TED英语演讲：如何激发每个孩子成为终生阅读者
As an elementary school teacher, my mom did everything she could to ensure I had good reading skills. This usually consisted of weekend reading lessons at our kitchen table while my friends played outside. My reading ability improved, but the forced reading lessons didn't exactly inspire a love of reading. 赞美祖国的现代诗
作为一名小学教师,我母亲竭尽所能以确保我有良好的阅读能力。她通常在周末时在餐桌前教我阅读,而此时我的朋友们在外玩耍。我的阅读能力提高了,但这种强迫式的阅读教学并没有激发我对阅读的热爱。
刘东昊 High school changed everything. In 10th grade, my regular English class read short stories and did spelling tests. Out of sheer boredom, I asked to be switched into another class. The next mester,I joined advanced English.
到高中时,这一切改变了。在十年级时,我的常规英文课要求阅读短篇故事和测试拼写。因为感觉实在无聊,我要求转去另一门课。在下一个学期,我加入了高阶英语课。
We read two novels and wrote two book reports that mester. The drastic difference and rigor between the two English class angered me and spurred questions like, "Where did all the white people come from?"
那学期,我们要读两本小说并写两篇读书报告。这两门英语课之间的巨大差异和严格程度让我很生气也引发了像这样的问题,“这些白人是从哪来的?”
My high school was over 70 percent black and Latino, but this advanced English class had white students everywhere. This personal encounter with institutionalized racism altered my relationship with reading forever. I learned that I couldn't depend on a school, a teacher or curriculum to teach me what I needed to know. And more out of like, rebellion, than being in tell ectual, I decided I would no longer allow other people to dictate when and what I read. And without realizing it, I had stumbled upon a key to helping children read. Identity.
黑裔和拉丁美洲裔学生在我的高中占学生总数的70%,但这门高阶英语课上遍布着白人学生这样的制度化种族主义的个人遭遇永久地改变了我与阅读的关系。我发现我不能依赖于
一个学校,一位老师或课程来教我那些我需要知道的。主要因为叛逆,而非理智,我决定我再也不会让其他人来决定我应该在何时阅读以及阅读什么。我已偶然发现了一把帮助孩子阅读的钥匙,虽然我当时并没有意识到这一点。那就是认同。
楚乔传简介
Instead of fixating on skills and moving students from one reading level to another, or forcing struggling readers to memorize lists of unfamiliar words, we should be asking ourlves this question: How can we inspire children to identify as readers?
不应只专注于技能和将学生从一个阅读级别升到下一级,或逼迫阅读有困难的学生去记忆不熟悉的字列,我们应当问我们自己这个问题：我们如何启发孩子们认同自己是阅读者? 幽兰花
DeSean, a brilliant first-grader I taught in the Bronx, he helped me understand how identity shapes learning. One day during math, I walk up to DeSean, and I say, "DeSean, you're a great mathematician." He looks at me and responds, "I'm not a mathematician, I'm a math genius!"
迪翔,一位我在布朗克斯区教过的聪明的一年级学生,他帮助我懂得了认同感如何塑造学习
中国开发区行为。有一天在数学课上,我走向迪翔,说,”迪翔,你是个很棒的数学家。“他看着我回答说,”我不是个数学家,我是个数学天才!“
OK DeSean, right? Reading? Completely different story. "Mr. Irby, I can't read. I'm never going to learn toread," he would say. I taught DeSean to read, but there are count less black boys who remain trapped in illiteracy. According to the US Department of Education, more than 85 percent of black male fourth graders are not proficientin reading.
会友
好吧,迪翔,是吧?阅读呢?情形完全不同。他说：“尔比先生,我不会阅读。我永远也学不会阅读。"我教会了迪翔去阅读,但有无数黑人男孩们仍然是文盲。根据美国教育部统计,超过85%的四年级黑人学生不擅长阅读。
85 percent! The more challenges to reading children face, the more culturally competent educators need to be. Moonlighting as a stand-up comedianfor the past eight years, I understand the importance of cultural competency,which I define as the ability to translate what you want someone el to knowor be able to do into communication or experiences that they find relevant andengaging.
85%!孩子们面对的阅读挑战越多,教育者们所需要的文化能力越高。在过去八年兼职做喜剧演员时,我了解到文化能力的重要性,我认为这种能力可以把你想要别人知道或能够做到的,翻译成他们认为与之有关且愿意参与的交流或体验。
Before going on stage, I asss an audience. Are they white, are they Latino? Are they old, young, professional, conrvative? Then I curate and modify my jokes bad on what I think would generate the most laughter. Whileperforming in a church, I could tell bar jokes. But that might not result inlaughter.
在上台之前,我会评估观众。他们是白人?拉丁美洲人?他们年长、年轻、专业、还是保守?然后我会策划和修改我的笑话依据我对怎样能引发更多笑声的考量。我在教堂表演时可以说个酒吧笑话。但可能根本没人会笑。
As a society, we're creating reading experiences for children that are the equivalent of telling bar jokes in achurch. And then we wonder why so many children don't read. Educator and philosopher Paulo Freire believed that teaching and learning should be two-way.Students shouldn't be viewed as empty buckets to be filled with facts but as cocr
eators of knowledge.
在社会环境中,我们为孩子们创造阅读体验就像是在教堂里讲酒吧笑话。然后我们纳闷为什么这么多孩子不阅读。教育家兼哲学家保罗·弗莱雷相信教和学应该是双向的。学生们不应被看作是需要被填满事实的空桶,而应是知识的共同创作者。
什么然大悟>名著读书心得 Cookie-cutter curriculums and school policies that require students to sit statue-still or to work in complete silence -- the environments often exclude the individual learning needs, theinterest and experti of children. Especially black boys.
