting the brain coordinated with its different areas, and causality, one brain

area causing another to activate.这是一个技术上的杰作。我看到什么了? 我们看到婴儿的大脑。当婴儿听到语言中的一个词 大脑中听觉区域亮起来，然后在它周围的其它区域也亮起来

我们认为这是有关联贯性的 让大脑和其他不同脑区域相协调，一前一后，一片脑区域

激活另一片脑区域。

We are embarking on a grand and golden age of knowledge about child’s brain

development.We’re going to be able to see a child’s brain as they experience an

emotion, as they learn to speak and read, as they solve a math problem, as they

have an idea.And we’re going to be able to invent brain-based interventions for

children who have difficulty learning.我们开启了 一个开发儿童大脑知识的 宏伟的黄金年代。我们能够观察他们的大脑 当儿童体验到感情，学着说和读，解决一个数学问题，或当他们有个想法的时候

我们也能为学习有障碍的孩童 发明基于脑的治疗方法。

Just as the poets and writers described, we’re going to be able to see, I

think, that wondrous openness, utter and complete openness, of the mind of a

child.In investigating the child’s brain, we’re going to uncover deep truths

about what it means to be human, and in the process, we may be able to help keep

our own minds open to learning for our entire lives.正如诗人和作家所描述的，我想我们能够看到 一种奇妙的融通开放，一个孩子心智的 完全开放 在对儿童大脑的研究中，我们会深刻揭示

这对人类来说意味着什么的事实，在这一过程中，我们或许能帮助我们自身开放心智 在我们一生中不断地学习。

Thank you.谢谢。

第二篇：TED演讲稿,孩子的语言天赋[小编推荐]

I want you to take a look at this baby.What you're drawn to are her eyes and the skin you love to touch.我想让大家看看这个婴儿。吸引大家关注的是她的眼睛 以及让人忍不住摸摸的皮肤。But today I'm going to talk to you about something you can't see--what's going on up in that little brain of hers.The modern tools of neuroscience are demonstrating to us that what's going on up there is nothing short of rocket science.And what we're learning is going to shed some light on what the romantic writers and poets described as the “celestial openness” of the child's mind.但今天我要讲些你看不到的东西，在她的小脑袋瓜里的东西。当代神经科学的研究工具 展示出我们对婴儿脑袋里的东西 知之甚少。我们要知道的 是让浪漫作家和诗人 产生灵感 并称之为孩子心智的 “非凡的通慧”

What we see here is a mother in India, and she's speaking Koro, which is a newly discovered language.And she's talking to her baby.What this mother--and the 800 people who speak Koro in the world--understands [is] that, to preserve this language, they need to speak it to the babies.大家这儿看到的 是印度的一位母亲，她讲克罗语，这是一种新发现的语言。她对她的孩子说这种语言。这位母亲 和世界上说克罗语的800人 明白要保留这种语言，他们必须对婴儿说这种语言。

And therein lies a critical puzzle.Why is it that you can't preserve a language by speaking to you and I, to the adults? Well, it's got to do with your brain.What we see here is that language has a critical period for learning.The way to read this slide is to look at your age on the horizontal axis.在这里有个关键的问题。为什么要是对你和我，成年人说一种新语言 却不能保留它? 这是和你的大脑有关。这儿我们看到 有个学习语言的关键期。读懂这幅图的方法是看你在横轴上的年龄。

(Laughter)And you'll see on the vertical your skill at acquiring a second language.Babies and children are geniuses until they turn seven, and then there's a systematic decline.After puberty, we fall off the map.No scientists dispute this curve, but laboratories all over the world are trying to figure out why it works this way(笑声)你再对应看纵轴上 你悉得第二外语的能力。婴儿和孩子是语言天才 直到7岁 然后语言系统会呈下降趋势。青春期后，如图我们语言能力衰退。科学家们确信这曲线图的情况，但是全世界的实验室 都试图查明这到底是怎么回事.Work in my lab is focused on the first critical period in development--and that is the period in which babies try to master which sounds are used in their language.We think, by studying how the sounds are learned, we'll have a model for the rest of language, and perhaps for critical periods that may exist in childhood for social, emotional and cognitive development.在我实验室的工作主要是 研究第一个关键期 这个时期是关于 婴儿试着掌握他们语言中的声音。我们认为通过研究这些被婴儿学会的声音，我们会给学习其他语言一个模式，或许关键期也出现在孩童期 也为了研究社会，情感 和认知发展。

So we've been studying the babies using a technique that we're using all over the world and the sounds of all languages.The baby sits on a parent's lap, and we train them to turn their heads when a sound changes--like from “ah” to “ee.” If they do so at the appropriate time, the black box lights up and a panda bear pounds a drum.A six-monther adores the task.我们一直研究婴儿 使用的技巧，也是全世界使用的语言技巧 和所有语言的声音技巧。婴儿坐在父母的膝上，我们训练他们，当听到一个声音 从“ah”到 “ee” 他们就转头。如果他们一听到就转头，黑盒子就会亮 会出现一只敲鼓的熊猫。六个月大的婴儿喜欢这个测试。What have we learned? Well, babies all over the world are what I like to describe as “citizens of the world.” They can discriminate all the sounds of all languages, no matter what country we're testing and what language we're using, and that's remarkable because you and I can't do that.我们从中了解到什么呢? 全世界的婴儿 就如我所述的 是世界公民;他们能区分所有语言的所有声音 不管测试在哪一国，用哪种语言。令人惊讶的是你我却做不到这点。

We're culture-bound listeners.We can discriminate the sounds of our own language, but not those of foreign languages.So the question arises: when do those citizens of the world turn into the language-bound listeners that we are? 我们是受制于文化局限的听众。我们只能区分我们自己语言的声音，但分不清外语的那些声音。所以问题随之产生，这些小小世界公民在什么时候 变成受制于文化局限的听众? And the answer: before their first birthdays.What you see here is performance on that head-turn task for babies tested in Tokyo and the United States, here in Seattle, as they listened to “ra” and “la”--sounds important to English, but not to Japanese.So at six to eight months the babies are totally equivalent.Two months later something incredible occurs.The babies in the United States are getting a lot better, babies in Japan are getting a lot worse, but both of those groups of babies are preparing for exactly the language that they are going to learn.答案是：一岁之前 这里看到的是扭转头测试效果 用来测试日本东京 和美国西雅图的婴儿，让他们听ra和la的发音 这两个发音在英文里很重要，在日语里却没有 对于6到8个月的婴儿，他们的测试结果完全相似 2个月之后便产生明显变化 在美国的婴儿掌握这些发音比较好，在日本的婴儿却差很多 但是这两组的婴儿 均蓄势待发地要学习语言。

So the question is: what's happening during this critical two-month period? This is the critical period for sound development, but what's going on up there? So there are two things going on.The first is that the babies are listening intently to us, and they're taking statistics as they listen to us talk--they're taking statistics.So listen to two mothers speaking motherese--the universal language we use when we talk to kids--first in English and then in Japanese.问题在于，在这个2个月的关键期 发生了什么? 在声音开发的这关键期 到底发生什么了? 主要是两件事。第一婴儿不断地专心听我们说话，并且做统计 他们统计这些声音。听听2位母亲说的亲情用语 这是我们对孩子说的通用语言妈妈语 首先是英语，然后是日语。(Video)English Mother: Ah, I love your big blue eyes--so pretty and nice.(视频)说英语的妈妈：啊，我多爱你大大的蓝眼睛 这么漂亮，这么好看。Japanese Mother: [Japanese] 说日语的妈妈：[日语] Patricia Kuhl: During the production of speech, when babies listen, what they're doing is taking statistics on the language that they hear.And those distributions grow.And what we've learned is that babies are sensitive to the statistics, and the statistics of Japanese and English are very, very different.English has a lot of Rs and Ls.The distribution shows.And the distribution of Japanese is totally different, where we see a group of intermediate sounds, which is known as the Japanese “R.” So babies absorb the statistics of the language and it changes their brains;it changes them from the citizens of the world to the culture-bound listeners that we are.But we as adults are no longer absorbing those statistics.We're governed by the representations in memory that were formed early in development.帕特里夏·库尔：在语言生成的期间，当婴儿聆听时，他们同时也在统计 他们听到的语言。区分这些声音的能力在变强。我们了解到的 是婴儿对统计很敏感，日语和英语的声音统计是非常，非常不同的。英语有很多R和L音 如分布图所示 日语的分布图则是完全不同的 我们在这儿看到一组中间音，它们是日语的R音。婴儿吸收 语言的统计数据 这改变了他们的大脑;这就是把他们从世界公民 变成像我们一样受文化局限的听众。但我们成年人 不再吸收这些统计。我们受我们早期形成的 记忆性语言的影响。

So what we're seeing here is changing our models of what the critical period is about.We're arguing from a mathematical standpoint that the learning of language material may slow down when our distributions stabilize.It's raising lots of questions about bilingual people.Bilinguals must keep two sets of statistics in mind at once and flip between them, one after the other, depending on who they're speaking to.所以我们在这儿看到的 关键期是如何改变我们的语言模式。我们从数学角度争论 学习语言材料的能力会放慢下来 当我们语言分布的能力趋于稳定时。这也引出很多关于双语者的问题。双语者在脑中同时必须记住2组统计 并能任意切换 决定于他们与谁交流

So we asked ourselves, can the babies take statistics on a brand new language? And we tested this by exposing American babies who'd never heard a second language to Mandarin for the first time during the critical period.We knew that, when monolinguals were tested in Taipei and Seattle on the Mandarin sounds, they showed the same pattern.Six to eight months, they're totally equivalent.Two months later, something incredible happens.But the Taiwanese babies are getting better, not the American babies.What we did was expose American babies during this period to Mandarin.It was like having Mandarin relatives come and visit for a month and move into your house and talk to the babies for 12 sessions.Here's what it looked like in the laboratory.那么我们自问，婴儿能不能统计一种全新的语言? 我们测试了这个，通过给美国婴儿 听他们从没听过的第二种语言 这是在关键期时他们第一次听到普通话。我们得知，当我们让台北和西雅图的单语者 接触普通话声音，他们显示同样的模式。在6到8个月大时他们辨音能力几乎相同 2个月之后，一些不可思议的事情发生了。但这次台湾婴儿表现好，而不是美国的婴儿。我们所做的是在这关键期让美国的婴儿 多接触普通话。这就好像说普通话的亲戚来拜访了一个月 住到你家 和婴儿上了12节普通话课。在实验室它看起来就像这样。

第三篇：TED名人演讲稿：老师如何创造魔力

【趣味雅思】TED名人演讲稿：老师如何创造魔力

点课台前言：雅思听力对于很多烤鸭来说都是一道难关，大家都在苦苦思索，怎样的雅思听力。今天，点课台老师给大家整理了TED演讲，附演讲稿与视频，希望可以帮助到正在备考的考生。TED是美国的一家私有非盈利机构，该机构以它组织的TED大会著称，这个会议的宗旨是“用思想的力量来改变世界”。大家在锻炼雅思听力的时候，也可以学习一下里面的主角们的思维模式，论述方法，希望还能对大家的雅思写作有所启迪。

Christopher Emdin:Teach teachers how to create magic

老师如何创造魔力.Right now there is an aspiring teacher who is working on a 60-page paper

based on some age-old education theory developed by some dead education

professor wondering to herself what this task that she’s engaging in has to do

with what she wants to do with her life, which is be an educator, change lives，and spark magic.Right now there is an aspiring teacher in a graduate school of

education who is watching a professor babble on and on about engagement in the

most disengaging way possible.现在 有一位有追求的老师 正在写一篇60页的论文 论文是基于一些古老教育理念，它们都是由一些早已逝去的教育学教授所开发，这位老师问她自己，她正从事的这项任务--成为一个教育者，改变生命并启迪人生--和她的工作联系呢。有一位有理想的老师 正在一所教育研究生院 听着一位教授 用一种最无聊的方式

不停地讲述着教育中的互动。

Right now there is an aspiring teacher who is working on a 60-page paper

based on some age-old education theory developed by some dead education

professor wondering to herself what this task that she’s engaging in has to do

with what she wants to do with her life, which is be an educator, change lives，and spark magic.Right now there is an aspiring teacher in a graduate school of

education who is watching a professor babble on and on about engagement in the

most disengaging way possible.Right now there’s a first-year teacher at home

who is pouring through lesson plans trying to make sense of standards, who is

trying to make sense of how to grade students appropriately, while at the same time saying to herself over and over again, “Don’t smile till November,” because

that’s what she was taught in her teacher education program.Right now there’s a

student who is coming up with a way to convince his mom or dad that he’s very，very sick and can’t make it to school tomorrow.现在 有一位一年级老师在家中 正检查课程计划，试图达到标准的感觉。这位老师又在想如何才能合理为学生打分，同时又对她自己 反复地说，”在11

月之前都不要笑，” 因为那些都是 她从教育课程学到的。现在，有一位学生 正试图想出一个主意 去说服他的父母，他非常非常地不舒服，明天不能上学了。

On the other hand, right now there are amazing educators that are sharing

information, information that is shared in such a beautiful way that the

students are sitting at the edge of their seats just waiting for a bead of sweat

to drop off the face of this person so they can soak up all that knowledge.Right now there is also a person who has an entire audience rapt with attention，a person that is weaving a powerful narrative about a world that the people who

are listening have never imagined or seen before, but if they close their eyes

tightly enough, they can envision that world because the storytelling is so

compelling.Right now there’s a person who can tell an audience to put their

hands up in the air and they will stay there till he says, “Put them down.”

Right now.现在，在另一方面，了不起地教育家们 传授知识，以一种最优美地方式传授知识，以至于学生坐在他们边缘 只是为了等待一滴甘甜的露珠 从老师的脸上掉下来，并去汲取所有的知识。现在，又有一位 让所有观众全神贯注的人，他编织生动的语言 描绘着 一个听众们 闻所未闻地的世界，但如果人们紧闭双眼，便能想像出那个世界，因为那个故事实在是太精彩。现在，有一个人 叫观众将手放在空中 直到他说”放下来” 才可以放下来。现在。

So people will then say, “Well, Chris, you describe the guy who is going

through some awful training but you’re also describing these powerful educators.If you’re thinking about the world of education or urban education in

particular, these guys will probably cancel each other out, and then we’ll be

okay.”

这样一来，人们会说，“克里斯，你描述了 正接受可怕训练的伙计，但你还描述那些有感召力教育者。如果你在想关于教育的世界，或专注于城市教育，那些人可能会有相反的效应并相互抵消，也就没什么事了。”

The reality is, the folks I described as the master teachers, the master

narrative builders, the master storytellers are far removed from classrooms.The

folks who know the skills about how to teach and engage an audience don’t even

know what teacher certification means.They may not even have the degrees to be

able to have anything to call an education.And that to me is sad.It’s sad

because the people who I described, they were very disinterested in the learning

process, want to be effective teachers, but they have no models.I’m going to

paraphrase Mark Twain.Mark Twain says that proper preparation, or teaching, is

so powerful that it can turn bad morals to good, it can turn awful practices

into powerful ones, it can change men and transform them into angels.事实上，我所描述 教育大师，叙述大师，讲故事大师，都离课堂很遥远。那些掌握如何教学并 与观众互动的人 甚至都不知道什么是教师资格证。

也许他们连可以 叫做教育的东西 都没有。对我来说，这是一件非常悲哀的事情。之所以悲哀，是因为我所描述的那些人 他们对学习的过程没有兴趣，他们想成为高效的老师，却没有范例。我要概括一下马克·吐温说过的一句话。马克·吐温说适当的准备或教学，是非常强大的，可以将不好的品行变好，将糟糕的实践变得强有力，将人们改变，并将他们改造成为天使。

The folks who I described earlier got proper preparation in teaching, not in

any college or university, but by virtue of just being in the same spaces of

those who engage.Guess where those places are? Barber shops, rap concerts, and

most importantly, in the black church.And I’ve been framing this idea called

Pentecostal pedagogy.Who here has been to a black church? We got a couple of

hands.You go to a black church, their preacher starts off and he realizes that

he has to engage the audience, so he starts off with this sort of wordplay in

the beginning oftentimes, and then he takes a pause, and he says, “Oh my gosh，they’re not quite paying attention.” So he says, “Can I get an amen?”

我之前所说的那些 有着适当教学准备的人，他们不在大学里，只在那些有同样有着人们参与和互动的地方。猜猜看有哪些地方? 理发店，说唱音乐会，和最首要的黑人教堂。我一直都在构造这个叫做五旬节教学法的主意。谁去过黑人教堂? 有几个人。你到一所黑人教堂，他们的祭祀开始

并意识到他必须吸引观众的目光，因此他一般 从文字游戏开始，然后停顿一下，说：”哦，我的天，他们并没有集中注意力。”

然后他说：”你们可以说阿门么?”

Audience: Amen.观众：阿门。

Chris Emdin: So I can I get an amen? Audience: Amen.克里斯·艾姆丁：大家能一起说”阿门”么? 观众：阿门。

CE: And all of a sudden, everybody’s reawoken.That preacher bangs on the

pulpit for attention.He drops his voice at a very, very low volume when he

wants people to key into him, and those things are the skills that we need for

the most engaging teachers.So why does teacher education only give you theory

and theory and tell you about standards and tell you about all of these things

that have nothing to do with the basic skills, that magic that you need to

engage an audience, to engage a student? So I make the argument that we reframe

teacher education, that we could focus on content, and that’s fine, and we could

focus on theories, and that’s fine, but content and theories with the absence of

the magic of teaching and learning means nothing.克里斯·艾姆丁：顷刻间，人们都清醒了。那个祭祀提高传道的声音吸引注意力。当他想锁住人们的注意力时，便将音量放得很低，那些都是最鼓舞人心的老师

所需要的技能。为什么教师培训 仅是不停地传授理论 并告诉你教学标准，告诉你那些与基本技能无关的 不能鼓舞观众 和激励学生的，没有魔力的东西呢?

所以我立论：我们应该重塑师资培训，我们可以专注于教学内容，我们可以专注于教学理论，但是只有内容和理论 却没有那教与学的魔力 那都是空谈。

Now people oftentimes say, “Well, magic is just magic.” There are teachers

who, despite all their challenges, who have those skills, get into those schools

and are able to engage an audience, and the administrator walks by and says，“Wow, he’s so good, I wish all my teachers could be that good.” And when they

try to describe what that is, they just say, “He has that magic.”

人们常说：”魔力只是魔力罢了。” 有老师不畏挑战 并拥有那些技能 在学校能够激励和鼓舞学生，当学校管理者路过时便说：

“喔，他很会教学!我希望其他老师都可以和他一样优秀。” 但是当他们描述他教学成功的原因时，他们只说：”他拥有魔力。”

But I’m here to tell you that magic can be taught.Magic can be taught.Magic

can be taught.Now, how do you teach it? You teach it by allowing people to go

into those spaces where the magic is happening.If you want to be an aspiring

teacher in urban education, you’ve got to leave the confines of that university

and go into the hood.You’ve got to go in there and hang out at the barbershop，you’ve got to attend that black church, and you’ve got to view those folks that

have the power to engage and just take notes on what they do.At our teacher

education classes at my university, I’ve started a project where every single

student that comes in there sits and watches rap concerts.They watch the way

that the rappers move and talk with their hands.They study the way that he

walks proudly across that stage.但是我想告诉你们 那种魔力是可以被教的。魔力是可以被教的。魔力是可以被教的。但是怎么去传授? 你可以通过允许人们参观 那些魔力在发生的地方

教授他们这种技能。如果你想成为城市教育中一位有抱负的老师 你得走出大学的限制 进入到魔力发生的地方。你得在理发店内与人们交谈，你得去看看黑人教堂，你还得去看看 那些有感召力的人 学习他们的做法。在我大学的教师培训课堂中，我开启了一个项目，让每一个学生看说唱音乐会。他们观察说唱歌手 的步法与说话时的手势。他们研究说唱歌手在舞台上自信走动的姿态。

They listen to his metaphors and analogies, and they start learning these

little things that if they practice enough becomes the key to magic.They learn

that if you just stare at a student and raise your eyebrow about a quarter of an

inch, you don’t have to say a word because they know that that means that you

want more.And if we could transform teacher education to focus on teaching

teachers how to create that magic then poof!we could make dead classes come

alive, we could reignite imaginations, and we can change education.他们听说唱歌手的暗示和比喻，他们遍开始学习这些东西，如果他们有足够的练习，这些将会成为掌握魔力的关键。他们学到如果你凝视一个学生

并将你的眉毛抬高四分之一英寸，你一个字都不用说 因为学生会知道你想要更多的答案。如果我们可以将将是培训转型，专注于 对于魔力的教学，我们可以将无趣的课堂变得生动起来，我们可以重新点燃想象力，我们可以改变教育。

Thank you.谢谢.(Applause)

(掌声)

第四篇：TED名人演讲稿 用舞蹈战胜癌症

TED名人演讲稿 用舞蹈战胜癌症

点课台前言：雅思听力对于很多烤鸭来说都是一道难关，大家都在苦苦思索，怎样的雅思听力。今天，点课台老师给大家整理了TED演讲，附演讲稿与视频，希望可以帮助到正在备考的考生。TED是美国的一家私有非盈利机构，该机构以它组织的TED大会著称，这个会议的宗旨是“用思想的力量来改变世界”。大家在锻炼雅思听力的时候，也可以学习一下里面的主角们的思维模式，论述方法，希望还能对大家的雅思写作有所启迪。

(Music)

(音乐)?

[Sanskrit] This is an ode to the mother goddess, that most of us in India

learn when we are children.I learned it when I was four at my mother’s knee.That year she introduced me to dance, and thus began my tryst with classical

dance.Since then--it’s been four decades now--I’ve trained with the best in

the field, performed across the globe, taught young and old alike, created，collaborated, choreographed, and wove a rich tapestry of artistry, achievement

and awards.The crowning glory was in 2007, when I received this country’s

fourth highest civilian award, the Padma Shri, for my contribution to art.(梵文)，有一首关于印度神母的颂歌，是我们大部分的印度人从小就学习的。在我四岁的时候也学习了这首歌，坐在我母亲的膝头上。也正是那一年，她引导我进入舞蹈的殿堂。而这一开端，正是我与印度古典舞幽会的伊始。从那时开始，到现在已经40年了——，我师从这一行最优秀的舞者，在世界各地演出，教导年轻的和年老的舞蹈爱好者，创造，合作，编舞，我编织了一个绚丽的挂毯，用我的艺术，成就，和奖章。2007年我获得了至高无上的荣誉，那一年

我得到了印度，授予公民的第四高荣誉，莲花奖(Padma Shri)，作为我对艺术贡献的回报

(Applause)

(观众鼓掌)

But nothing, nothing prepared me for what I was to hear on the first of July

2008.I heard the word “carcinoma.” Yes, breast cancer.As I sat dumbstruck in my doctor’s office, I heard other words: “cancer,” “stage,” “grade.” Until then，Cancer was the zodiac sign of my friend, stage was what I performed on, and

grades were what I got in school.That day, I realized I had an unwelcome，uninvited, new life partner.As a dancer, I know the nine rasas or the

navarasas: anger, valor, disgust, humor and fear.I thought I knew what fear

was.That day, I learned what fear was.但是任何事都不足以让我有心理准备，去面对我将要得知的，在2008年的7月1号，我得知了一个词“恶性肿瘤”，是的，乳腺癌，我坐在医生的办公室里，呆若木鸡，我听到了另外一些词，“癌症”，“期”，“恶性程度”，那时之前，癌(Cancer)是十二宫中的巨蟹座。是我朋友的星座，“期”(Stage)是我表演的舞台，“恶性程度”(Grade)是我在学校得到的成绩，那一天，我意识到，我有一个不受欢迎的，不请自来的，新终生伴侣，作为一个舞者，我知道九情操(印度古典舞蹈中通过肢体或表情表达不同情绪的方式)，愤怒，勇敢，厌恶，诙谐，与恐怖，我以为我知道什么是恐惧，那一天，我学会了什么是恐惧

Overcome with the enormity of it all and the complete feeling of loss of

control, I shed copious tears and asked my dear husband, Jayant.I said, “Is

this it? Is this the end of the road? Is this the end of my dance?” And he, the

positive soul that he is, said, “No, this is just a hiatus, a hiatus during the

treatment, and you’ll get back to doing what you do best.”

经历所有的巨痛，并彻底感到失去控制，我流了很多泪水，问我亲爱的丈夫，Jayant，我说，“结束了么?这就是我生命之路的尽头么?”，这就是我舞蹈的终结么?，然而他，这个乐观的灵魂，说，“不，这只是一个间隙，治疗的间隙，而且你将回来做你擅长的事

I realized then that I, who thought I had complete control of my life, had

control of only three things: My thought, my mind--the images that these

thoughts created--and the action that derived from it.So here I was wallowing

in a vortex of emotions and depression and what have you, with the enormity of

the situation, wanting to go to a place of healing, health and happiness.I

wanted to go from where I was to where I wanted to be, for which I needed

something.I needed something that would pull me out of all this.So I dried my

tears, and I declared to the world at large...I said, “Cancer’s only one page

in my life, and I will not allow this page to impact the rest of my life.”

当时我醒悟到，我认为自己完全控制了自己的人生，但我仅仅控制了3件事，我的思想，我的情绪——，这些思想所创造的想象，和由这些想象所引起的行动，所以现在我沉迷于，一种情绪的漩涡中，沮丧，和那些令你，感到情况的严酷的思绪，我想得到痊愈，健康和幸福，我想从现在的我，到达我想到的彼方，为了达到这一目标，我需要有一股可以把我从痛苦中拉出来的力量，所以

我擦干泪水，然后 我向世界宣告，我说，癌症只是我生命中的一页，我不会让这一页去影响我其余的人生

I also declared to the world at large that I would ride it out, and I would

not allow cancer to ride me.But to go from where I was to where I wanted to be，I needed something.I needed an anchor, an image, a peg to peg this process on，so that I could go from there.And I found that in my dance, my dance, my

strength, my energy, my passion, my very life breath.But it wasn’t easy.Believe me, it definitely wasn’t easy.How do you keep cheer when you go from

beautiful to bald in three days? How do you not despair when, with the body

ravaged by chemotherapy, climbing a mere flight of stairs was sheer torture，that to someone like me who could dance for three hours? How do you not get

overwhelmed by the despair and the misery of it all? All I wanted to do was curl

up and weep.But I kept telling myself fear and tears are options I did not

have.我还向世界宣告，我将度过难关，我不会允许癌症将我打倒，但是

要从我的现状，到达我的期望，我需要一些东西，我需要一个依靠，一种意象，一个标杆，钉在这一过程的起始，然后我可以从那里开始，然后

我从舞蹈中发现了它，我的舞蹈，我的力量，我的能量，我的热情，我生命的气息，但这并不容易，相信我，这绝不容易，你怎能保持振奋，在你的外型从美丽，在三天之内变成秃字，你怎能不绝望，在你的身体对化疗产生不良反应时，爬几节楼梯都像攀登险峰，对于我这样一个能连续跳3个小时的舞者?，你怎能不彷徨失措，因为痛苦和绝望，我想做的只有蜷缩起来哭泣，但是我一直告诉我自己

畏缩和哭泣，都不是我将要做的选择

So I would drag myself into my dance studio--body, mind and spirit--every

day into my dance studio, and learn everything I learned when I was four, all

over again, reworked, relearned, regrouped.It was excruciatingly painful, but I

did it.Difficult.I focused on my mudras, on the imagery of my dance, on the

poetry and the metaphor and the philosophy of the dance itself.And slowly, I

moved out of that miserable state of mind.所以我强拉自己到我的舞蹈室，我的身体，思想，和灵魂，每天都在我的舞蹈室，学习我曾经学习过的所有东西，就好像我又回到四岁，从新工作，从头学习，从新组织，这一过程非常痛苦，但是我完成了，困难，我专注于我的身印手印，专注于我舞蹈的意境，专注于韵律和意象，和舞蹈的哲学本身，然后

缓慢的 我脱离了，我心中的悲惨境遇

But I needed something else.I needed something to go that extra mile, and I

found it in that metaphor which I had learned from my mother when I was four.The metaphor of Mahishasura Mardhini, of Durga.Durga, the mother goddess, the

fearless one, created by the pantheon of Hindu gods.Durga, resplendent，bedecked, beautiful, her 18 arms ready for warfare, as she rode astride her lion

into the battlefield to destroy Mahishasur.Durga, the epitome of creative

feminine energy, or shakti.Durga, the fearless one.I made that image of Durga

and her every attribute, her every nuance, my very own.但是 我需要另外一些东西，我需要增加我的旅程，我在意象中找到了它，那是从我四岁就学起的，湿婆神的意象，杜尔迦女神，杜尔迦女神

无畏的神母，由印度诸神所创造，杜尔迦女神 辉煌 雍容

美丽，她的十八支手臂，随时准备战斗，她乘坐神狮，进入战场去毁灭水牛阿修罗，杜尔迦女神，女性创造力量的象征，或者叫女性力量，杜尔迦

无畏的女神，我做成了杜尔迦女神的意象，和她所有的属性和特质，我专属的意象

Powered by the symbology of a myth and the passion of my training, I brought

laser-sharp focus into my dance, laser-sharp focus to such an extent that I

danced a few weeks after surgery.I danced through chemo and radiation cycles，much to the dismay of my oncologist.I danced between chemo and radiation cycles

and badgered him to fit it to my performing dance schedule.What I had done is I

had tuned out of cancer and tuned into my dance.Yes, cancer has just been one

page in my life.在她那种神秘符号的推动下，并伴随着我对训练的热情，我像激光刀般精准的专注于我的舞蹈，像激光刀般专注这样一个领域，在手术之后我跳了几周的舞，在化疗和放射疗法的治疗周期我依然跳舞，我的治疗医生很惊异，我在化疗和放射的期间跳舞，我纠缠着让他使治疗周期，配合我的舞蹈计划，我所成就的是，我摆脱了癌症，专注于我的舞蹈，是的，癌症只成为我生命中的一页

My story is a story of overcoming setbacks, obstacles and challenges that

life throws at you.My story is the power of thought.My story is the power of

choice.It’s the power of focus.It’s the power of bringing ourselves to the

attention of something that so animates you, so moves you, that something even

like cancer becomes insignificant.My story is the power of a metaphor.It’s the

power of an image.Mine was that of Durga, Durga the fearless one.She was also

called Simhanandini, the one who rode the lion.我的故事，是一个克服挫折，障碍和挑战的故事，那些生命带给你的，我的故事是思想的力量，我的故事是选择的力量，是专注的力量，这是一种力量让我们注意那些，赋予我们生机活力，深刻的感动我们，和令癌症变得无足轻重的东西，我的故事是意境的力量，是意象的力量，我的意象是杜尔迦，杜尔迦无畏的女神，她也叫做Simhanandini，骑狮子的人

As I ride out, as I ride my own inner strength, my own inner resilience，armed as I am with what medication can provide and continue treatment, as I ride

out into the battlefield of cancer, asking my rogue cells to behave, I want to

be known not as a cancer survivor, but as a cancer conqueror.在我度过难关的过程中，我驾驭了我自己的内在力量，我的内在恢复力，我武装自己并联合治疗效果，我继续治疗，我经历了与癌症的战争，我命令那些肆意妄为的细胞顺从起来，我希望被世人认可，不是作为癌症幸存者，而是作为癌症征服者

I present to you an excerpt of that work “Simhanandini.”

我向你们呈现一段我的舞蹈，“狮子吼经”(Simhanandani)

(Applause)

(鼓掌)

(Music)

(音乐)

(Applause)

(鼓掌)

第五篇：TED名人演讲稿：12岁的APP开发者

【趣味雅思】TED名人演讲稿：12岁的APP开发者

点课台前言：雅思听力对于很多烤鸭来说都是一道难关，大家都在苦苦思索，怎样的雅思听力。今天，点课台老师给大家整理了TED演讲，附演讲稿与视频，希望可以帮助到正在备考的考生。TED是美国的一家私有非盈利机构，该机构以它组织的TED大会著称，这个会议的宗旨是“用思想的力量来改变世界”。大家在锻炼雅思听力的时候，也可以学习一下里面的主角们的思维模式，论述方法，希望还能对大家的雅思写作有所启迪。

I’ve always had a fascination for computers and technology, and I made a few

apps for the iPhone, iPod Touch, and iPad.I’d like to share a couple with you

today.我一直都对计算机与科技很入迷，我研制了一些适用于Iphone, iTouch以及iPad的应用。今天，我想与大家分享一些我研发出的应用。

My first app was a unique fortune teller called Earth Fortune that would

display different colors of earth depending on what your fortune was.My

favorite and most successful app is Bustin Jieber, which is ???(Laughter)???

which is a Justin Bieber Whac-A-Mole.我最先研制出的应用是一个叫Earth Fortune的运势测试器，它能根据你的运势 呈现不同颜色的地球图形 我个人最喜欢、也是最成功的应用叫Bustin

Jieber 它是一个---(笑声)它是一个贾斯汀·比伯攻击器(Whac-A-Mole原意为“打地鼠”游戏)

I created it because a lot of people at school disliked Justin Bieber a

little bit, so I decided to make the app.在学校里，我的很多同学都不太喜欢贾斯汀·比伯，所以我决定开发这样一个应用。

So I went to work programming it, and I released it just before the holidays

in 2010.于是我就开始写这个程序，并且在2010年圣诞假期和新年来临之前发布了这个应用。

A lot of people ask me, how did I make these? A lot of times it’s because the

person who asked the question wants to make an app also.很多人都问我，是怎样开发出这些应用的? 很多情况下，那些问这个问题的人，其实也想开发应用。

A lot of kids these days like to play games, but now they want to make them，and it’s difficult, because not many kids know where to go to find out how to

make a program.如今，很多的孩子都喜欢玩游戏，但是，现在他们也想制作游戏。这是很困难的，因为很多孩子并不知道 怎样找到制作软件的方法。

I mean, for soccer, you could go to a soccer team.For violin, you could get

lessons for a violin.But what if you want to make an app? And their parents，the kid’s parents might have done some of these things when they were young, but

not many parents have written apps.打个比方，你想学踢足球，那你可以加入一支足球队。想学小提琴，你可以报个小提琴班。但如果你想开发一个应用呢? 父母们年轻的时候

也许踢过足球、或者学习过小提琴 但没有多少父母写过应用吧!

(Laughter)

(笑声)

Where do you go to find out how to make an app? Well, this is how I

approached it.This is what I did.First of all, I’ve been programming in

multiple other programming languages to get the basics down, such as Python, C，Java, etc.那么你要怎样学习写应用呢? 我是这样学习的，最开始时，我学习了用好几种语言来编程，由此而掌握了编程的基础知识，例如Python语言、C语言以及Java语言等等。

And then Apple released the iPhone, and with it, the iPhone software

development kit, and the software development kit is a suite of tools for

creating and programming an iPhone app.This opened up a whole new world of

possibilities for me, and after playing with the software development kit a

little bit, I made a couple apps, I made some test apps.之后苹果发行了iPhone，随之还发布了iPhone软件开发工具，这套软件开发工具是一套工具，可用于开发与研制iPhone应用。

这为我开启了一个全新充满可能性的世界，在稍稍摆弄过这套软件开发工具之后，我开发出了一些应用，以及一些测试的应用。

One of them happened to be Earth Fortune, and I was ready to put Earth

Fortune on the App Store, and so I persuaded my parents to pay the 99 dollar fee

to be able to put my apps on the App Store.Earth Fortune便是其中之一。在我准备好要将这个应用放到App store上去时，我说服我的父母为我支付了99美元的费用，这样我就能让这个应用在App Store上上线了。

They agreed, and now I have apps on the App Store.I’ve gotten a lot of

interest and encouragement from my family, friends, teachers and even people at

the Apple Store, and that’s been a huge help to me.他们同意了，于是现在App Store上便有了我开发的应用。我的父母、朋友和老师 给了我很多灵感与鼓励，甚至连App

Store的用户都给了我许多鼓励，这些对于我来说都是莫大的帮助。

I’ve gotten a lot of inspiration from Steve Jobs, and I’ve started an app

club at school, and a teacher at my school is kindly sponsoring my app club.我也从乔布斯那里得到了很多的启发。在学校里，我建立一个app社团，学校里的一名老师支持着我的这个社团。

Any student at my school can come and learn how to design an app.This is so

I can share my experiences with others.There’s these programs called the iPad

Pilot Program, and some districts have them.学校里学生 都可以来学习如何设计应用。这样我就能与其他人一起分享我的经验。目前有一系列叫做Pilot Program的应用程序，(为各大学校利用iPad教学提供技术支持的应用软件)有些地区可下载使用这些程序。

I’m fortunate enough to be part of one.A big challenge is, how should the

iPads be used, and what apps should we put on the iPads?

幸运的是，我所在的地方正是这些地区之一。而我们目前面临的挑战是应该怎样利用iPad，以及iPad上应该有哪些应用程序。

So we’re getting feedback from teachers at the school to see what kind of

apps they’d like.所以我们对学校教师进行了调研，获得了关于他们喜欢什么样应用的反馈。

When we design the app and we sell it, it will be free to local districts and

other districts that we sell to, all the money from that will go into the local

ed foundations.当我们设计完这些应用并将其出售时，当地的学校可以免费使用，而从收费地区获得的收入，则会捐赠给当地的教育机构。

These days, students usually know a little bit more than teachers with the

technology.如今，学生们所掌握的科技通常 会比老师多那么一点点。

(Laughter)

(笑声)

So--

所以--

(Laughter)

(笑声)

--sorry--(Laughter)--

抱歉--(笑声)

so this is a resource to teachers, and educators should recognize this

resource and make good use of it.I’d like to finish up by saying what I’d like

to do in the future.所以这对老师而言是一种资源，教育工作者们应该了解这些资源，并充分地利用它们 最后，我想谈谈我未来的计划。

First of all, I’d like to create more apps, more games.I’m working with a

third party company to make an app.I’d like to get into Android programming and

development, and I’d like to continue my app club, and find other ways for

students to share knowledge with others.首先，我要开发出更多的应用、更多的游戏，目前我正在与一个第三方公司合作开发App，我想开始安卓系统应用的编程与开发，同时，我也要继续我的app社团，为同学们找到其他的方式，共同分享知识。

Thank you.谢谢!

(Applause)