成长离不开反馈 中英文演讲稿

一个人的成长离不开反馈

Everyone needs a coach. It doesn't matter whether you're a basketball player, a tennis player, a gymnast or a bridge player.

每一个人都需要一位教练。无论你是篮球运动员，网球运动员，体操选手或者是打桥牌的。

My bridge coach, Sharon Osberg, says there are more pictures of the back of her head than anyone else's in the world. (Laughter)Sorry, Sharon. Here you go.

我的桥牌教练，Sharon Osberg，说包含她后脑勺的照片比世界上其他任何人的都多。（笑声）抱歉，Sharon。这张应该可以了。

We all need people who will give us feedback. That's how we improve. Unfortunately, there's one group of people who get almost no systematic feedback to help them do their jobs better, and these people have one of the most important jobs in the world. I'm talking about teachers. When Melinda and I learned how little useful feedback most teachers get, we were blown away.

我们都需要能给我们反馈信息的人。这是我们不断自我发展的方式。遗憾的是，有一群人几乎收不到系统化的反馈信息来提高他们的工作效率，而这一群人从事着世界上最重要的职业之一。我指的就是老师们。当Melinda和我了解到大部分老师得到的有用的反馈有多么少时，我们惊呆了。

Until recently, over 98 percent of teachers just got one word of feedback: Satisfactory. If all my bridge coach ever told me was that I was "satisfactory," I would have no hope of ever getting better. How would I know who was the best? How would I know what I was doing differently? Today, districts are revamping the way they evaluate teachers, but we still give them almost no feedback that actually helps them improve their practice.

直到最近，超过98%的老师得到的反馈只包含一个词：满意。如果我的桥牌教练只跟我说我的表现“令人满意”，我永远也不可能变得更好。我怎么知道谁是最好的？我怎么知道什么事我做的和别人不一样？现在，各个校区都在改进评估教师的方式，但是我们仍给他们很少能够提高他们工作水平的反馈信息。

Our teachers deserve better. The system we have today isn't fair to them. It's not fair to students, and it's putting America's global leader ship at risk. So today I want to talk about how we can help all teachers get the tools for improvement they want and deserve.

我们的教师应该受到更好的对待。今天我们在用的系统对他们不公平。这系统对学生也不公平，而且置美国的全球领导地位于水深火热之中。因此今天我想讲讲我们如何能帮助所有的老师获得他们想要而且值得获得的提高自己的工具。

Let's start by asking who's doing well. Well, unfortunately there's no international ranking tables for teacher feedback systems. So I looked at the countries whose students perform well

academically, and looked at what they're doing to help their teachers improve. Consider the rankings for reading proficiency.

我们先来问问谁做得比较好。遗憾的是，国际上没有一个用来给评估老师的系统分等级的标准。所以我看了看那些拥有学术表现非常好的学生的国家，然后看看他们在做什么来帮助他们的教师提高教学水平。我们来看看阅读水平的排名。

The U.S. isn't number one. We're not even in the top 10. We're tied for 15th with Iceland and Poland. Now, out of all the places that do better than the U.S. in reading, how many of them have a formal system for helping teachers improve? Eleven out of 14.

美国并不是第一。我们甚至连前十都没能进入。我们和冰岛以及波兰并列排名第15名。在阅读水平方面做得比美国出色的地方中又有多少个拥有能帮助教师提高自己的正规流程？14个。

The U.S. is tied for 15th in reading, but we're 23rd in science and 31st in math. So there's really only one area where we're near the top, and that's in failing to give our teachers the help they need to develop their skills.

在阅读方面美国并列第15名，但在科学与数学方面我们分别排在第23名与第31名。因此我们只有一个方面排名比较靠前，而那就是无法提供给教师发展自己所需要的帮助。

Let's look at the best academic performer: the province of Shanghai, China. Now, they rank number one across the board, in reading, math and science, and one of the keys to Shanghai's incredible success is the way they help teachers keep improving.

我们来看看学业上表现最好的地区：中国的上海。他们在阅读，数学以及科学等所有方面排名都是第一，而上海能有这种令人惊讶的成功的关键之一就在于他们帮助教师不断自我发展的方式。

They made sure that younger teachers get a chance to watch master teachers at work. They have weekly study groups, where teachers get together and talk about what's working. They even require each teacher to observe and give feedback to their colleagues.

他们确保年轻的教师有机会看到资深教师授课。他们每周都有让老师聚在一起并讨论哪些教学方法比较有用的学习会。他们甚至要求每位老师观察他的同事并给他们反馈信息。

You might ask, why is a system like this so important? It's because there's so much variation in the teaching profession. Some teachers are far more effective than others. In fact, there are teachers through out the country who are helping their students make extraordinary gains. If today's average teacher could become as good as those teachers, our students would be blowing away the rest of the world. So we need a system that helps all our teachers be as good as the best.