斯坦福最受欢迎TED演讲：成长型思维引导你在VUCA时代获得成功

斯坦福大学心理系著名教授  Carol Dweck，心理学家

这次TED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。

 《成长型思维TED演讲》

Carol Dweck教授TED演讲文稿

Thepower of yet.

I heard about a high school in Chicago where students hadto pass a certain number of courses to graduate, and if they didn't pass acourse, they got the grade 'Not Yet.' And I thought that wasfantastic, because if you get a failing grade, you think, I'm nothing, I'mnowhere. But if you get the grade 'Not Yet' you understand thatyou're on a learning curve. It gives you a path into the future.

'Not Yet' also gave me insight into a criticalevent early in my career, a real turning point. I wanted to see how childrencoped with challenge and difficulty, so I gave 10-year-olds problems that wereslightly too hard for them. Some of them reacted in a shockingly positive way.They said things like, 'I love a challenge,' or, 'You know, Iwas hoping this would be informative.' They understood that theirabilities could be developed. They had what I call a growth mindset. But otherstudents felt it was tragic, catastrophic. From their more fixed mindsetperspective, their intelligence had been up for judgment and they failed.Instead of luxuriating in the power of yet, they were gripped in the tyranny ofnow.

So what do they do next? I'll tell you what they do next.In one study, they told us they would probably cheat the next time instead ofstudying more if they failed a test. In another study, after a failure, theylooked for someone who did worse than they did so they could feel really goodabout themselves. And in study after study, they have run from difficulty.Scientists measured the electrical activity from the brain as studentsconfronted an error. On the left, you see the fixed mindset students. There'shardly any activity. They run from the error. They don't engage with it. But onthe right, you have the students with the growth mindset, the idea thatabilities can be developed. They engage deeply. Their brain is on fire withyet. They engage deeply. They process the error. They learn from it and theycorrect it.

How are we raising our children? Are we raising them fornow instead of yet? Are we raising kids who are obsessed with getting A's? Arewe raising kids who don't know how to dream big dreams? Their biggest goal isgetting the next A or the next test score? And are they carrying this need forconstant validation with them into their future lives? Maybe, because employersare coming to me and saying,we have already raised a generation of youngworkers who can't get through the day without an award.

So what can we do? How can we build that bridge to yet?

Here are some things we can do. First of all, we canpraise wisely, not praising intelligence or talent.That has failed. Don't dothat anymore. But praising the process that kids engage in: their effort, theirstrategies, their focus, their perseverance, their improvement. This processpraise creates kids who are hardy and resilient.

There are other ways to reward yet. We recently teamed upwith game scientists from the University of Washington to create a new onlinemath game that rewarded yet. In this game, students were rewarded for effort,strategy and progress. The usual math game rewards you for getting answersright right now, but this game rewarded process. And we got more effort, morestrategies, more engagement over longer periods of time, and more perseverancewhen they hit really, really hard problems.

Just the words 'yet' or 'not yet,'we're finding, give kids greater confidence, give them a path into the futurethat creates greater persistence. And we can actually change students'mindsets. In one study, we taught them that every time they push out of theircomfort zone to learn something new and difficult,the neurons in their braincan form new, stronger connections, and over time they can get smarter.

Look what happened: in this study, students who were nottaught this growth mindset continued to show declining grades over thisdifficult school transition, but those who were taught this lesson showed a sharprebound in their grades. We have shown this now, this kind of improvement, withthousands and thousands of kids, especially struggling students.

So let's talk about equality. In our country, there aregroups of students who chronically underperform,for example, children in innercities, or children on Native American reservations. And they've done so poorlyfor so long that many people think it's inevitable. But when educators creategrowth mindset classrooms steeped in yet, equality happens. And here are just afew examples. In one year, a kindergarten class in Harlem, New York scored inthe 95th percentile on the National Achievement Test. Many of those kids couldnot hold a pencil when they arrived at school. In one year, fourth gradestudents in the South Bronx, way behind, became the number one fourth gradeclass in the state of New York on the state math test. In a year to a year anda half, Native American students in a school on a reservation went from thebottom of their district to the top, and that district included affluentsections of Seattle. So the native kids outdid the Microsoft kids.

This happened because the meaning of effort and difficultywere transformed. Before, effort and difficulty made them feel dumb, made themfeel like giving up, but now, effort and difficulty, that's when their neuronsare making new connections, stronger connections. That's when they're gettingsmarter.

I received a letter recently from a 13-year-old boy. Hesaid, 'Dear Professor Dweck, I appreciate that your writing is based onsolid scientific research, and that's why I decided to put it into practice. Iput more effort into my schoolwork, into my relationship with my family, andinto my relationship with kids at school, and I experienced great improvement inall of those areas. I now realize I've wasted most of my life.'

Let's not waste any more lives, because once we know thatabilities are capable of such growth, it becomes a basic human right forchildren, all children, to live in places that create that growth, to live inplaces filled with yet.

Thank you.

思维决定命运

为什么国外学校从小培养孩子“成长性思维”？

最近有一个有趣的概念风靡全球，叫：Growth Mindset，即成长型思维。

所谓的成长型思维，可以简单地理解为用乐观积极的态度去面对各种问题、困难和挑战。这在美国很多学校被广泛应用。

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在斯坦福教育理念中，它是相对固定型思维的一种心智模式，被公认为近几十年里最有影响的心理学研究之一。

研究表明，拥有成长型思维的孩子做事不易放弃，更能从过程中享受到乐趣，更容易寻求帮助，复原力更强，也就是更加坚毅。他们会更在意自己从一件事中是否真正学到了东西，而不仅仅是能够通过考试。

成长型思维对孩子非常重要，所以这个概念近几年风靡了整个美国教育界，几乎每个学校都用各种方式在日常教学中融入这一思想。非常有趣的是，大多数学校都不约而同地在最显眼的地方张贴着这样一幅anchor chart（要点图）。

仔细观察可以发现，这些海报虽然样式各异，但内容几乎都是一样的，那就是：“Change Yourword, Change your mindset”（换个说法，换个思维），也就是培养成长型思维里最经典的“九个改变”。今天，小宝就带你来感受下这九个改变，不知道孩子们有了这些，学习、生活会不会更easy了呢，一起来看看吧...

1关于理解

● 换个说法：

I don’t understand. 我就是不懂。

What am I missing?我忽略了什么吗？

● 也就是换了种思维：

这对我来说太难了，根本没法理解。

只要把我漏掉的、忽略的找出来，肯定能搞明白。

2关于放弃

●换个说法：

I give up. 我放弃了。

I'll use some of the strategies I've learned. 我得试试我学过的（别的）方法。

● 也就是换了种思维：

我的能力达不到，只有放弃了。

问题没有方法多，此路不通，换个方法就好了。

3关于错误

● 换个说法：

I made a mistake. 我犯错误了。

Mistakes help me improve. 犯错能让我变得更好。

● 也就是换了种思维：

我做错了，我很沮丧。

虽然这次错了，但以后我就知道这么做是错的，又get一招，yeah!

4关于困境

● 换个说法：

This is too hard. 这太难了。

This may take some time and effort. 我可能需要更多的时间和精力（才能搞定）。

●也就是换了种思维：

这太复杂了，我不可能完成。

只要花足够的时间和精力，一切皆有可能。

5关于足够

● 换个说法：

It's good enough. 已经挺好的了。

Is this really my best work? 这真的是我的最好成绩吗？

● 也就是换了种思维：

我做得足够好了，已经达到我的上限了。

没有最好只有更好，也许再努力一些，我就能再提高一点。

6关于聪明

● 换个说法：

I'll never be as smart as her. 我不可能像她一样聪明。

I'm going to figure out what she does and try it. 她是怎么做的，我也要试试看。

● 也就是换了种思维：

别人比我聪明，没办法了，我就是不如她。

只要学习她的方法，然后认真去做，我也有戏！

7关于完美

●换个说法：

I can't make this any better. 我不能做得更好了。

I can always improve. I'll keep trying! 我还能做得更好，我要继续试试！

● 也就是换了种思维：

我的能力只能做这么多，这件事这样就足够完美了。

我还要看看这件事有什么可以完善的，只要不断尝试和努力，肯定还能再提高！

8关于否定

● 换个说法：

I can't read. 我阅读不太好。

I'm going to train my brain in reading. 我要训练我的阅读能力。

● 也就是换了种思维：

我没有“阅读”这根筋儿，我就是个书盲。

呵呵，只是训练不够而已，不如坚持练习一段时间看看！

9关于能力

● 换个说法：

I'm not good at this. 我不擅长这个。

I'm on the right track. 我正在提高。

● 也就是换了种思维：

我做不了这些。

我现在可能做不好，但没关系，慢慢往这个方向努力，我就会越来越擅长啦。

常用正面的、积极的语言会影响到我们的思维习惯，这就是播种行为，收获习惯。

美国学校把这9句话非常有“仪式感“地张贴出来，为的就是时刻提醒所有老师和同学们，要在日常的学习生活中，把要到嘴边的话换个说法，其实就在悄悄地培养你的成长型思维，让你拥有Grit(决心）。

当然，小宝想跟爸妈们说的是，在家里，在孩子的书桌前，也贴上这样的九句话吧！当孩子在抱怨事情太难、自己能力不够、学不会搞不懂、想要放弃时，一定要提醒他，换个说法！

Change your word

Change your mindset

换个说法，换个思维

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那么，如何训练孩子具备“成长型”的思维模式？

对此，在人格心理学、社会心理学和发展心理学等研究领域获得世界广泛赞誉的、美国哥伦比亚大学威廉·兰斯福德心理学教授、斯坦福大学行为心理学教授Carol Dweck凭借多年的科学研究无疑提出了极具建设性的洞察与发现。

Carol Dweck教授研究发现，成长型思维模式显然是可以被教育和塑造的。不过，虽然它总有机会被改造，但是尽可能早点开始。

1、告诉孩子，努力和不断挑战难点能让他变得越来越聪明

科学已经证明，智商就如同肌肉一样，是可以被发展的。每一次挑战大脑舒适区（Comfort Zone）的极限去学习一些新的和有难度的东西，大脑神经元就会发展出新的连结，长此以往，人会变得越来越聪明。告诉孩子这一点，他一定会爱上这个信息。

2、多鼓励孩子积极地自我鼓励。从婴儿期就开始运用正确的“Praise称赞”技巧来塑造思维模式

我们常常听到父母这样称赞孩子-你好棒啊！你好聪明啊！你真是天才啊！宝宝最棒了！你好能干啊！-试图增强孩子的自尊自信。Carol Dweck教授经过超过15年的研究已经可以确定，称赞孩子的天赋与能力对孩子有害无益，完全不利于孩子幼小的思维模式的健康成长。

Carol Dweck教授曾经做过这样一个实验，给一些小学生做一项无语言的智商测试，而后分别以三种方式告诉他们测试结果。

实验组一（称赞其智商）：哇哦，这是个很好的分数，你真聪明啊！

实验组二（称赞其过程）：哇哦，这是个很好的分数，你之前一定很努力吧！

对照组：这是个很好的分数。

称赞完了之后，给这三组孩子一个选择题：

现在有三个任务，你可以挑一个来做？

其中，

一个是非常困难的任务，你可能会犯错，但是能学到东西；

一个是很新鲜的任务，你可能从来没接触过；

而最后一个是你很擅长的任务，你必定能很好地完成。

结果：

绝大多数被称赞了天赋的孩子，都选择了最简单的任务，因为他们有把握可以做好，因为他们不敢挑战自己身上“天赋孩子（Gifted Child）”的标签。而被称赞其过程的孩子，几乎都选择了看起来比较困难、但能学到东西的任务。

另一个有趣的实验，是针对父母对孩子的称赞方法所做的追踪调查。

此研究发现：

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根据孩子1-3岁时父母称赞他的方式，可以预言5年之后孩子的思维模式的发展状态、以及对挑战的渴望程度；

而根据孩子10岁时父母称赞他的方式，可以预言孩子今后一生的思维模式的发展状态、以及对挑战的渴望程度。

所以，尽可能早开始，虽然它总有机会被改造，但是尽可能早点开始。

3、运用“yet”这个词改造孩子的思维模式

Carol Dweck教授在芝加哥的一所高中得到启示，在那所学校考试不及格的孩子得到的分数不是一个意味着失败的名词（比如不合格、F），而是“not yet”（尚未达到）。这两者的意味完全不同。

如果你得到是”不合格“的评定，即意味着你被判断为失败者，你已没有进步的空间，你学习成长的大门被关上了；而“not yet”则意味着你已经行进在学习的轨道上，只是还没有到达终点而已。

所以，如果孩子说“我学不好数学”，请让他在句尾加上yet，意味着：你只是尚未学好数学而已；

如果孩子说“这个我做不了”，请让他在句尾加上yet，意味着：你只是现在还做不了，但你已经开始在学着如何做了；

如果孩子说“我试过了，但是不行”，请让他在句尾加上yet，意味着：你只是这一次不行，继续努力，下一次你会做得更好。

运用yet这个词，我们帮助孩子塑造这样的思维模式，即：学习是随着时间而变化的，而当前的挫折和失败只是学习曲线中会经历的正常过程而已。

斯坦福大学心理学家卡罗尔·德韦克教授曾经做过一个很有影响力的TED演讲，题目就叫 “The Power of Yet' ，上面提到的芝加哥高中实验就是来自这个演讲。在遇到困难和挫折时，符合成长性思维的 Yet 带来的心理暗示非常强大。运用yet这个词，小孩会懂得：学习是随着时间而变化的，而当前的挫折和失败只是学习曲线中会经历的正常过程而已。

4、教育成长型思维模式永远为时不晚

Carol Dweck教授对美国13所高中进行了一项聚焦差生的研究：

将这些孩子分为两组：

对照组的孩子，只是接受关于大脑运作知识的教育，比方如何能提高记忆力等等；

而实验组的孩子，则同时接受了关于成长型思维模式的在线课程。

3个月之后，实验组的孩子的学习成绩比对照组明显高出许多，并且随着时间的推移，两者之间的差距越来越大。

研究还发现，实验组的孩子在学校更待得住，更少逃课，更少参与校园暴力行为，并且今后能更好地适应大学学习。

最后的总结：

带有固定型思维模式（Fixed Mindset）的孩子，认为努力和困难让他们感到自己很蠢；而成长型思维模式（Growth Mindset）的孩子则认为努力和困难能创造新的神经元连结，能让大脑越来越聪明。

成长型思维模式（Growth Mindset）能使孩子：

- 拥抱学习和成长

- 理解努力对智力成长的作用

- 拥有面对挫折的良好适应能力

而最重要的是，它是可以被教育和培养的。