TED演讲——大人应该向孩子学什么

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TED英语演讲稿：大人可以跟孩子学什么？

TED英语演讲稿：大人可以跟孩子学什么？Ladies and gentlemen,Today, I want to talk about something that may seem unconventional. It is the idea that adults can learn just as much from children as children can learn from adults.Our society often makes the mistake of assuming that adults are always the ones teaching children and that adults have nothing to learn from them. But I can tell you from personal experience that this couldn't be further from the truth.I recall vividly the day my daughter came home from kindergarten and showed me her latest creative masterpiece. It was a drawing of a unicorn, but what struck me most was the level of detail and imaginative flair she had put into it. I had never seen anything like it before, and I realised then that my five-year-old daughter had taught me something important – to cherish creativity and embrace new ideas.So, what can adults learn from children? Here are just a few examples:Firstly, children have a natural curiosity that adults often lack. Children are constantly asking questions and exploring new things without fear of failure. As adults, we can learn to adopt this curious mindset, asking more questions and seeking out new experiences instead of being content with our comfort zones.Secondly, children have a unique ability to live in the presentmoment and find joy in the simple things. It's common for adults to get so caught up in the past or future that we forget to enjoy the present. But when we spend time with kids, we are reminded to stop and appreciate the little things in life that make us happy.Thirdly, children are fearless and have no inhibitions when it comes to trying new things. As adults, we often get bogged down by our insecurities and fears of failure. By observing children and their willingness to try new things, we can learn to take more risks and embrace the unknown.Finally, children often have a unique sense of empathy and compassion that we could all use more of in the world. As adults, we sometimes get so wrapped up in our own needs and problems that we forget to consider others. But children have a natural inclination to help others and show kindness, which is something we could all benefit from.In conclusion, children are incredible teachers in their own right. They have a lot to teach us about curiosity, creativity, living in the present, taking risks, and showing compassion. As adults, we should be open to learning from children and embracing their unique perspectives. Together, we can create a world where knowledge flows freely in both directions, and we all benefit as a result. Thank you.。

TED英语演讲稿：大人可以跟孩子学什么？

TED英语演讲稿：大人可以跟孩子学什么？TED英语演讲稿：大人可以跟孩子学什么？TED英语演讲稿：大人可以跟孩子学什么？邹奇奇背景资料美国华盛顿州西雅图市华裔女童邹奇奇(英文名adora svitak)，XX年被美国媒体誉为世界上最聪明的孩子，她比凤姐牛多了，3岁时就开始阅读各种书籍，从4岁起写下了400多篇故事和诗歌，8岁时出版的故事集《飞扬的手指》轰动美国，其中包含的300多篇故事大多以中世纪为背景，从古埃及写到了文艺复兴，文中透露的政治、宗教和教育见解，思想深刻，文思严谨。

邹奇奇也被美国广播公司誉为美国文坛小巨人。

邹奇奇的母亲邹灿(joyce)是中国重庆人，1988年到美国后，学习法语专业的她又获得了英语文学硕士学位，现在是美国一家电话语音翻译公司的中英文翻译员。

奇奇的父亲约翰john svitak是一名捷克裔美国人物理学博士，现任职于微软公司。

除了奇奇外，他们还有另一个名叫希希的10岁女儿，姐妹俩的名字合起来就是希奇。

全家生活在美国华盛顿州西雅图市。

尽管邹奇奇的外表和其他同龄孩子没啥两样，但她的知识和成就却远非同龄孩子可比。

now, i want to start with a question: when was the last time you were called childish? for kids like me, being calledchildish can be a frequent occurrence. every time we make irrational demands, exhibit irresponsible behavior, or display any other signs of being normal american citizens, we are called childish, which really bothers me. after all, take a look at these events: imperialism and colonization, world wars, george w. bush. ask yourself: who s responsible? adults.now, what have kids done? well, anne frank touched millions with her powerful account of the holocaust, ruby bridges helped end segregation in the united states, and, most recently, charlie simpson helped to raise 120,000 pounds for haiti on his little bike. so, as you can see evidenced by such examples, age has absolutely nothing to do with it. the traits the word childish addresses are seen so often in adults that we should abolish this age-discriminatory word when it comes to criticizing behavior associated with irresponsibility and irrational thinking. (applause)thank you. then again, who s to say that certain types of irrational thinking aren t exactly what the world needs? maybe you ve had grand plans before, but stopped yourself, thinking: that s impossible or that costs too much or that won t benefit me. for better or worse, we kids aren t hampered as much when it comes to thinking about reasons why not to do things.kids can be full of inspiring aspirations and hopeful thinking, like my wish that no one went hungry or that everything were free kind of utopia. how many of you still dream like that and believe in the possibilities? sometimes a knowledge of history and the past failures of utopian ideals can be a burden because you know that if everything were free, that the food stocks would become depleted, and scarce and lead to chaos. on the other hand, we kids still dream about perfection. and that s a good thing because in order to make anything a reality, you have to dream about it first.in many ways, our audacity to imagine helps push the boundaries of possibility. for instance, the museum of glass in tacoma, washington, my home state -- yoohoo washington -- (applause) has a program called kids design glass, and kids draw their own ideas for glass art. now, the resident artist said they got some of their best ideas through the program because kids don t think about the limitations of how hard it can be to blow glass into certain shapes. they just think of good ideas. now, when you think of glass, you might think of colorful chihuly designs or maybe italian vases, but kids challenge glass artists to go beyond that into the realm of broken-hearted snakes and bacon boys, who you can see hasmeat vision. (laughter)now, our inherent wisdom doesn t have to be insiders knowledge. kids already do a lot of learning from adults, and we have a lot to share. i think that adults should start learning from kids. now, i do most of my speaking in front of an education crowd, teachers and students, and i like this analogy. it shouldn t just be a teacher at the head of the classroom telling students do this, do that. the students should teach their teachers. learning between grown ups and kids should be reciprocal. the reality, unfortunately, is a little different, and it has a lot to do with trust, or a lack of it.now, if you don t trust someone, you place restrictions on them, right. if i doubt my older sister s ability to pay back the 10 percent interest i established on her last loan, i m going to withhold her ability to get more money from me until she pays it back. (laughter) true story, by the way. now, adults seem to have a prevalently restrictive attitude towards kids from every don t do that, don t do this in the school handbook, to restrictions on school internet use. as history points out, regimes become oppressive when they re fearful about keeping control. and, although adults may not be quite at the level of totalitarian regimes, kids have no, or very little, say inmaking the rules, when really the attitude should be reciprocal, meaning that the adult population should learn and take into account the wishes of the younger population.now, what s even worse than restriction is that adults often underestimate kids abilities. we love challenges, but when expectations are low, trust me, we will sink to them. my own parents had anything but low expectations for me and my sister. okay, so they didn t tell us to become doctors or lawyers or anything like that, but my dad did read to us about aristotle and pioneer germ fighters when lots of other kids were hearing the wheels on the bus go round and round. well, we heard that one too, but pioneer germ fighters totally rules. (laughter)i loved to write from the age of four, and when i was six my mom bought me my own laptop equipped with microsoft word. thank you bill gates and thank you ma. i wrote over 300 short stories on that little laptop, and i wanted to get published. instead of just scoffing at this heresy that a kid wanted to get published, or saying wait until you re older, my parents were really supportive. many publishers were not quite so encouraging. one large children s publisher ironically saying that they didn t work with children. children s publishernot working with children? i don t know, you re kind of alienating a large client there. (laughter) now, one publisher, action publishing, was willing to take that leap and trust me, and to listen to what i had to say. they published my first book, flying fingers, -- you see it here -- and from there on, it s gone to speaking at hundreds of schools, keynoting to thousands of educators, and finally, today, speaking to you.i appreciate your attention today, because to show that you truly care, you listen. but there s a problem with this rosy picture of kids being so much better than adults. kids grow up and become adults just like you. (laughter) or just like you, really? the goal is not to turn kids into your kind of adult, but rather better adults than you have been, which may be a little challenging considering your guys credentials, but the way progress happens is because new generations and new eras grow and develop and become better than the previous ones. it s the reason we re not in the dark ages anymore. no matter your position of place in life, it is imperative to create opportunities for children so that we can grow up to blow you away. (laughter)adults and fellow tedsters, you need to listen and learn from kids and trust us and expect more from us. you must lendan ear today, because we are the leaders of tomorrow, which means we re going to be taking care of you when you re old and senile. no, just kidding. no, really, we are going to be the next generation, the ones who will bring this world forward. and, in case you don t think that this really has meaning for you, remember that cloning is possible, and that involves going through childhood again, in which case, you ll want to be heard just like my generation. now, the world needs opportunities for new leaders and new ideas. kids need opportunities to lead and succeed. are you ready to make the match? because the world s problems shouldn t be the human family s heirloom.thank you. (applause) thank you. thank you.首先我要问大家一个问题：上一回别人说你幼稚是什么时候? 像我这样的小孩，可能经常会被人说成是幼稚。

邹奇奇TED演讲：大人可以跟孩子学什么_英语演讲稿_

邹奇奇TED演讲：大人可以跟孩子学什么以下小编整理的邹奇奇TED演讲：大人可以跟孩子学什么，供大家参考，希望大家能够有所收获!邹奇奇TED演讲：大人可以跟孩子学什么邹奇奇，一个华裔小姑娘。

12岁的时候在 TED 发表演讲，名字叫：What adults can learn from kids? 大人应当从小孩身上学习什么?演讲中，她代表孩子们发声，希望大人可以相信孩子、给孩子们期待，因为他们将是这个世界的引领者。

以下是本次演讲的节选。

I appreciate your attention today, because to show that you truly care, you listen. But there's a problem with this rosy picture of kids being so much better than adults. Kids grow up and become adults just like you. (Laughter) Or just like you, really?The goal is not to turn kids into your kind of adult, but rather better adults than you have been, which may be a little challenging considering your guys credentials, but the way progress happens is because new generations and new eras grow and develop and become better than the previous ones.It's the reason we're not in the Dark Ages anymore. No matter your position of place in life, it is imperative to create opportunities for children so that we can grow up to blow you away.Adults and fellow TEDsters, you need to listen and learn from kids and trust us and expect more from us. You must lend an ear today, because we are the leaders of tomorrow, which means we're going to be taking care of you when you're old and senile. No, just kidding. No, really, we are going to be the next generation, the ones who will bring this world forward.And, in case you don't think that this really has meaning for you, remember that cloning is possible, and that involves going through childhood again, in which case, you'll want to be heardjust like my generation. Now, the world needs opportunities for new leaders and new ideas. Kids need opportunities to lead and succeed. Are you ready to make the match? Because the world's problems shouldn't be the human family's heirloom.我非常感谢你们今天来听我的演讲，因为那说明你们真的在乎，你们在倾听。

(完整版)邹奇奇ted演讲稿中英文版

邹奇奇ted演讲稿中英文版邹奇奇ted演讲稿中英文版为大家整理邹奇奇在TED上的精彩演讲《成人从孩子那学到什么》，邹奇奇被美国成为世界上最聪明的孩子，她注明的故事集《飞扬的手指》是她八岁时出版的，下面是这篇关于邹奇奇ted演讲稿中英文版邹奇奇ted演讲稿中文现在，我想用一个问题开始：上一次你们被说到有孩子气是什么时候?对于象我一样的孩子们，被成为孩子气是时常发生的事。

每次当我们做一些无理的要求，显现出不负责任的行为，或者显现出任何其他正常美国民众的信号时，我们就会被成为孩子气，这个实在很困扰我。

总之，来看看这些事件：帝国主义和殖民主义，世界大战，George W. Bush。

问问你们自己：谁不负责任?成年人们。

现在，小孩子们做了些什么呢?Anne Frank通过他对大屠杀有力的记录感动了数百万人，Ruby Bridges在美国帮助消除了隔离，最近的，Charlie Simpson通过他的小单车凑集了120,000英镑帮助海地。

因此，如你能见到的这些例子为证据，年龄绝对不是左右这个的原因。

孩子气这个个性看起经常会出现在成人中，当我们评论那些不负责任的行为和无理的想法时，我们应该舍弃年龄歧视这个词。

那么继续，谁能说某些无理思考的那类一定不是这个世界需要的?也许你也曾有伟大的计划，但是你自己终止了它，想想：那些不可能或者花费很太多或者那些不能让我受益的。

或好或坏，我们孩子们当考虑到为什么不去这样想时理由的束缚。

小孩子们能充满灵感，激情和有希望的想法，想我的希望是没有人会饥饿或者所有东西都免费的这种乌托邦想法。

你们中还有多少人依然象这样做梦或者相信这是可能的?有时过去的一种知识和过去乌托邦式的理想的失败能成为一种负担，因为你知道如果所有东西都免费，那么食物库存将会被清空，或者变得稀少或者导致混乱。

在另一方面，我们小孩子依然关于完美的梦想。

并且那是一个好的事，因为想要使任何事实现，你必须先梦想它。

在很多方面，我们大胆的想象帮助扩宽可能的边界。

成年人可以向孩子学习什么

Now, I want to start with a question: When was the last time you were called childish? For kids like me, being called childish can be a frequent occurrence. Every time we make irrational demands, exhibit irresponsible behavior, or display any other signs of being normal American citizens, we are called childish, which really bothers me. After all, take a look at these events: Imperialism and colonization, world wars, George W. Bush. Ask yourself: Who's responsible? Adults.Now, what have kids done? Well, Anne Frank touched millions with her powerful account of the Holocaust, Ruby Bridges helped end segregation in the United States, and, most recently, Charlie Simpson helped to raise 120,000 pounds for Haiti on his little bike. So, as you can see evidenced by such examples, age has absolutely nothing to do with it. The traits the word childish addresses are seen so often in adults that we should abolish this age-discriminatory word when it comes to criticizing behavior associated with irresponsibility and irrational thinking.Thank you.Then again, who's to say that certain types of irrational thinking aren't exactly what the world needs? Maybe you've had grand plans before, but stopped yourself, thinking: That's impossible or that costs too much or that won't benefit me. For better or worse, we kids aren't hampered as much when it comes to thinking about reasons why not to do things. Kids can be full of inspiring aspirations and hopeful thinking, like my wish that no one went hungry or that everything were free kind of utopia. How many of you still dream like that and believe in the possibilities? Sometimes a knowledge of history and the past failures of utopian ideals can be a burden because you know that if everything were free, that the food stocks would become depleted, and scarce and lead to chaos. On the other hand, we kids still dream about perfection. And that's a good thing because in order to make anything a reality, you have to dream about it first.In many ways, our audacity to imagine helps push the boundaries of possibility. For instance, the Museum of Glass in Tacoma, Washington, my home state -- yoohoo Washington -- (Applause) has a program called Kids Design Glass, and kids draw their own ideas for glass art. Now, the resident artist said they got some of their best ideas through the program because kids don't think about the limitations of how hard it can be to blow glass into certain shapes. They just think of good ideas. Now, when you think of glass, you might think of colorful Chihuly designs or maybe Italian vases, but kids challenge glass artists to go beyond that into the realm of broken-hearted snakes and bacon boys, who you can see has meat vision. (Laughter) Now, our inherent wisdom doesn't have to be insiders' knowledge. Kids already do a lot of learning from adults, and we have a lot to share. I think that adults should start learning from kids. Now, I do most of my speaking in front of an education crowd, teachers and students, and I like this analogy. It shouldn't just be a teacher at the head of the classroom telling students do this, do that. The students should teach their teachers. Learning between grown ups and kids should be reciprocal. The reality, unfortunately, is a little different, and it has a lot to do with trust, or a lack of it.Now, if you don't trust someone, you place restrictions on them, right. If I doubt my older sister's ability to pay back the 10 percent interest I established on her last loan, I'm going to withhold her ability to get more money from me until she pays it back. (Laughter) True story, by the way. Now, adults seem to have a prevalently restrictive attitude towards kids from every "don't do that," "don't do this" in the school handbook, to restrictions on school internet use. As history points out, regimes become oppressive when they're fearful about keeping control. And, although adults may not be quite at the level of totalitarian regimes, kids have no, or very little, say in making the rules, when really the attitude should be reciprocal, meaning that the adult population should learn and take into account the wishes of the younger population. 首先我要问大家一个问题：上一回别人说你幼稚是什么时候？像我这样的小孩，可能经常会被人说成是幼稚。

成人从孩子那学到什么演讲稿

成人从孩子那学到什么在生活中，我们往往以成年人比孩子更有知识和经验，但是孩子也有很多值得成年人学习的东西，尤其是在演讲这方面。

在与孩子互动的过程中，成年人能够从孩子那里学到很多技巧和方法，来为自己的演讲添加新的元素和吸引人的亮点。

真诚孩子通常很真诚，可以毫无顾虑地分享他们的想法和感受。

他们不会在意被人批评或被拒绝，而是会坦率地表达自己的看法。

成年人可以从孩子那里学到这种坦诚和真实的表达方式。

在演讲中，真诚和坦率是非常重要的，因为它能够将您的演讲与听众联系起来，让人们感到您是一个可信的人。

因此，成年人需要学会像孩子那样坦诚、真实和自在地表达自己的思想和感受。

用语简单孩子的语言和表达往往比较简单明了，没有繁琐的词汇和复杂的句子结构。

在演讲中，简单的语言可以轻松地让听众理解您所说的内容。

成年人可以通过观察孩子们的表达方式，在演讲中使用更简单的语言，使演讲更易于理解。

形象生动孩子往往能让一件平凡无奇的事情变得有趣，他们的表达方式常常是充满想象力的。

成年人可以借鉴孩子的方法，让自己的演讲更加生动形象。

演讲的生动形象可以吸引听众的注意力，使听众更容易记住您所说的内容。

表达感情成年人在工作和生活中往往会掩盖自己的情感，但是孩子们往往会大胆表达自己的感情。

成年人可以从孩子那里学到这种表达方式，将情感融入演讲中。

表达感情可以让演讲更加生动、感人，也能够更容易与听众建立联系，从而更好地传达您想要表达的信息。

自信对于孩子来说，面对陌生的人或情境时，他们可能会感到紧张或羞涩。

但与此同时，他们也很容易恢复自信。

他们往往会把注意力集中在自己所擅长的方面上，来展示自己的能力。

成年人可以从孩子那里学习到自信的态度，尝试在演讲中采用这种方式。

当您以自信而积极的心态来演讲时，能够吸引听众，并展现您的能力和知识。

总结在孩子那里，成年人可以学到很多关于演讲的技巧和方法。

孩子的表达方式通常是坦诚、简洁、清晰、生动、有感情和充满自信的。

成年人可以通过借鉴孩子的方法，在自己的演讲中，添加新的元素和吸引人的亮点。

大人能从小孩子身上学到什么中英文演讲稿

别小看孩子，大人能从小孩身上学到什么？Now, I want to start with a question: When was the last time you were called childish?For kids like me, being called childish can be a frequent occurrence.首先我要问大家一个问题：上一回别人说你幼稚是什么时候？像我这样的小孩，可能经常会被人说成是幼稚。

Every time we make irrational demands, exhibit irresponsible behavior, or display any other signs of being normal American citizens,we are called childish, which really bothers me.每一次我们提出不合理的要求，做出不负责任的行为，或者展现出有别于普通美国公民的惯常行为之时，我们就被说成是幼稚。

这让我很不服气。

After all, take a look at these events: Imperialism and colonization, world wars, George W. Bush.Ask yourself: Who's responsible? Adults.Now, what have kids done?首先，让我们来回顾下这些事件：帝国主义和殖民主义，世界大战，小布什。

请你们扪心自问下：这些该归咎于谁？是大人。

而小孩呢，做了些什么？Well, Anne Frank touched millions with her powerful account of the Holocaust, Ruby Bridges helped end segregation in the United States,and, most recently, Charlie Simpson helped to raise 120,000 pounds for Haiti on his little bike.Anne Frank对大屠杀强有力的叙述打动了数百万人的心。

培养出成功的孩子TED英语演讲稿带翻译

培养出成功的孩子TED英语演讲稿带翻译You know, I didn't set out to be a parenting expert. In fact, I'm not very interested in parenting, per Se. It's just that there's a certain style of parenting these days that is kind of messing up kids, impending their chances to develop into themselves.我并不准备成为育儿专家。

事实上，我对育儿本身也不感爱好。

只是这些天有某种育儿风格的消失，是不利于孩子成长的，而且阻碍了他们进展自己的机会。

There’s a certain style of parenting these days that’s getting in the way. I guess what I’m saying is, we spend a lot of time being very concerned about parents who a ren’t involved enough in the lives of their kids and their education or their upbringing, and rightly so.某种育儿风格的消失正阻碍着孩子的成长。

各位我要说的是，我们把大量的时间花在关怀哪些父母没有足够的参加孩子的生活中，他们的教育或者抚养中，理应如此。

But at the other end of the spectrum, there’s a lot of harm go ing on there as well, where parents feel a kid can’t be successful unless the parent is protecting and preventing at every turn, and hovering over every happening, and micromanaging every moment, and steering their kid towards somesmall subset of colleges and careers.但从另外一个极端来说，这样做会有许多的坏处，父母认为他们的孩子不会胜利，除非有父母事事的爱护和阻挡，对每件事的权衡，围观管理每个时刻并引导他们对高校和职业的选择。

浅谈今日学堂的思维教育

浅谈今日学堂的思维教育（上）：思维是什么？朱云龙思维教育一直是今日学堂的教学重点。

也是我们区别于一般学校的关键所在。

很多家长和教育界人士想把这块“宝藏”挖到手。

但无论是研究山长的教育理论，还是模仿学堂的课程案例。

可最后都收效甚微。

随着学堂的教育成果日益凸显。

关注思维教育的人也越来越多。

然而每当有人问起什么是思维时，我总会感到为难。

因为这不是简单几句话就能讲明白的。

为了能让大家可以更加清晰深入的理解思维以及思维教育，这里就进行一次系统的梳理和总结。

首先需要明确的是：心理、思维、行为教育是密不可分且循环促进的（后文会有论述）。

这里只是为了便于理解，才勉为其难把思维这一块单独摘出来进行探讨。

另外，鉴于思维本身偏于抽象，为了不让大家感到枯燥，本篇文章不作繁杂的道理论述，仅仅通过三个小故事来试图揭开思维的面纱。

知识、思考、思维的关系有一次我给学生们点评作业，答疑环节中的三个问题很有代表性。

A：老师，刚才您讲的第一点我不太明白是什么意思？B：老师，对于您讲的第二点，具体是怎样论证出来的？C：老师，您为什么能分析出三点，而我只能分析出一点呢？仔细分析这三个同学的问题：A在问是什么。

属于知识的层面。

B在问为什么。

属于思考的层面。

C在问究竟是什么因素“驱使”老师这么想，进而才有了后面的“为什么”和“是什么”。

属于思维的层面。

通过这个简单的案例，想必大家对知识、思考、思维已经有了初步的认知。

不会再把掌握知识或者学会思考当成思维了。

其实，思维隐藏在它们背后。

如果把知识比作宝剑。

思考就相当于剑招。

而思维就是心法。

心法可以衍生出各种招式，然后运用宝剑的锋芒击倒对手。

常言说：授人以鱼不如授人以渔。

如果以此为例，那么“鱼”代表知识，而“渔”代表思考，背后的“人”则代表思维。

只有彻底搞懂了背后这个人，才能把他的精髓与自身的特点结合起来，达到灵活运用和发展创新的效果。

也许到那时，自己不但会钓鱼，还会打猎，还懂得教人钓鱼和打猎。

如果大家依然感到晕菜。

大人也应该向孩子学习

有时能远远超出大人的想象。
是大人向孩子学习的时候了
让我们沮丧的是，并不是所有的大人都像
顺顺一样，意放下 “ 段 ” 向孩子学习。所以，愿身．
当１岁的华裔女孩邹奇奇站在ＴＤ的演讲台上２Ｅ时，很多大人都惊讶地张大了嘴。 “ 最后一次被评价为幼稚 ’ 什么时候７您是
震的海地儿童募到了１万英镑的善款 … …你们看，２负责任和年龄没有关系。幼稚这个词反映出的
特点，倒是经常能在大人身上找到。所以，您在
批评某人的行为不负责任、不理性时，不应该使
ＴＥＤ
ＴＥ是ＴｃｎＩｇＤｅｈ为什么这样讲７邹奇奇是这样认为的，很多
大人都曾经有过宏伟的理想。但是，很少人敢于放手去做。因为大人会给自己设定很多的框框。
选小布什做总统 … … 请你们扪心自问，这些都是
谁的责任７你们大人嘛！ “ 子们都做了些什么呢７安妮・兰克的《孩弗安
妮日记》里面对大屠杀的记录感动了数百万的人。，露比・瑞哲为美国种族隔离的终结做出了贡献。布英国的男孩查理・普森骑着自行车，为遭遇地辛

经济教育的影响TED演讲

经济教育的影响TED演讲什么是好的教育？作为家长应该承担首席教育官的责任，而不仅仅是经济上的供养。

作为老师更应该学会成为真正的教育者，而不仅仅是当作一个职业。

教育的目的，不是把孩子们变成家长自己想要或者任何人期待的样子，而是支持他们成为最好的自己。

这个世界永远不是有钱人的世界，不是有权人的世界，而是有爱之人的世界。

想教育小孩，先端正自己，树立一个好榜样，这才是最直接有效，和健康的教育方式。

一万句话，远不及一个真实的行动。

不论你是家长，抑或即将成为家长，要知道不管追求的事业有多成功，都不及教育好自己的子女。

他们是你一生最宝贵的产业，胜过手里的金银财宝。

真正的教育，需要回归到人格的本质上。

只有人格才能影响人格，只有人格才能形成人格。

1.教育的核心是建立联结，每个孩子都可以成为一个冠军本篇为美国教育家RitaPierson在TED的演讲公开课，非常精彩有内涵的一部讲座。

她用40年的教育经验，总结出了教育的核心。

这部8分钟的视频，值得我们深思什么是真正的教育。

美国著名儿童精神科医师JamesComer曾经说过，没有强有力的关系，学习就不会有显著的进步。

另一位教育学家GeogeWashingtonCarver也说过类似的话：学习就是理解各种关系。

我相信各位读者都懂这两句话，因为每个人在童年都曾被一位老师或者一个成年人影响过。

教育是学习就是理解各种关系，而教育的核心是建立联结。

没有强有力的联结，孩子就不会有有效的学习。

父母和老师，首先要做的是和孩子建立联结，建构良好的亲子或师生关系。

孩子生下来0-3岁期间，就是与主要照料人建立紧密联结的时候，也是孩子构建一生的安全感的关键时期。

为什么说三岁看大，七岁看老，因为0-3岁与主要照料人建立的亲密关系将伴随孩子的一生。

教育意味着一棵树摇动一棵树，一朵云推动一朵云，一个灵魂唤醒一个灵魂。

没有孩子会跟从他讨厌的人去学习。

父母和老师每天都在催眠孩子，在他们幼小的心灵里，「他们有可能，或者将来会成为什么样的人」就是由父母和老师种下的种子。

ted 儿童教育

ted 儿童教育TED儿童教育教育是社会发展的基石，孩子们的教育尤为重要。

TED （Technology, Entertainment, Design）是一个非营利性的组织，致力于传播创新思想。

在过去的几十年里，TED演讲已经成为了青少年和儿童们获得启发和发展的重要资源。

本文将探讨TED儿童教育的重要性、影响以及如何让它更好地服务于孩子们的成长。

一、TED儿童教育的价值TED演讲的核心理念是分享思想、激发灵感和促进创新。

这些演讲通过鼓励观众独立思考、寻找问题的解决方案，并激发他们的好奇心和创造力，为儿童教育提供了宝贵的资源。

TED演讲不仅为儿童们带来新的知识和信息，还培养了他们的批判性思维和问题解决能力。

其次，TED演讲的特点在于跨学科性和全球性。

TED讲述者来自各个领域，包括科学、艺术、技术等。

这种跨学科性的资源可以帮助儿童们拓宽视野，了解不同领域的知识和经验。

此外，TED演讲涉及的话题覆盖全球，让儿童们能够更好地了解世界各地的文化、问题和解决方案，培养他们的全球视野和社会意识。

二、TED儿童教育的影响1. 激发学习兴趣TED演讲以其生动、有趣的方式吸引着儿童的注意力，激发了他们的学习兴趣。

这些演讲通过引人入胜的故事、动画和实际案例，将抽象的概念转化为儿童可以理解的内容，帮助他们更好地掌握知识。

2. 培养独立思考能力TED演讲鼓励儿童们勇于提问，思考问题的不同角度和解决方法。

通过听取来自世界各地的专家分享观点和经验，儿童们可以学会独立思考，并从中获得启示和灵感。

3. 培养创造力和解决问题的能力TED演讲中经常涉及到创新、解决问题的方法和策略。

儿童们通过观看这些演讲，了解到解决问题的思维方式和技巧，培养了创造和解决问题的能力。

这对于他们未来的学习和发展至关重要。

三、改进TED儿童教育的方法虽然TED儿童教育已经对儿童产生了积极的影响，但还有进一步改进的空间。

首先，需要提供多语种的TED演讲。

儿童来自不同的文化和国家，他们的语言能力和背景各不相同。

TED演讲大人能从小孩身上学到什么

TED演讲大人能从小孩身上学到什么演说者：Adora Svitak演说题目：大人能从小孩身上学到什么?中英对照演讲稿Nouseum of Glass in Tacoma, y oany publishers e, and to listen to y first book, Flying Fingers, --有一个出版商，行动出版社愿意给我一个机会，并倾听我想说的话。

他们出版了我的第一本书《飞舞的手指》you see it here -- and from there on, its gone to speaking at hundreds of schools,keynoting to thousands of educators, and finally, today, speaking to you.就是这个那以后，我到数百个学校去演讲，给数千个老师作主题演讲，最后，在今天，给你们作演讲。

我感谢你们今天听我演讲，I appreciate your attention today, because to sho uch better than adults.Kids groe adults just like you.因为你们会倾听我，这证明你们真的在乎。

但小孩比大人强得多的这幅乐观图景是存在一个问题的。

小孩会长大并变成像你们一样的大人。

Or just like you, really?The goal is not to turn kids into your kind of adult, but rather better adults than you have been, ay be a little challenging considering your guys credentials,跟你们一样，真的吗?我们的目标不是让小孩变成你们这样的大人，而是比你们强的大人。

考虑到你们都这么了不起，这可能颇具挑战性。

TED——我们该怎样学习,颠覆你对大脑的认知

2022年4月4日星期一TED——我们该怎样学习，颠覆你对大脑的认知So how do we learn? And why does some of us learn things more easily than the others? So, as I just mentioned,I am Dr. Lara Boyd. I am a brain researcher here at the University of British Columbia. These are questions that fascinate me. So brain research is one of the great frontiers in the understanding of human physiology, and also in the consideration of what makes us who we are. It’s an amazing time to be a brain researcher, and I would argue to you that I have the most interesting job in the world. What we know about the brain is changing at a breathtaking pace. And much of what we thought,we knew and understood about the brain turns out to be not true or incomplete. Some of these misconceptions are more obvious than others. For example, we used to think that after childhood the brain did not, really could not change. And it turns out that nothing could be farther from the truth. Another misconception about the brain is that you only use parts of it at any given time and it’s silent when you do nothing. Well, this is also untrue. It turns out that even when you’re at a rest and thinking of nothing, your brain is highly active. So it’s been advances in technology, such as MRI, that’s allowed us to make these and many other important discoveries. And perhaps the most exciting, the most interesting and transformative of these discoveries is that, every time you learn a new fact or skill, youchange your brain. It’s something we call neuroplasticity. So as little as 25 years ago, we thought that after about puberty, the only changes that took place in the brain were negative: the loss of brain cells with aging, the result of damage, like a stroke. And then, studies began to show remarkable amounts of reorganization in the adult brain. And the ensuing research has shown us that all of our behaviors change our brain. That these changes are not limited by age. It’s a good news right? And in fact, they are taking place all the time. And very importantly, brain reorganization helps to support recovery after you damage your brain. The key to each of these changes is neuroplasticity. So what does it look like? So your brain can change in three very basic ways to support learning.And the first is chemical. So your brain actually functions by transferring chemicals signals between brain cells, what we call neurons, and this triggered a series of actions and reactions. So to support learning, your brain can increase the amount or the concentrations of these chemical signaling that’s taking place between neurons. Because this change can happen rapidly, this supports short-term memory or the short-term improvement in the performance of a motor skill.The second way that the brain can change to support learning is by altering its structure. So during learning, the brain can change the connections between neurons. Here, the physical structure of the brain isactually changing, so this takes a bit more time. These types of changes are related to long-term memory, the long-term improvement in a motor skill. These processes interact, and let me give you an example of how. So we’ve all tried to learn a new motor skill, maybe playing the piano, maybe learning to juggle. You ‘ve had the experience of getting better and better within a single session of practice, and thinking”I have got it.” And then maybe you return the next day, and all those improvement from the day before are lost.what happened? Well, in the short-term, your brain was able to increase the chemicals signaling between your neurons. But for some reason, those changes did not induce the structural changes that are necessary to support long-term memory. Remembers that long-term memories take time. And what you see in the short-term does not reflect learning. It’s these physical changes that are now going to support long-term memories, and chemical changes that support short-term memories. Structural changes also can lead to integrated networks of brain regions that function together to support learning. And they can also lead to certain brain regions that are important for very specific behaviors to change your structure or to enlarge. So here’s some examples of that. So people who read Braille have large hand sensory areas in their brain than those of us who don’t. Your dominant hand motor region, which is on the left side of your brain, if you are right-handed, is larger than the other side. And research shows the London taxi cab drivers who actuallyhave to memorize a map of London to get their taxi cab license, they have larger brain regions devoted to spatial, or mapping memories.The last way that your brain can change to support learning is by altering its function. As you use a brain region, it become more and more excitable and easy to use again. And as your brain has these areas that increase their excitability, the brain shifts how and when they are activated. With learning, we see that whole networks of brain activity are shifting and changing. So neuroplasticity is supported by chemical, by structural, and by functional changes, and these are happening across the whole brain. They can occur in isolation from one or another, but most often, they take place in concert. Together, they support learning. And they’re taking place all the time. I just told you really how awesomely neuroplastic your brain is. Why can’t you learn anything you choose to with ease? Why do our kids sometimes fail in school? Why as we age do we tend to forget things? And why don’t people fully recover from brain damage? That is: what is is that limits and facilitates neuroplasticity? And so this is what I study. I study specifically how it relates to recovery from stroke. So recently, stroke dropped from being the third leading cause of death in the US to be the forth leading cause of death. Great news, right? But actually, it turns out that the number of people having a stroke has not declined. We are just better at keeping people alive after a severe stroke. It turns out to be very difficult to help the brain recover from stroke. Andfrankly, we have failed to develop effective rehabilitation interventions. The net result of this is that stroke is the leading cause of long-term disability in adults in the world; individuals with stroke are younger and tending to live longer with that disability, and research from my group actually shows that the health-related quality of life of Canadians with stroke has declined. So clearly we need to be better at helping people recover from stroke. This is an enormous social problem, and it’s one that we are not solving. So what can be done? One thing is absolutely clear: the best driver of neuroplastic change in you brain is your behavior. The problem is that the dose of behavior, the dose of practice that’s required to learn new and relearn old motor skills, is very large. And how to effectively deliver these large doses of practice is a very difficult problem; it’s also a very expensive problem. So the approach that my research has taken is to develop therapies that prime or that prepare the brain to learn. And these have included brain simulation, exercise and robotics. But through my research, I’ve realized that a major limitation to the development of therapies that speed recovery from stroke is that patterns of neuroplasticity are highly variable from person to person. As a researcher, variability used to drive me crazy. It makes it very difficult to use the statistics to test your data and your ideas. And because of this, medical interventions studies are specifically designed to minimize variability. But in my research, it’s becoming really clear that the mostimportant, the most informative data we collect is showing this variability. So by studying the brain after stroke, we’ve learned a lot, and I think these lessons are very valuable in other areas. The first lesson is that the primary driver of change in your brain is your behavior, so there is no neuroplasticity drug you can take. Nothing is more effective in than practice at helping you learn, and the bottom line is you have to do the work. And in fact, my research has shown increased difficulty, increased struggle if you will, during practice, actually leads to both more learning, and greater structural change in your brain.The problem here is that neuroplasticity can work both ways. It can be positive, you can learn something new, and you refine a motor skill. And it also can be negative though, you forgot something you once knew, you become addicted to drugs, maybe you have chronic pain. So your brain is tremendously plastic, and it’s been shaped both structurally and functionally by everything you do, but also by everything that you don’t do. The second lesson we’ve learned about the brain is that there is no one-size-fits-all approach to learning. So there is no recipe for learning. Consider the popular belief that it takes 10000 hours of practice to learn and to master a new motor skill. I can assure you it’s not quite that simple. For some of us, it’s going to take a lot more practice, and for others it may take far less. So the shaping our plastic brains is far too unique for there to be any single intervention that’s going to work for all of us. Thisrealization has force us to consider something call personalized medicine. This is the idea that to optimize outcomes each individual requires their own intervention. And the idea actually comes from cancer treatments. And here it turns out that genetics are very important in matching certain types of chemotheraphy with specific forms of cancer. My research is showing that this also applies to recovery from stroke. There’re certain characteristics of brain structure and function we call biomarkers. And these biomarkers are proving to be very helpful and helping us to match specific therapies with individual patients. The data from my lab suggests it’s a combination of biomarkers that best predicts neuroplastic change and patterns of recovery after stroke. And that’s not surprising, given how complicated the human brain is. But I also think we can consider his concept much more broadly. Given the unique structure and function of each of our brains what we’ve learned about neuroplasticity after strokr applies to everyone. Behaviors that you employ in your everyday life are important. Each of them is changing your brain. And I believe that we have to consider not just personalized medicine but personalized learning. The uniqueness of your brain will affect you both as a learner and also as a teacher. This idea helps us to understand why some children can thrive in tradition educations settings and other don’t; why some of us can learn language easily and yet, others can pick up any sport and excel. So when you leave this room today, you brain will not be the same as when youentered this morning. And I think that’s pretty amazing. But each of you is going to have changed your brain differently. Understanding these differences, these individuals patterns, this variability and change is going to enable the next great advance in neuroscience; it’s going to allow us to develop new and effective interventions, and allow for matches between learners and teachers, and patients and interventions. And this does not just apply the recovery from stroke, it applies to each of us, as a parent, as a teacher, as a manager, and also because you are at TEDx today, as a lifelong learner. Study how and what you learn best. Repeat those behaviors that are healthy for your brain, and break those behaviors and habits that are not. Practice. Learning is about doing the work that tour brain requires. So the best strategies are going to vary between individuals. You know what, they’re even going to vary within individuals. So for you, learning music may come very easily, but learning to snowboard, much harder. I hope that you leave today with a new appreciation of how magnificent your brain is. You and your plastic brain are constantly being shaped by the world around you. Understand that everything you do, everything you encounter and everything you experience is changing your brain. And that can be for better, but it can also be for worse. So when you leave today, go out and build the brain you want. Thank you very much.。

英文演讲-大人能从孩子身上学到什么

英文演讲:大人能从小孩身上学到什么What can the adults learn from the children1.imagination想象力Nowadays,many people's mind have been limited by the knowledge that they have learned ,so that they often lack imaginaton.However, the children can always make full use of the imagination.For example,when they see a circle ,they will say it's a plate ,the sun ,the full moon and so on.Look,how marvelous the children's imagination is!2.curiosity好奇心Always keeping the curiosity as a child would help you find joy in life and work .Y ou should know there are many new things for you to discover and boarden your horizen.3.the courage to ask questions 勇于提问Some adults are shy of asking for help but they overlook that asking is the fastest way to solve your problems.4.creativity创造力The children are rich with creativity which the world need. With the creativity ,not until can they invent more useful and high-tect things to improve our standard of living,but also they can even change the world in the future.。

邹奇奇TED演讲：大人应当从小孩身上学习什么

邹奇奇TED演讲：大人应当从小孩身上学习什么这是一篇由网络搜集整理的关于邹奇奇TED演讲：大人应当从小孩身上学习什么的文档，希望对你能有帮助。

邹奇奇从3岁半开始读英文书，至今已经读了1600多本。

随着年龄的增长，她读的书越来越多，而且速度越来越快。

如今，邹奇奇一天至少要读完一本二三百页的书。

更让人惊讶的是，这个文静秀气的小姑娘偏偏喜欢关于战争和武器的军事书籍。

此外，她对历史书籍充满浓厚兴趣，常常阅读关于拿破仑、世界大战的历史书。

她爱看法国哲学家的书籍，一天能读3本小说，自4岁以来，她用笔写下了400多篇故事和诗歌，她2005年出版的故事集《飞扬的手指》，包含的300多篇故事大多以中世纪为背景，从古埃及写到了文艺复兴，文中透露出的`政治、宗教和教育见解，思想深刻，文思严谨，令人难以相信这是一名8岁女孩的作品。

尽管生长在美国，缺少中文的语言环境，但姐妹俩从小时候开始，就经常听母亲给她们讲中文故事，并阅读大量标有拼音的中文读物。

奇奇最喜欢听《西游记》的故事。

2岁时，邹奇奇每天都要听母亲邹灿讲一个《西游记》的故事。

到3岁时，奇奇已经不满足于听故事了，她开始尝试借助汉字上面的拼音，自己阅读《西游记》。

包括《西游记》在内的中国古典作品，对奇奇的写作产生了一定的影响。

奇奇曾在自述中说：“我对学习新知识的热爱，是我成功的原因之一。

这样说吧，我写的故事，很多都是受到我读过的书籍的启发。

”邹奇奇不仅是“文学天才”，还是一名女权运动和世界和平的倡议者，她的网站上将她描述为“作家、诗人和人道主义者”。

8岁的邹奇奇在美国已经成了名人，包括着名主持人奥弗拉、美国广播公司“早安美国”节目等都采访过她，“早安美国”的节目主持人更将她称作“美国文坛小巨人”。

邹灿称，他们很早就发现了女儿奇奇的“特别之处”，因为奇奇从3岁时就开始自己读书了。

邹灿说：“在她很小时，约翰就对她念柏拉图的着作，后来她竟自己开始读书。

我们只想让她自由发展，不想给她施加太大的压力。

成年人能从孩子身上学到什么—邹奇奇

成年人能从孩子身上学到什么--邹奇奇首先我要问大家一个问题：上一回别人说你幼稚是什么时候？像我这样的小孩，可能经常会被人说成是幼稚。

每一次我们提出不合理的要求，做出不负责任的行为，或者展现出有别于普通美国公民的惯常行为之时，我们就被说成是幼稚。

这让我很不服气。

首先，让我们来回顾下这些事件：帝国主义和殖民主义，世界大战，小布什。

请你们扪心自问下：这些该归咎于谁？是大人。

而小孩呢，做了些什么？安妮·弗兰克(Anne Frank)对大屠杀强有力的叙述打动了数百万人的心。

鲁比·布里奇斯为美国种族隔离的终结作出了贡献。

另外，最近还有一个例子，查理·辛普森（Charlie Simpson）骑自行车为海地募得12万英镑。

所以，这些例子证明了年龄与行为完全没有关系。

"幼稚"这个词所对应的特点是常常可以从大人身上看到，由此我们在批评不负责和非理性的相关行为时，应停止使用这个年龄歧视的词。

（掌声）谢谢！话说回来，谁能说我们这个世界不正是需要某些类型的非理性思维吗？也许你以前有过宏大的计划，但却半途而废，心想：这个不可能，或代价太高或这对我不利。

不管是好是坏，我们小孩子在思考不做某事的理由时，不太受这些考量的影响。

小孩可能会有满脑子的奇思妙想和积极的想法，例如我希望没有人挨饿或者所有东西都是免费的，有点像乌托邦的理念。

你们当中有多少人还会有这样的梦想并相信其可能性？有时候对历史及对乌托邦的了解，可能是一种负担，因为你知道假如所有东西都是免费的，食物储备会被清空，而缺失将会导致混乱。

另一方面，我们小孩还对完美抱有希望。

这是件好事，因为要将任何事情变为现实，你首先得心怀梦想。

在很多方面，我们的大胆想象拓宽了可能性的疆界。

例如，华盛顿州塔可马市的玻璃博物馆，我的家乡华盛顿州——你好！（掌声）这个博物馆里有一个项目叫“儿童玻璃设计”，小孩们自由创作自己的玻璃作品。

后来，驻馆艺术家说他们所有的一些极佳灵感就来自这个项目，因为小孩不去理会吹出不同形状玻璃的难度限制他们只是构思好的点子。

大人能向小孩学到什么根据演讲稿内容分点概

大人能向小孩学到什么根据演讲稿内容分点概
大人向小孩学习的内容可以分为以下几点：
1. 知识和技能：大人在工作和生活中积累了丰富的知识和技能，可以向小孩传授学习方法、学科知识、实用技能等，帮助他们提高学习能力和应对问题的能力。

2. 经验和智慧：大人经历了更多的人生阅历和挑战，可以分享自己的经验和智慧给小孩，帮助他们更好地面对人生的各种困难和抉择。

3. 价值观和道德准则：大人可以向小孩灌输正确的价值观和道德准则，教育他们诚实守信、尊重他人、关心社会等美德，引导他们健康成长，形成良好的行为习惯和态度。

4. 社交和人际交往技巧：大人可以教导小孩如何与他人进行有效沟通、建立良好的人际关系、解决冲突等社交技巧，培养其与他人合作、尊重和包容的能力。

5. 健康和生活方式：大人可以向小孩传授健康的生活方式，包括良好的饮食习惯、适当的运动和休息、个人卫生等，帮助他们保持身心健康。

总之，大人向小孩学习的内容不仅包括知识和技能，还包括经验、智慧、价值观和生活技能等，全面培养小孩的综合素质和发展。

ted激励孩子的秘诀

ted激励孩子的秘诀嘿，大家好！今天咱们来聊聊一个话题，那就是——TED激励孩子的秘诀。

你有没有想过，其实孩子的心灵就像一块未经雕刻的璞玉，父母和老师的每一句话、每一个行动，都会在他们的心里留下痕迹。

说得再直白点，就是孩子们听得懂的，才是真正能够激励他们的。

所以，怎样才能引导他们走出一条光明的大道呢？别着急，听我给你细细道来。

咱们得明白一点：给孩子讲道理，别总是讲大道理。

你说你天天给孩子灌输一些“高大上的”理念，比如“成功是要付出百倍努力的”之类的，结果你还以为自己讲得很棒，其实孩子早就进入了“自闭模式”。

为什么？因为他们听不懂啊！咱们得站在孩子的角度，跟他们说话，不能跟他们讲那些“宇宙真理”。

你得学会用他们的语言来表达，用他们感兴趣的方式去吸引他们。

你看，TED上那些讲者，他们讲的内容虽然有深度，但他们讲得非常生动、非常接地气。

每当讲到孩子的潜能时，他们总能用一些孩子听了会眼睛一亮的方式去表达。

真的是很有一套啊。

TED讲者还经常告诉我们一个道理：鼓励比批评更有效！咱们不是说要放任自流，适当的批评也是必须的。

但关键在于，鼓励的力量大到可以把孩子从灰心丧气的边缘拉回来。

比如你看一个孩子画画，他画得可能不怎么样，画得歪七扭八的，但你夸他：“哇，真不错！你看这只小猫的尾巴，画得太有创意了！”然后再来一段正能量满满的鼓励：“继续努力，你一定能画得越来越好！”这时候，你看到的，不仅仅是孩子脸上的笑容，还有他重新燃起的斗志。

他会觉得“哦，原来我做得还不赖”，于是他就会有动力去继续努力，去挑战更高的目标。

说到这里，咱们得注意一点：不要总是当孩子面前拿自己的“标准”去衡量他们。

有些父母，总是希望孩子按照自己设定的目标去努力，觉得只有这样才是“对”的。

可是孩子们是独立的个体，他们有自己的节奏，自己的方式。

就像TED里说的，给孩子一个平台，让他们去自由发挥，去追寻他们自己热爱的东西。

比如说，有的孩子喜欢画画，有的喜欢玩积木，有的喜欢做实验，有的则只对吃喝玩乐有兴趣。

成人从孩子那学到什么演讲稿

成人从孩子那学到什么演讲稿现任TED掌门人克里斯·安德森说：“一次演讲令人惊奇的地方在于，你可以用几分钟的时间启发人们的思想。

这几分钟能把人从观众转变为参与者。

关键词是‘灵感’，它更像火花、催化剂，让你参与到比自己更伟大的事情中去。

”下面小编为大家整理关于成人向孩子学校演讲稿，希望能帮到你。

成人从孩子那学到什么现在，我想用一个问题开始：上一次你们被说到有孩子气是什么时候?对于象我一样的孩子们，被成为孩子气是时常发生的事。

每次当我们做一些无理的要求，显现出不负责任的行为，或者显现出任何其他正常美国民众的信号时，我们就会被成为孩子气，这个实在很困扰我。

总之，来看看这些事件：帝国主义和殖民主义，世界大战，George W. Bush。

问问你们自己：谁不负责任?成年人们。

因此，如你能见到的这些例子为证据，年龄绝对不是左右这个的原因。

孩子气这个个性看起经常会出现在成人中，当我们评论那些不负责任的行为和无理的想法时，我们应该舍弃年龄歧视这个词。

或好或坏，我们孩子们当考虑到为什么不去这样想时理由的束缚。

小孩子们能充满灵感，激情和有希望的想法，想我的希望是没有人会饥饿或者所有东西都免费的这种乌托邦想法。

在另一方面，我们小孩子依然关于完美的梦想。

并且那是一个好的事，因为想要使任何事实现，你必须先梦想它。

TED演讲——大人应该向孩子学什么

TED英语演讲稿：大人可以跟孩子学什么？

TED英语演讲稿：大人可以跟孩子学什么？

邹奇奇TED演讲：大人可以跟孩子学什么_英语演讲稿_

(完整版)邹奇奇ted演讲稿中英文版

成年人可以向孩子学习什么

成人从孩子那学到什么演讲稿

大人能从小孩子身上学到什么 中英文演讲稿

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邹奇奇TED演讲：大人应当从小孩身上学习什么

成年人能从孩子身上学到什么—邹奇奇

大人能向小孩学到什么根据演讲稿内容分点概

ted激励孩子的秘诀

成人从孩子那学到什么演讲稿

大人能从小孩子身上学到什么中英文演讲稿