因为写论文的缘故，应老师要求观看了卡罗尔·德韦克（Carol S. DWeck）的TED演讲《请相信，你可以进步》（The Power of Yet）。德韦克博士是当今著名的心理学家，通过20多年的研究，在心理定向的研究领域独树一帜。心理定向分为固定型心理定向和发展型心理定向两种。在童年期和成年期就逐步显现出来并在我们确立人生目标、处理工作和人际关系、培养孩子及发挥自己的潜能等诸多方面起着完全不同的作用。演讲通过比较分析了两种心理定向（思维模式）的不同，肯定了注重过程而非结果的发展型心理定向（成长型思维模式）的优势，并阐述了如何培养成长型思维的建议，另外详细内容也可以阅读她的著作《心理定向与成功》，推荐～
视频全程10:24分钟，手录内容4分钟已花了很长时间，以下为上半部分，是对两种思维模式的研究比较。明天继续下半部分，如何培养成长型思维模式。一切都还不晚，对自己，对孩子～
以下为演讲正文：
The power of yet
专注过程而不是结果
I heard about a high school in Chicago, where students had to pass a certain number of courses to graduate,and if they didn't pass a course, they got the grade '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”。
And I thought that was fantastic，Because if you get a failing grade, you think, I'm nothing, I'm nowhere.
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。
But if you get the grade 'not yet', you understand that you're on a learning curve，it gives you a path into the future.
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。
'Not yet' also gave me insight into a critical event early in my career, a real turning point.
“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，之前是对我而言是一个转折点。
I wanted to see how children coped with challenge and difficulty, so I gave 10 year olds problems that was slightly too hard for them. Some of them reacted in a shockingly positive way. They said things like, 'I love a challenge,'or, 'you know, I was hoping this would be informative.' They understood that their abilities could be developed. They had what I call a growth mindset.
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。”这些孩子明白他们能力是可以提升的。他们有我所说的成长型思维模式。
But other students felt it was tragic, catastrophic. From their more fixed mindset perspective, their intelligence had been up for judgment and they failed.
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。
Instead of luxuriating in the power of yet, they were gripped in the tyranny of now. So what do they do next? I'll tell you what they do next.
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？让我告诉你他们接下来的表现。
In one study,they told us they would probably cheat the next time instead of studying more if they failed a test.
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，而不是更加努力的学习。
In another study, after a failure, they looked for someone who did worse than they did, so they could feel really good about themselves. And in study after study, they have run from difficulty.
在另一项研究中他们挂了一门后，他们会找到那些考的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。
Scientists measured the electrical activity from the brain as students confronted an error. On the left, you see the fixed mindset students. There's hardly any activity. They run from the error,they don't engage with it.
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。他们在错误前选择了逃避，他们没有积极的投入。
But on the right, you have the students with the growth mindset, the idea that abilities can be developed. They engage deeply, their brain is on fire with yet, they process the error. They learn from it and correct it.
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。他们积极应对错误，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。
How are we raising our children? Are we raising them for now instead of yet? Are we raising kids who are obsessed with getting A's? Are we raising kids who don't know how to dream big dreams? Their biggest goal is getting the next A or the next test score? And are they carrying this need for constant that validation with them into their future lives? Maybe,because employers are coming to me and saying, we have already raised a generation of young workers who can't get through the day without an award.
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。
So what can we do? How can we build that bridge to yet? Here are some things we can do.
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。
（未完待续）
