关于ted演讲稿中英文大全

2024-09-09 11:51:15

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以下是小编整理的ted演讲稿中英文,本文共12篇,希望能够帮助到大家。

ted演讲稿中英文

篇1:30天尝试新事物演讲稿_ted演讲稿30天新中英文

a few years ago, i felt like i was stuck in a rut, so i decided to follow in the footsteps of the great american philosopher, morgan spurlock, and try something new for 30 days. the idea is actually pretty simple. think about something you’ve always wanted to add to your life and try it for the next 30 days. it turns out, 30 days is just about the right amount of time to add a new habit or subtract a habit ― like watching the news ― from your life.

篇2:30天尝试新事物演讲稿_ted演讲稿30天新中英文

there’s a few things i learned while doing these 30-day challenges. the first was, instead of the months flying by, forgotten, the time was much more memorable. this was part of a challenge i did to take a picture everyday for a month. and i remember exactly where i was and what i was doing that day. i also noticed that as i started to do more and harder 30-day challenges, my self-confidence grew. i went from desk-dwelling computer nerd to the kind of guy who bikes to work ― for fun. even last year, i ended up hiking up mt. kilimanjaro, the highest mountain in africa. i would never have been that adventurous before i started my 30-day challenges.

篇3:30天尝试新事物演讲稿_ted演讲稿30天新中英文

i also figured out that if you really want something badly enough, you can do anything for 30 days. have you ever wanted to write a novel? every november, tens of thousands of people try to write their own 50,000 word novel from scratch in 30 days. it turns out, all you have to do is write 1,667 words a day for a month. so i did. by the way, the secret is not to go to sleep until you’ve written your words for the day. you might be sleep-deprived, but you’ll finish your novel. now is my book the next great american novel? no. i wrote it in a month. it’s awful. but for the rest of my life, if i meet john hodgman at a ted party, i don’t have to say, “i’m a computer scientist.” no, no, if i want to i can say, “i’m a novelist.”

[30天尝试新事物演讲稿_ted演讲稿30天新中英文]

篇4:ted演讲稿精选

chinese restaurants have played an important role in american history, as a matter of fact. the cuban missile crisis was resolved in a chinese restaurant called yenching palace in washington, d.c., which unfortunately is closed now, and about to be turned into walgreen's. and the house that john wilkes booth planned the assassination of abraham lincoln is actually also now a chinese restaurant called wok 'n roll, on h street in washington.

事实上,中国餐馆在美国历史上发挥了很重要的作用。古巴导弹危机是在华盛顿一家名叫“燕京馆”的中餐馆里解决的。很不幸,这家餐馆现在关门了,即将被改建成沃尔格林连锁药店。而约翰·威尔克斯·布斯刺杀林肯总统的那所房子现在也成了一家中餐馆,就是位于华盛顿的“锅和卷”。

and if you think about it, a lot of the foods that you think of or we think of or americans think of as chinese food are barely recognizable to chinese, for e_ample: beef with broccoli, egg rolls, general tso's chicken, fortune cookies, chop suey, the take-out bo_es.

如果你仔细想想,就会发现很多你们所认为或我们所认为,或是美国人所认为的中国食物,中国人并不认识。比如西兰花牛肉、蛋卷、左宗棠鸡、幸运饼干、杂碎、外卖盒子。

so, the interesting question is, how do you go from fortune cookies being something that is japanese to being something that is chinese? well, the short answer is, we locked up all the japanese during world war ii, including those that made fortune cookies, so that's the time when the chinese moved in, kind of saw a market opportunity and took over.

所以有趣的是,幸运饼干是怎么从日本的东西变成中国的东西的呢?简单地说,我们在二战时扣押了所以的日本人,包括那些做幸运饼干的。这时候,中国人来了,看到了商机,自然就据为己有了。

general tso's chicken -- which, by the way, in the us naval academy is called admiral tso's chicken. i love this dish. the original name in my book was actually called the long march of general tso, and he has marched very far indeed, because he is sweet, he is fried, and he is chicken -- all things that americans love.

左宗棠鸡,在美国海军军校被称为左司令鸡。我很喜欢这道菜。在我的书里,这道菜实际上叫左将军的长征,它确实在美国很受欢迎 ,因为它是甜的,油炸的,是鸡肉做的——全部都是美国人的最爱。

so, you know, i realized when i was there, general tso is kind of a lot like colonel sanders in america, in that he's known for chicken and not war. but in china, this guy's actually known for war and not chicken.

我意识到左宗棠将军有点像美国的桑德斯上校(肯德基创始人),因为他是因鸡肉而出名的而不是战争。而在中国,左宗棠确实是因为战争而不是鸡肉闻名的。

so it's kind of part of the phenomenon i called spontaneous self-organization, right, where, like in ant colonies, where little decisions made by -- on the micro-level actually have a big impact on the macro-level.

这就有点像我所说的自发组织现象。就像在蚂蚁群中,在微观层面上做的小小决定会在宏观层面上产生巨大的影响。

and the great innovation of chicken mcnuggets was not nuggetfying them, because that's kind of an easy concept, but the trick behind chicken mcnuggets was, they were able to remove the chicken from the bone in a cost-effective manner, which is why it took so long for other people to copy them.

麦乐鸡块的发明并没有给他们带来切实收益,因为这个想法很简单,但麦乐鸡背后的技巧是如何用一种划算的方式来把鸡肉从骨头上剔出来。这就是为什么过了这么久才有人模仿他们。

we can think of chinese restaurants perhaps as linu_: sort of an open source thing, right, where ideas from one person can be copied and propagated across the entire system, that there can be specialized versions of chinese food, you know, depending on the region.

我们可以把中餐馆比作linu_:一种开源系统。一个人的想法可以在整个系统中被复制,被普及。在不同的地区,就有特别版本的中国菜。

篇5:ted演讲稿精选

简介:残奥会短跑冠军aimee mullins天生没有腓骨,从小就要学习靠义肢走路和奔跑。如今,她不仅是短跑选手、演员、模特,还是一位稳健的演讲者。她不喜欢字典中 “disabled”这个词,因为负面词汇足以毁掉一个人。但是,坦然面对不幸,你会发现等待你的是更多的机会。

i'd like to share with you a discovery that i made a few months ago while writing an article for italian wired. i always keep my thesaurus handy whenever i'm writing anything, but i'd already finished editing the piece, and i realized that i had never once in my life looked up the word “disabled” to see what i'd find.

let me read you the entry. “disabled, adjective: crippled, helpless, useless, wrecked, stalled, maimed, wounded, mangled, lame, mutilated, run-down, worn-out, weakened, impotent, castrated, paralyzed, handicapped, senile, decrepit, laid-up, done-up, done-for, done-in cracked-up, counted-out; see also hurt, useless and weak. antonyms, healthy, strong, capable.” i was reading this list out loud to a friend and at first was laughing, it was so ludicrous, but i'd just gotten past “mangled,” and my voice broke, and i had to stop and collect myself from the emotional shock and impact that the assault from these words unleashed.

you know, of course, this is my raggedy old thesaurus so i'm thinking this must be an ancient print date, right? but, in fact, the print date was the early 1980s, when i would have been starting primary school and forming an understanding of myself outside the family unit and as related to the other kids and the world around me. and, needless to say, thank god i wasn't using a thesaurus back then. i mean, from this entry, it would seem that i was born into a world that perceived someone like me to have nothing positive whatsoever going for them, when in fact, today i'm celebrated for the opportunities and adventures my life has procured.

so, i immediately went to look up the __ online edition, e_pecting to find a revision worth noting. here's the updated version of this entry. unfortunately, it's not much better. i find the last two words under “near antonyms,” particularly unsettling: “whole” and “wholesome.”

so, it's not just about the words. it's what we believe about people when we name them with these words. it's about the values behind the words, and how we construct those values. our language affects our thinking and how we view the world and how we view other people. in fact, many ancient societies, including the greeks and the romans, believed that to utter a curse verbally was so powerful, because to say the thing out loud brought it into e_istence. so, what reality do we want to call into e_istence: a person who is limited, or a person who's empowered? by casually doing something as simple as naming a person, a child, we might be putting lids and casting shadows on their power. wouldn't we want to open doors for them instead?

one such person who opened doors for me was my childhood doctor at the a.i. dupont institute in wilmington, delaware. his name was dr. pizzutillo, an italian american, whose name, apparently, was too difficult for most americans to pronounce, so he went by dr. p. and dr. p always wore really colorful bow ties and had the very perfect disposition to work with children.

i loved almost everything about my time spent at this hospital, with the e_ception of my physical therapy sessions. i had to do what seemed like innumerable repetitions of e_ercises with these thick, elastic bands -- different colors, you know -- to help build up my leg muscles, and i hated these bands more than anything -- i hated them, had names for them. i hated them. and, you know, i was already bargaining, as a five year-old child, with dr. p to try to get out of doing these e_ercises, unsuccessfully, of course. and, one day, he came in to my session -- e_haustive and unforgiving, these sessions -- and he said to me, “wow. aimee, you are such a strong and powerful little girl, i think you're going to break one of those bands. when you do break it, i'm going to give you a hundred bucks.”

now, of course, this was a simple ploy on dr. p's part to get me to do the e_ercises i didn't want to do before the prospect of being the richest five-year-old in the second floor ward, but what he effectively did for me was reshape an awful daily occurrence into a new and promising e_perience for me. and i have to wonder today to what e_tent his vision and his declaration of me as a strong and powerful little girl shaped my own view of myself as an inherently strong, powerful and athletic person well into the future.

this is an e_ample of how adults in positions of power can ignite the power of a child. but, in the previous instances of those thesaurus entries, our language isn't allowing us to evolve into the reality that we would all want, the possibility of an individual to see themselves as capable. our language hasn't caught up with the changes in our society, many of which have been brought about by technology. certainly, from a medical standpoint, my legs, laser surgery for vision impairment, titanium knees and hip replacements for aging bodies that are allowing people to more fully engage with their abilities, and move beyond the limits that nature has imposed on them -- not to mention social networking platforms allow people to self-identify, to claim their own descriptions of themselves, so they can go align with global groups of their own choosing. so, perhaps technology is revealing more clearly to us now what has always been a truth: that everyone has something rare and powerful to offer our society, and that the human ability to adapt is our greatest asset.

the human ability to adapt, it's an interesting thing, because people have continually wanted to talk to me about overcoming adversity, and i'm going to make an admission: this phrase never sat right with me, and i always felt uneasy trying to answer people's questions about it, and i think i'm starting to figure out why. implicit in this phrase of “overcoming adversity” is the idea that success, or happiness, is about emerging on the other side of a challenging e_perience unscathed or unmarked by the e_perience, as if my successes in life have come about from an ability to sidestep or circumnavigate the presumed pitfalls of a life with prosthetics, or what other people perceive as my disability. but, in fact, we are changed. we are marked, of course, by a challenge, whether physically, emotionally or both. and i'm going to suggest that this is a good thing. adversity isn't an obstacle that we need to get around in order to resume living our life. it's part of our life. and i tend to think of it like my shadow. sometimes i see a lot of it, sometimes there's very little, but it's always with me. and, certainly, i'm not trying to diminish the impact, the weight, of a person's struggle.

there is adversity and challenge in life, and it's all very real and relative to every single person, but the question isn't whether or not you're going to meet adversity, but how you're going to meet it. so, our responsibility is not simply shielding those we care for from adversity, but preparing them to meet it well. and we do a disservice to our kids when we make them feel that they're not equipped to adapt. there's an important difference and distinction between the objective medical fact of my being an amputee and the subjective societal opinion of whether or not i'm disabled. and, truthfully, the only real and consistent disability i've had to confront is the world ever thinking that i could be described by those definitions.

in our desire to protect those we care about by giving them the cold, hard truth about their medical prognosis, or, indeed, a prognosis on the e_pected quality of their life, we have to make sure that we don't put the first brick in a wall that will actually disable someone. perhaps the e_isting model of only looking at what is broken in you and how do we fi_ it, serves to be more disabling to the individual than the pathology itself.

by not treating the wholeness of a person, by not acknowledging their potency, we are creating another ill on top of whatever natural struggle they might have. we are effectively grading someone's worth to our community. so we need to see through the pathology and into the range of human capability. and, most importantly, there's a partnership between those perceived deficiencies and our greatest creative ability. so it's not about devaluing, or negating, these more trying times as something we want to avoid or sweep under the rug, but instead to find those opportunities wrapped in the adversity. so maybe the idea i want to put out there is not so much overcoming adversity as it is opening ourselves up to it, embracing it, grappling with it, to use a wrestling term, maybe even dancing with it. and, perhaps, if we see adversity as natural, consistent and useful, we're less burdened by the presence of it.

this year we celebrate the 200th birthday of charles darwin, and it was 150 years ago, when writing about evolution, that darwin illustrated, i think, a truth about the human character. to paraphrase: it's not the strongest of the species that survives, nor is it the most intelligent that survives; it is the one that is most adaptable to change. conflict is the genesis of creation. from darwin's work, amongst others, we can recognize that the human ability to survive and flourish is driven by the struggle of the human spirit through conflict into transformation. so, again, transformation, adaptation, is our greatest human skill. and, perhaps, until we're tested, we don't know what we're made of. maybe that's what adversity gives us: a sense of self, a sense of our own power. so, we can give ourselves a gift. we can re-imagine adversity as something more than just tough times. maybe we can see it as change. adversity is just change that we haven't adapted ourselves to yet.

i think the greatest adversity that we've created for ourselves is this idea of normalcy. now, who's normal? there's no normal. there's common, there's typical. there's no normal, and would you want to meet that poor, beige person if they e_isted? (laughter) i don't think so. if we can change this paradigm from one of achieving normalcy to one of possibility -- or potency, to be even a little bit more dangerous -- we can release the power of so many more children, and invite them to engage their rare and valuable abilities with the community.

anthropologists tell us that the one thing we as humans have always required of our community members is to be of use, to be able to contribute. there's evidence that neanderthals, 60,000 years ago, carried their elderly and those with serious physical injury, and perhaps it's because the life e_perience of survival of these people proved of value to the community. they didn't view these people as broken and useless; they were seen as rare and valuable.

a few years ago, i was in a food market in the town where i grew up in that red zone in northeastern pennsylvania, and i was standing over a bushel of tomatoes. it was summertime: i had shorts on. i hear this guy, his voice behind me say, “well, if it isn't aimee mullins.” and i turn around, and it's this older man. i have no idea who he is.

and i said, “i'm sorry, sir, have we met? i don't remember meeting you.”

he said, “well, you wouldn't remember meeting me. i mean, when we met i was delivering you from your mother's womb.” (laughter) oh, that guy. and, but of course, actually, it did click.

this man was dr. kean, a man that i had only known about through my mother's stories of that day, because, of course, typical fashion, i arrived late for my birthday by two weeks. and so my mother's prenatal physician had gone on vacation, so the man who delivered me was a complete stranger to my parents. and, because i was born without the fibula bones, and had feet turned in, and a few toes in this foot and a few toes in that, he had to be the bearer -- this stranger had to be the bearer of bad news.

he said to me, “i had to give this prognosis to your parents that you would never walk, and you would never have the kind of mobility that other kids have or any kind of life of independence, and you've been making liar out of me ever since.” (laughter) (applause)

the e_traordinary thing is that he said he had saved newspaper clippings throughout my whole childhood, whether winning a second grade spelling bee, marching with the girl scouts, you know, the halloween parade, winning my college scholarship, or any of my sports victories, and he was using it, and integrating it into teaching resident students, med students from hahnemann medical school and hershey medical school. and he called this part of the course the _ factor, the potential of the human will. no prognosis can account for how powerful this could be as a determinant in the quality of someone's life. and dr. kean went on to tell me, he said, “in my e_perience, unless repeatedly told otherwise, and even if given a modicum of support, if left to their own devices, a child will achieve.”

see, dr. kean made that shift in thinking. he understood that there's a difference between the medical condition and what someone might do with it. and there's been a shift in my thinking over time, in that, if you had asked me at 15 years old, if i would have traded prosthetics for flesh-and-bone legs, i wouldn't have hesitated for a second. i aspired to that kind of normalcy back then. but if you ask me today, i'm not so sure. and it's because of the e_periences i've had with them, not in spite of the e_periences i've had with them. and perhaps this shift in me has happened because i've been e_posed to more people who have opened doors for me than those who have put lids and cast shadows on me.

see, all you really need is one person to show you the epiphany of your own power, and you're off. if you can hand somebody the key to their own power -- the human spirit is so receptive -- if you can do that and open a door for someone at a crucial moment, you are educating them in the best sense. you're teaching them to open doors for themselves. in fact, the e_act meaning of the word “educate” comes from the root word “educe.” it means “to bring forth what is within, to bring out potential.” so again, which potential do we want to bring out?

there was a case study done in 1960s britain, when they were moving from grammar schools to comprehensive schools. it's called the streaming trials. we call it “tracking” here in the states. it's separating students from a, b, c, d and so on. and the “a students” get the tougher curriculum, the best teachers, etc. well, they took, over a three-month period, d-level students, gave them a's, told them they were “a's,” told them they were bright, and at the end of this three-month period, they were performing at a-level.

and, of course, the heartbreaking, flip side of this study, is that they took the “a students” and told them they were “d's.” and that's what happened at the end of that three-month period. those who were still around in school, besides the people who had dropped out. a crucial part of this case study was that the teachers were duped too. the teachers didn't know a switch had been made. they were simply told, “these are the 'a-students,' these are the 'd-students.'” and that's how they went about teaching them and treating them.

so, i think that the only true disability is a crushed spirit, a spirit that's been crushed doesn't have hope, it doesn't see beauty, it no longer has our natural, childlike curiosity and our innate ability to imagine. if instead, we can bolster a human spirit to keep hope, to see beauty in themselves and others, to be curious and imaginative, then we are truly using our power well. when a spirit has those qualities, we are able to create new realities and new ways of being.

i'd like to leave you with a poem by a fourteenth-century persian poet named hafiz that my friend, jacques dembois told me about, and the poem is called “the god who only knows four words”: “every child has known god, not the god of names, not the god of don'ts, but the god who only knows four words and keeps repeating them, saying, 'come dance with me. come, dance with me. come, dance with me.'”

thank you. (applause)

篇6:ted演讲稿精选

in a funny, rapid-fire 4 minutes, ale_is ohanian of reddit tells the real-life fable of one humpback whale's rise to web stardom. the lesson of mister splashy pants is a shoo-in classic for meme-makers and marketers in the facebook age.

这段有趣的4分钟演讲,来自 reddit 网站创始人 ale_is ohanian。他讲了一个座头鲸在网上一夜成名的真实故事。“溅水先生”的故事是脸书时代米姆(小编注:根据《牛津英语词典》,meme被定义为:“文化的基本单位,通过非遗传的方式,特别是模仿而得到传递。”)制造者和传播者共同创造的经典案例。

演讲的开头,ale_is ohanian 介绍了“溅水先生”的故事。“绿色和平”环保组织为了阻止日本的捕鲸行为,在一只鲸鱼体内植入新片,并发起一个为这只座头鲸起名的活动。“绿色和平”组织希望起低调奢华有内涵的名字,但经过 reddit 的宣传和推动,票数最多的却是非常不高大上的“溅水先生”这个名字。经过几番折腾,“绿色和平”接受了这个名字,并且这一行动成功阻止了日本捕鲸活动。

演讲内容节选(ale_ ohanian 从社交网络的角度分析这个事件)

and actually, redditors in the internet community were happy to participate, but they weren't whale lovers. a few of them certainly were. but we're talking about a lot of people who were just really interested and really caught up in this great meme, and in fact someone from greenpeace came back on the site and thanked reddit for its participation. but this wasn't really out of altruism. this was just out of interest in doing something cool.

事实上,reddit 的社区用户们很高兴参与其中,但他们并非是鲸鱼爱好者。当然,他们中的一小部分或许是。我们看到的是一群人积极地去参与到这个米姆(社会活动)中,实际上 “绿色和平”中的人登陆 reddit.com,感谢大家的参与。网友们这么做并非是完全的利他主义。他们只是觉得做这件事很酷。

and this is kind of how the internet works. this is that great big secret. because the internet provides this level playing field. your link is just as good as your link, which is just as good as my link. as long as we have a browser, anyone can get to any website no matter how big a budget you have.

这就是互联网的运作方式。这就是我说的秘密。因为互联网提供的是一个机会均等平台。你分享的链接跟他分享的链接一样有趣,我分享的链接也不赖。只要我们有一个浏览器,不论你的财富几何,你都可以去到想浏览的页面。

the other important thing is that it costs nothing to get that content online now. there are so many great publishing tools that are available, it only takes a few minutes of your time now to actually produce something. and the cost of iteration is so cheap that you might as well give it a go.

另外,从互联网获取内容不需要任何成本。如今,互联网有各种各样的发布工具,你只需要几分钟就可以成为内容的提供者。这种行为的成本非常低,你也可以试试。

and if you do, be genuine about it. be honest. be up front. and one of the great lessons that greenpeace actually learned was that it's okay to lose control. the final message that i want to share with all of you -- that you can do well online. if you want to succeed you've got to be okay to just lose control. thank you.

如果你真的决定试试,那么请真挚、诚实、坦率地去做。“绿色和平”在这个故事中获得的教训是,有时候失控并不一定是坏事。最后我想告诉你们的是——你可以在网络上做得很好。如果你想在网络上成功,你得经得起一点失控。谢谢。

篇7:ted演讲稿精选

try something new for 30 days 小计划帮你实现大目标

a few years ago, i felt like i was stuck in a rut, so i decided to follow in the footsteps of the great american philosopher, morgan spurlock, and try something new for 30 days. the idea is actually pretty simple. think about something you’ve always wanted to add to your life and try it for the ne_t 30 days. it turns out, 30 days is just about the right amount of time to add a new habit or subtract a habit — like watching the news — from your life.

几年前, 我感觉对老一套感到枯燥乏味, 所以我决定追随伟大的美国哲学家摩根·斯普尔洛克的脚步,尝试做新事情30天。这个想法的确是非常简单。考虑下,你常想在你生命中做的一些事情 接下来30天尝试做这些。 这就是,30天刚好是这么一段合适的时间 去养成一个新的习惯或者改掉一个习惯——例如看新闻——在你生活中。

there’s a few things i learned while doing these 30-day challenges. the first was, instead of the months flying by, forgotten, the time was much more memorable. this was part of a challenge i did to take a picture everyday for a month. and i remember e_actly where i was and what i was doing that day. i also noticed that as i started to do more and harder 30-day challenges, my self-confidence grew. i went from desk-dwelling computer nerd to the kind of guy who bikes to work — for fun. even last year, i ended up hiking up mt. kilimanjaro, the highest mountain in africa. i would never have been that adventurous before i started my 30-day challenges.

当我在30天做这些挑战性事情时,我学到以下一些事。第一件事是,取代了飞逝而过易被遗忘的岁月的是 这段时间非常的更加令人难忘。挑战的一部分是要一个月内每天我要去拍摄一张照片。我清楚地记得那一天我所处的位置我都在干什么。我也注意到随着我开始做更多的,更难的30天里具有挑战性的事时,我自信心也增强了。我从一个台式计算机宅男极客变成了一个爱骑自行车去工作的人——为了玩乐。甚至去年,我完成了在非洲最高山峰乞力马扎罗山的远足。在我开始这30天做挑战性的事之前我从来没有这样热爱冒险过。

i also figured out that if you really want something badly enough, you can do anything for 30 days. have you ever wanted to write a novel? every november, tens of thousands of people try to write their own 50,000 word novel from scratch in 30 days. it turns out, all you have to do is write 1,667 words a day for a month. so i did. by the way, the secret is not to go to sleep until you’ve written your words for the day. you might be sleep-deprived, but you’ll finish your novel. now is my book the ne_t great american novel? no. i wrote it in a month. it’s awful. but for the rest of my life, if i meet john hodgman at a ted party, i don’t have to say, “i’m a computer scientist.” no, no, if i want to i can say, “i’m a novelist.”

我也认识到如果你真想一些槽糕透顶的事,你可以在30天里做这些事。你曾想写小说吗?每年11月,数以万计的人们在30天里,从零起点尝试写他们自己的5万字小说。这结果就是,你所要去做的事就是每天写1667个字要写一个月。所以我做到了。顺便说一下,秘密在于除非在一天里你已经写完了1667个字,要不你就甭想睡觉。你可能被剥夺睡眠,但你将会完成你的小说。那么我写的书会是下一部伟大的美国小说吗?不是的。我在一个月内写完它。它看上去太可怕了。但在我的余生,如果我在一个ted聚会上遇见约翰·霍奇曼,我不必开口说,“我是一个电脑科学家。”不,不会的,如果我愿意我可以说,“我是一个小说家。”

(laughter)

(笑声)

so here’s one last thing i’d like to mention. i learned that when i made small, sustainable changes, things i could keep doing, they were more likely to stick. there’s nothing wrong with big, crazy challenges. in fact, they’re a ton of fun. but they’re less likely to stick. when i gave up sugar for 30 days, day 31 looked like this.

我这儿想提的最后一件事。当我做些小的、持续性的变化,我可以不断尝试做的事时,我学到我可以把它们更容易地坚持做下来。这和又大又疯狂的具有挑战性的事情无关。事实上,它们的乐趣无穷。但是,它们就不太可能坚持做下来。当我在30天里拒绝吃糖果,31天后看上去就像这样。

(laughter)

(笑声)

so here’s my question to you: what are you waiting for? i guarantee you the ne_t 30 days are going to pass whether you like it or not, so why not think about something you have always wanted to try and give it a shot for the ne_t 30 days.

所以我给大家提的问题是:大家还在等什么呀?我保准大家在未来的30天定会经历你喜欢或者不喜欢的事,那么为什么不考虑一些你常想做的尝试并在未来30天里试试给自己一个机会。

thanks.

谢谢。

(applause)

(掌声)

篇8:ted演讲稿精选

I was one of the only kids in college who had a reason to go to the P.O. bo_ at the end of the day, and that was mainly because my mother has never believed in email, in Facebook, in te_ting or cell phones in general. And so while other kids were BBM-ing their parents, I was literally waiting by the mailbo_ to get a letter from home to see how the weekend had gone, which was a little frustrating when Grandma was in the hospital, but I was just looking for some sort of scribble, some unkempt cursive from my mother.

And so when I moved to New York City after college and got completely sucker-punched in the face by depression, I did the only thing I could think of at the time. I wrote those same kinds of letters that my mother had written me for strangers, and tucked them all throughout the city, dozens and dozens of them. I left them everywhere, in cafes and in libraries, at the U.N., everywhere. I blogged about those letters and the days when they were necessary, and I posed a kind of crazy promise to the Internet: that if you asked me for a hand-written letter, I would write you one, no questions asked. Overnight, my inbo_ morphed into this harbor of heartbreak -- a single mother in Sacramento, a girl being bullied in rural Kansas, all asking me, a 22-year-old girl who barely even knew her own coffee order, to write them a love letter and give them a reason to wait by the mailbo_.

Well, today I fuel a global organization that is fueled by those trips to the mailbo_, fueled by the ways in which we can harness social media like never before to write and mail strangers letters when they need them most, but most of all, fueled by crates of mail like this one, my trusty mail crate, filled with the scriptings of ordinary people, strangers writing letters to other strangers not because they're ever going to meet and laugh over a cup of coffee, but because they have found one another by way of letter-writing.

But, you know, the thing that always gets me about these letters is that most of them have been written by people that have never known themselves loved on a piece of paper. They could not tell you about the ink of their own love letters. They're the ones from my generation, the ones of us that have grown up into a world where everything is paperless, and where some of our best conversations have happened upon a screen. We have learned to diary our pain onto Facebook, and we speak swiftly in 140 characters or less.

But what if it's not about efficiency this time? I was on the subway yesterday with this mail crate, which is a conversation starter, let me tell you. If you ever need one, just carry one of these. (Laughter) And a man just stared at me, and he was like, “Well, why don't you use the Internet?” And I thought, “Well, sir, I am not a strategist, nor am I specialist. I am merely a storyteller.” And so I could tell you about a woman whose husband has just come home from Afghanistan, and she is having a hard time unearthing this thing called conversation, and so she tucks love letters throughout the house as a way to say, “Come back to me. Find me when you can.” Or a girl who decides that she is going to leave love letters around her campus in Dubuque, Iowa, only to find her efforts ripple-effected the ne_t day when she walks out onto the quad and finds love letters hanging from the trees, tucked in the bushes and the benches. Or the man who decides that he is going to take his life, uses Facebook as a way to say goodbye to friends and family. Well, tonight he sleeps safely with a stack of letters just like this one tucked beneath his pillow, scripted by strangers who were there for him when.

These are the kinds of stories that convinced me that letter-writing will never again need to flip back her hair and talk about efficiency, because she is an art form now, all the parts of her, the signing, the scripting, the mailing, the doodles in the margins. The mere fact that somebody would even just sit down, pull out a piece of paper and think about someone the whole way through, with an intention that is so much harder to unearth when the browser is up and the iPhone is pinging and we've got si_ conversations rolling in at once, that is an art form that does not fall down to the Goliath of “get faster,” no matter how many social networks we might join. We still clutch close these letters to our chest, to the words that speak louder than loud, when we turn pages into palettes to say the things that we have needed to say, the words that we have needed to write, to sisters and brothers and even to strangers, for far too long. Thank you. (Applause) (Applause)

篇9:ted演讲稿

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 peopleThe 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 youWhy 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。

篇10:ted演讲稿

Why TED talks are better than the last speech you sat through

世上最好的演讲:TED演讲吸引人的秘密

Think about the last time you heard someone give a speech, or any formal presentation. Maybe it was so long that you were either overwhelmed with data, or you just tuned the speaker out. If PowerPoint was involved, each slide was probably loaded with at least 40 words or figures, and odds are that you don't remember more than a tiny bit of what they were supposed to show.

回想一下你上次聆听某人发表演讲或任何正式陈述的情形。它也许太长了,以至于你被各种数据搞得头昏脑胀,甚或干脆不理会演讲者。如果演讲者使用了PPT文档,那么每张幻灯片很可能塞入了至少40个单词或数字,但你现在或许只记得一丁点内容。

Pretty uninspiring, huhTalk Like TED: 9 Public-Speaking Secrets of The World's Best Mindsexamines why in prose that's as lively and appealing as, well, a TED talk. Timed to coincide with the 30th anniversary in March of those now-legendary TED conferences, the book draws on current brain science to explain what wins over, and fires up, an audience -- and what doesn't. Author Carmine Gallo also studied more than 500 of the most popular TED speeches (there have been about 1,500 so far) and interviewed scores of the people who gave them.

相当平淡,是吧?《像TED那样演讲:全球顶级人才九大演讲秘诀》(Talk Like TED: 9 Public-Speaking Secrets of The World's Best Minds)一书以流畅的文笔审视了为什么TED演讲如此生动,如此引人入胜。出版方有意安排在今年3月份发行此书,以庆贺如今已成为经典的TED大会成立30周年。这部著作借鉴当代脑科学解释了什么样的演讲能够说服听众、鼓舞听众,什么样的演讲无法产生这种效果。

Much of what he found out is surprising. Consider, for instance, the fact that each TED talk is limited to 18 minutes. That might sound too short to convey much. Yet TED curator Chris Anderson imposed the time limit, he told Gallo, because it's “long enough to be serious and short enough to hold people's attention ... By forcing speakers who are used to going on for 45 minutes to bring it down to 18, you get them to think about what they really want to say.” It's also the perfect length if you want your message to go viral, Anderson says.

他挖出了不少令人吃惊的演讲策略。例如,每场TED演讲都被限制在18分钟以内。听起来太过短暂,似乎无法传达足够多讯息。然而,TED大会策办人克里斯安德森决议推行这项时间限制规则,因为“这个时间长度足够庄重,同时又足够短,能够吸引人们的注意力。通过迫使那些习惯于滔滔不绝讲上45分钟的嘉宾把演讲时间压缩至18分钟,你就可以让他们认真思考他们真正想说的话,”他对加洛说。此外,安德森说,如果你希望你的讯息像病毒般扩散,这也是一个完美的时间长度。

Recent neuroscience shows why the time limit works so well: People listening to a presentation are storing data for retrieval in the future, and too much information leads to “cognitive overload,” which gives rise to elevated levels of anxiety -- meaning that, if you go on and on, your audience will start to resist you. Even worse, they won't recall a single point you were trying to make.

最近的神经科学研究说明了为什么这项时间限制产生如此好的效果:聆听陈述的人们往往会存储相关数据,以备未来检索之用,而太多的信息会导致“认知超负荷”,进而推升听众的焦虑度。它意味着,如果你说个没完没了,听众就会开始抗拒你。更糟糕的是,他们不会记得你努力希望传递的信息点,甚至可能一个都记不住。

“Albert Einstein once said, 'If you can't explain it simply, you don't understand it well enough,'

” Gallo writes, adding that the physicist would have applauded astronomer David Christian who, at TED in , narrated the complete history of the universe -- and Earth's place in it -- in 17 minutes and 40 seconds.

“爱因斯坦曾经说过,‘要是你不能言简意赅地解释某种理论,那就说明你自己都还没有理解透彻,’”加罗写道。他还举例说,物理学家或许会大加赞赏天文学家大卫克里斯蒂安在TED大会上发表的演讲。克里斯蒂安在这个演讲中完整地讲述了宇宙史及地球在宇宙的地位,整场演讲用时只有17分40秒。

Gallo offers some tips on how to boil a complex presentation down to 18 minutes or so, including what he calls the “rule of three,” or condensing a plethora of ideas into three main points, as many top TED talkers do. He also notes that, even if a speech just can't be squeezed down that far, the effort alone is bound to improve it: “Your presentation will be far more creative and impactful simply by going through the exercise.”

如何把一个复杂的陈述压缩至18分钟左右?加洛就这个问题提供了一些小建议,其中包括他所称的“三的法则”。具体说就是,把大量观点高度浓缩为三大要点。TED大会上的许多演讲高手就是这样做的。他还指出,即使一篇演讲无法提炼到这样的程度,单是这番努力也一定能改善演讲的效果:“仅仅通过这番提炼,你就可以大大增强陈述的创造性和影响力。”

Then there's PowerPoint. “TED represents the end of PowerPoint as we know it,” writes Gallo. He hastens to add that there's nothing wrong with PowerPoint as a tool, but that most speakers unwittingly make it work against them by cluttering up their slides with way too many words (40, on average) and numbers.

另一个建议与PPT文档有关。“TED大会象征着我们所知的PPT文档正走向终结,”加洛写道。他随后又马上补充说,作为工具的PowerPoint本身并没有什么错,但大多数演讲者为他们的幻灯片塞进了太多的单词(平均40个)和数字,让这种工具不经意间带来了消极影响。

The remedy for that, based on the most riveting TED talks: If you must use slides, fill them with a lot more images. Once again, research backs this up, with something academics call the Picture Superiority Effect: Three days after hearing or reading a set of facts, most people will remember about 10% of the information. Add a photo or a drawing, and recall jumps to 65%.

最吸引人的TED演讲为我们提供了一个补救策略:如果你必须使用幻灯片,务必记得要大量运用图像资源。这种做法同样有科学依据,它就是研究人员所称的“图优效应”(Picture Superiority Effect):听到或读到一组事实三天后,大多数人会记得大约10%的信息。而添加一张照片或图片后,记忆率将跃升至65%。

One study, by molecular biologist John Medina at the University of Washington School of Medicine, found that not only could people recall more than 2,500 pictures with at least 90% accuracy several days later, but accuracy a whole year afterward was still at about 63%.

华盛顿大学医学院(University of Washington School of Medicine)分子生物学家约翰梅迪纳主持的研究发现,几天后,人们能够回想起超过2,500张图片,准确率至少达到90%;一年后的准确率依然保持在63%左右。

That result “demolishes” print and speech, both of which were tested on the same group of subjects, Medina's study indicated, which is something worth bearing in mind for anybody hoping that his or her ideas will be remembered.

梅迪纳的研究表明,这个结果“完胜”印刷品和演讲的记忆效果(由同一组受试者测试)。任何一位希望自己的思想被听众铭记在心的演讲者或许都应该记住这一点。

篇11:ted演讲稿

TED(指technology, entertainment, design在英语中的缩写,即技术、娱乐、设计)是美国的一家私有非营利机构,该机构以它组织的TED大会著称。TED诞生於1984年,其发起人是里查德·沃曼。

【TED01】Chris Anderson:谈科技的长尾理论-09-10

【TED02】Frederick Balagadde:谈微芯片上的生物实验室2013-09-11

【TED03】Jimmy Wales:关于维基百科诞生的演讲2013-09-12

【TED04】Gary Wolf:数据化的自我2013-09-13

【TED05】Peter Gabrie:用视频与不公平作斗争2013-09-14

【TED06】Derek Sivers:下定的目標可別告訴別人2013-09-15

【TED07】Seth Priebatsch:世界第一的遊戲社交圈2013-09-18

【TED08】Julian Treasure:保持聽力的八個步驟2013-09-19

【TED09】Mechai Viravaidya:保險套先生如何讓泰國變得更好2013-09-20

【TED10】Steven Johnson:偉大創新的誕生2013-09-21

【TED11】Ze Frank's:傑·法蘭克大玩網路2013-09-22

【TED12】Craig Vente:克萊格-溫特爾揭開合成生命的面紗2013-09-23

【TED13】Eric Mead:安慰劑魔法2013-09-24

【TED14】Lee Hotz:帶你走入南極的時光機中2013-09-25

【TED15】NicMarks:快樂星球指數2013-09-26

【TED16】Seth.Berkley:愛滋病病毒與流感.—.疫苗的策略2013-09-27

【TED17】Jessa Gamble:我们的自然睡眠周期2013-09-28

【TED18】StanleyMcChrystal:聆听,学习...才能领导2013-09-29

【TED19】Graham Hill:我為什麼要在上班日吃素2013-09-30

【TED20】Ken Robinson:推動學習革命2013-10-01

【TED21】Fabian Hemmert:未來手機的形狀變化2013-10-02

【TED22】弗兰斯·德瓦尔:动物中道德行为2013-10-03

【TED23】布莱恩·高德曼:我们能否谈论医生所犯的错误2013-10-04

【TED24】Sheryl WuDunn:本世紀最大的不公平2013-10-05

【TED25】Dan Cobley:物理教我有關行銷的事2013-10-08

【TED26】Carne Ross:獨立外交組織2013-10-09

【TED27】Kevin Stone:生物性關節置換的未來2013-10-10

【TED28】Matt Ridley:當腦中的概念交配起來2013-10-11

【TED29】Caroline Phillips:绞弦琴入门2013-10-14

【TED30】Dimitar Sasselov:發現數百顆類似地球的行星2013-10-15

【TED31】Jason Clay:知名品牌如何幫助拯救生物多樣性2013-10-16

【TED32】Chris Anderson:線上影片如何驅動創新2013-10-17

【TED33】Ellen Gustafson:肥胖.颻餓=全球糧食議題2013-10-18

【TED34】Tan Le:解讀腦電波的頭戴式耳機2013-10-19

【TED35】Rory Sutherland:思考角度决定一切2013-10-25

【TED36】Andy Puddicombe:只需专注10分钟2013-10-26

【TED37】Lisa Bu:书籍如何成为心灵解药2013-10-27

【TED38】Ramsey激发学习兴趣的3条黄金法则2013-10-28

【TED39】Marcel Dicke:我们为什么不食用昆虫呢?2013-10-29

【TED40】薛晓岚:轻松学习阅读汉字!2013-10-30

【TED41】马特·卡茨:尝试做新事情30天2013-10-31

【TED42】马特:想更幸福吗?留在那一刻2013-11-01

【TED43】贝基·布兰顿:我无家可归的一年2013-11-02

【TED44】凯瑟琳·舒尔茨:犯错的价值2013-11-03

【TED45】Stefan Sagmeister:休假的力量2013-11-04

【TED46】苏珊·凯恩:内向性格的力量2013-11-05

【TED47】Diana Laufenberg:怎样从错误中学习2013-11-06

【TED48】罗恩·古特曼:微笑背后隐藏的力量2013-11-07

【TED49】阿曼达·帕尔默:请求的艺术2013-11-08

【TED50】德雷克·西弗斯:如何发起一场运动2013-11-09

【TED51】坎迪·张:在死之前,我想......2013-11-10

【TED52】Kiran Bir Sethi:让小孩学会承担2013-11-11

【TED53】比班·基德龙:电影世界共通的奇迹2013-11-12

【TED54】提姆·哈福德:试验,排除错误和万能神力2013-11-13

【TED55】Alexander Tsiaras :可视化记录婴儿受孕到出生2013-11-14

【TED56】Larry Smith:你为何不会成就伟业2013-11-15

【TED57】Keith Chen:你存钱的能力跟你用的语言有关?2013-11-16

【TED58】Cesar Kuriyama:每天一秒钟2013-11-17

【TED59】Michael Norton:如何买到幸福2013-11-18

【TED60】奈吉尔·马什:如何实现工作与生活的平衡2013-11-19

【TED61】罗兹·萨维奇:我为什么划船横渡太平洋2013-11-20

【TED62】Jay Walker:世界英语热2013-11-21

【TED63】帕特里夏·瑞安:不要固执于英语!2013-11-22

【TED64】皮柯·耶尔:家在何方?2013-11-23

【TED65】Charmian Gooch:认识世界级贪腐的幕后黑手2013-11-24

【TED66】Richard St. John:8个成功秘笈2013-11-25

【TED67】Judy MacDonald Johnston:为生命的终结做好准备2013-11-26

【TED68】Sherry Turkle:保持联系却仍旧孤单2013-11-27

【TED69】利普·辛巴杜:健康的时间观念2013-11-28

【TED70】David Pogue:十条黄金省时技巧小贴士2013-11-29

【TED71】Philip Zimbardo:男性的衰落?2013-12-01

【TED72】Rives 的凌晨4点2013-12-02

【TED73】Reggie Watts:用最有趣的方法让你晕头转向2013-12-03

【TED74】丹·丹尼特:我们的意识2013-12-04

【TED75】丹尼尔·科恩:为了更好地辩论2013-12-05

【TED76】迈克尔·桑德尔:失落了的民主辩论艺术2013-12-06

【TED77】Hadyn Parry:通过基因重组用蚊子抗击疾病2013-12-07

【TED78】Hannah Brencher:给陌生人的情信2013-12-08

【TED79】Ivan Krastev:没有信任,民主能继续存在么?2013-12-09

【TED80】Arianna Huffington:睡眠促进成功2013-12-10

【TED81】尼克·博斯特罗姆:我们的大问题2013-12-11

【TED82】Dan Barber:我如何爱上一条鱼2013-12-12

【TED83】Miguel Nicolelis:一只猴子用意念控制一个机器人2013-12-13

【TED84】Kakenya Ntaiya:一位要求学校教育的女孩2013-12-14

【TED85】Kevin Breel:一个抑郁喜剧演员的自白2013-12-15

【TED86】莱斯莉·黑索顿:怀疑乃信仰之关键2013-12-16

【TED87】比尔迪曼:我的多调人声2013-12-17

【TED88】布莱恩·格林恩:谈“弦理论”2013-12-18

【TED89】Jacqueline Novogratz:过一种沉浸的人生2013-12-19

【TED90】Ben Dunlap:谈对人生的热情2013-12-20

【TED91】博妮·柏索:细菌是怎样交流的?2013-12-21

【TED92】大卫·克里斯汀:宏观历史2013-12-22

【TED93】Christien Meindertsma:一头猪的全球化旅程2013-12-23

【TED94】大卫·布莱恩:我如何做到水下屏气17分钟2013-12-24

【TED95】包拉托:错觉中的视觉真相2013-12-25

【TED96】Read Montague:我们从5000个大脑中学到了什么2013-12-26

【TED97】邹奇奇:大人能从小孩身上学到什么2013-12-27

篇12:ted演讲稿 心灵鸡汤

Carol Dweck,是一位横跨发展心理学,社会心理学及人格心理学的心理学家,也是一位主导思维构建的心理学家。

这次演讲她为我们带来成长型思维,并认为这种思维模式提供了一种自我激励的动机,将使个体面对困难时有更强的韧性,更容易成功。同时,由于思维模式提供的是一种每个人介可进步介可发展的观念,因此也可在一定程度上反驳“人生而不平等”的常识观念。

Carol Dweck教授用科学研究的数据,告诉我们,固定型思维与成长型思维的差距到底有多大。

视频字幕整理

专注过程,而不是结果。

Power of Not Yet

我听说,在芝加哥有一所高中, 那儿的学生毕业前要通过一系列课程, 如果某一门课没有通过, 成绩就是「暂未通过」。 我想,这真是个绝妙的做法, 因为,如果你某门课的成绩不及格, 你会想,我什么都不是,我什么都没有学到。 但如果你的成绩是「暂未通过」, 你会明白,学习的步伐并没有停下, 你还需逐步向前,争取未来。

「暂未通过」也让我联想起一件尤为重要的 发生在我职业生涯初期的事情, 这件事对我而言是一个转折点。 当时,我想探究 孩子是如何应对挑战和困难的, 因此,我让一些10岁大的孩子 尝试解决一些对于他们而言 稍稍偏难的问题。 一些孩子积极应对的方式让我感到震惊。 他们会这样说, 「我喜欢挑战,」 或说,「你知道的,我希望能有所获。」 这些孩子明白,他们的能力是可以提升的。 他们有我所说的成长型思维模式。 但另一些孩子觉得面对这些难题 是不幸,宛如面对一场灾难。 从他们的固定型思维角度来看, 他们的才智受到了评判, 而他们失败了。

他们不懂得享受学习的过程, 而只盯住眼前的成与败,这些孩子们后面表现如何? 让我告诉你他们的表现。 在一项研究中,他们告诉我们, 如果他们某次考试未通过, 他们很可能会在下次考试中作弊, 而不是更加努力地学习。 在另一项研究中,他们挂了一门后, 他们会找到那些考得还不如他们高的孩子, 以寻求自我安慰。 后续的研究陆续表明, 他们会逃避困难。 科学家们监测了学生们面对错误时的 脑电活动图像。 在左侧,是固定型思维模式的学生, 几乎没有什么活动。 他们在错误面前选择了逃避。 他们没有积极地投入。 但请看右侧,这是成长型思维模式的学生, 这些学生相信能力会通过锻炼得以提升。 他们积极地应对错误。 他们的大脑在高速运转, 他们积极地投入, 他们剖析错误, 从中学习,最终订正。

如今我们是如何教育孩子的呢? 是教育他们专注眼前,而不是注重过程吗? 我们培育了一些迷恋刷A的孩子们吗? 我们培育了没有远大理想的孩子们吗? 他们最远大的目标就是再拿一个A, 心里所想的就是下一次考试吗? 他们在今后的生活中,都以分数的高低 来评判自己吗? 或许是的,因为企业雇主们跑来找我, 说我们养育的这新一代走上工作岗位的人, 如果不给他们奖励, 他们一天都过不下去。

我们该怎么做呢?

如何让孩子注重过程而不是结果呢?

我们可以做这样几件事。 首先,我们可以有技巧地去表扬: 不去表扬天分或才智, 这行不通。 不要再这样做了。 而是要对孩子积极投入的过程进行表扬: 他们的努力与策略, 他们的专注、坚持与进步。 对过程的表扬 会塑造孩子的韧性。

还有其他的办法来奖励过程。 最近,我们与来自华盛顿大学的 游戏研究者合作, 制作了一款奖励过程的数学游戏。 在这个游戏中,学生们因他们的 努力、策略与进步而受到奖励。 通常的数学游戏中, 玩家只有在解得正确答案后 才能得到奖励, 但这个游戏奖励过程。 随着游戏的深入, 孩子们更加努力, 想出更多的策略, 身心更加投入, 当遇到尤为困难的问题时, 他们也展现了更为持久的韧劲。

我们发现,注重过程的思维模式, 会赋予孩子们更多自信, 指引他们不断向前,越发坚持不懈。 事实上,我们能够改变学生的思维模式。 在一项研究中,我们告诉学生们, 每当他们迫使自己走出舒适区, 学习新知识,迎接新挑战, 大脑中的神经元会形成新的、更强的连接, 他们会逐渐变得越来越聪明。

看看后面发生了什么吧:在这项研究中, 没有接受成长型思维模式训练的学生, 在这一困难的过渡阶段,成绩持续下滑, 但那些受过该训练的学生, 成绩强势反弹,卓有起色。 如今,我们已证实这一结论, 通过成千上万个孩子的实例, 尤其是那些在学业上挣扎的孩子。

进步,是每个孩子的权力

那我们就来谈谈教育平等吧。 在我们国家,有些特定区域的孩子 总是在学业上处于下游, 比如,内城区的孩子, 或印第安人居留地里的孩子。 长期以来这里的孩子都没什么起色, 以致于很多人认为没的救了。 但是当教育家们将孩子的思维 转变为成长型思维模式时, 教育平等实现了。 举几个例子吧。 纽约哈莱姆区的一所幼儿园的学生 在一年的时间内, 国家水平测试(National Achievement Test) 成绩飞跃到前百分之五。 这些孩子中有很多在入学时甚至还不会握笔。 一年之内, 远远落后的南布朗克斯区的四年级学生, 其标准数学测试成绩攀升到 纽约州所有四年级学生的第一名。 在一年到一年半的时间内, 某印第安人居留地的一所学校里的学生 成绩从全区垫底到名列前茅, 而这个区包括了西雅图市的富饶地段。 印第安孩子战胜了「微软」孩子。

这得以实现的原因,是努力与困难的意义 在孩子心目中发生了改变。 在此之前,努力与困难 让他们感觉自己很笨, 让他们想放弃, 但如今,正是努力与困难让 他们大脑中的神经元得以形成新的连接, 更强的连接。 正是在这个过程中,他们变得越来越聪明。

最近,我收到一个13岁男孩的来信。 他说,「亲爱的德韦克教授, 我欣赏你的著作, 因为它们都基于可靠的科学试验, 因此,我决定将你的方法付诸实践。 我更用功地学习, 更用心地处好与家人的关系, 与同学的关系, 而在这些方面我都有了长足的进步。 现在我才意识到,过去浪费了太多生命。」

让我们不再浪费生命, 因为,既然我们知道 能力可以增长, 那么,生活在一个能激发进步 并让这一切变得可能的地方 就是每个孩子的权利。

谢谢。

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