时间:2019-01-16 作者:英语课 分类:2017年NPR美国国家公共电台8月


英语课

 


GUY RAZ, HOST:


So here's what a chemistry class at the Khan Lab School in Los Altos, Calif., sounds like.


UNIDENTIFIED CHILDREN: (Singing) Hydrogen and helium and lithium, beryllium, boron, carbon everywhere. Nitrogen all through the air.


RAZ: Don't you just kind of want to be in that class?


UNIDENTIFIED CHILD #1: I spend at least half an hour every day coding. So I do JavaScript. And now I'm just starting to learn Python.


RAZ: JavaScript and Python, pretty crazy, right? Anyway, the Lab School opened up in 2014 as, well, an education laboratory, a kind of testing ground...


UNIDENTIFIED CHILD #2: Our hazmat suit is built for Europa.


RAZ: ...Where kids from different age groups collaborate 1.


UNIDENTIFIED CHILD #2: The problems are that it's very, very cold there, plus there's deadly radiation.


RAZ: And at the Khan Lab School, classes go year-round and there are no grade levels.


SALMAN KHAN: You know, they come in, there's a group time where, you know, you have kids as young as 5, as old as 14, all together in a room. You know, they really feel like cousins. A lot of...


RAZ: This is the school's founder 2, Sal Khan.


KHAN: They'll have their morning meeting. Then they go into core skills time. There's a lot of peer-to-peer interaction going on in that period. But once you get to lunch and the whole afternoon, it's mainly project-based learning, students working in kind of this collaborative, cross-age environment.


RAZ: And at the heart of Sal Khan's approach, flipping 3 the classroom so that students watch online lectures at home but spend a lot more time working with teachers and other students in class.


KHAN: It makes the classroom take advantage of the human beings that are there. It makes it an active process. It allows the teacher to see in real time where the students actually are. And the idea of getting the information, well, it's better when it's on your own time and pace and you can pause and repeat and watch exactly what you need.


RAZ: And this whole idea of flipping the classroom, it's something Sal kind of stumbled upon more than a decade ago when he started to post these free educational videos online, which he called Khan Academy.


KHAN: So in a traditional lecture model, I show up, I'm like, all right, I'm sitting here. And it just happens to you. And some of it might stick. While on demand video, when I click on a video, I'm only going to click - it's kind of like asking a question. Hey, I'm still confused about this. Give me another five-minute example or explain the concept a little bit better.


And so when you are pulling information, you're naturally going to be more open to it.


RAZ: Khan Academy began sort of by accident in 2004. At the time, Sal was working at a hedge fund and his 12-year-old cousin came to visit. And she was dispirited because she'd been placed in a slower math class.


KHAN: I asked her about it. Turns out, she had trouble with unit conversion 6.


RAZ: You know, changing feet to meters or gallons to liters.


KHAN: I offered to tutor her, convinced that she could understand unit conversion. And so we started working together over the phone.


RAZ: And eventually, she got it.


KHAN: And then I called up her school, I say, hey, you know, I think Nadia (ph) should retake that placement exam from last year. They said, who are you? (Laughter) I said, I'm her cousin. And they let her. And that same Nadia that two months ago was being tagged and tracked as a remedial math student was now placed into the advanced math class. And then word gets around the family that free tutoring is going on.


RAZ: So one cousin becomes two, then three and then four, five, six, seven, eight...


KHAN: Once it was 10 or 15 cousins, the scheduling logistics got a little bit more difficult.


RAZ: Sal would organize conference calls. And then he would email pictures of math problems back and forth 7. And eventually, someone suggested, hey, why don't you just post your lessons on YouTube?


KHAN: I actually wasn't that familiar with it at the time. And I said, no, no, that doesn't make any sense. YouTube is for cats playing piano.


RAZ: (Laughter).


KHAN: It's not for serious mathematics.


RAZ: But he tried it anyway.


(SOUNDBITE OF YOUTUBE VIDEO)


KHAN: Welcome to the presentation on adding and subtracting fractions. Let's get started.


And I started telling my cousins, hey, I'm making videos on a lot of the common concepts and questions that y'all are asking me about. Why don't you watch them ahead of time and when we get on the phone, we can dig a little bit deeper? And after about a month, I asked for feedback and they famously said they like me better on YouTube than in person.


(SOUNDBITE OF YOUTUBE VIDEO)


KHAN: So this one-fourth right here, let's say it's this one-fourth of the pie, right? And we're going to add it to another one-fourth of the pie.


I think what they were saying is it was very valuable to have it on demand. They didn't have to feel embarrassed. They didn't have to feel like they were wasting my time. And so I kept going. It was public on YouTube, started to become clear that people who weren't my cousins were watching. That just kept growing.


(SOUNDBITE OF TED 5 TALK)


KHAN: Even at this point, you know, I said, OK, maybe it's a good supplement. It's good for motivated students. It's good for maybe homeschoolers. But I didn't think it would be something that would somehow penetrate 8 the classroom.


RAZ: Sal picks up the story from the TED stage.


(SOUNDBITE OF TED TALK)


KHAN: But then I started getting letters from teachers. And the teachers would write saying we've used your videos to flip 4 the classroom. You've given the lectures. So now what I do is I assign the lectures for homework. And what used to be homework, I now have the students doing in the classroom. And I want to pause here for a second because this is the unintuitive thing when you talk about technology in the classroom.


They took a fundamentally dehumanizing experience, a bunch of - 30 kids with their fingers on their lips not allowed to interact with each other, a teacher, no matter how good, has to give this kind of one-size-fits-all lecture to 30 students - you know, blank faces, slightly antagonistic 9. And now it's a human experience. Now they're actually interacting with each other.


RAZ: So how does Khan Academy teach, let's say, algebra 10 to a seventh grader differently than that seventh grader would learn it in a classroom in middle school?


KHAN: Well, one, we want to put practice first and practice at your level of development. So in a traditional school, it might be October. Hey, we're all going to be doing exponents 11 in seventh grade. What we would recommend is let students start at the beginning and then let them keep practicing at their own time and pace. And then the teacher can get information on where all their students are and intervene accordingly.


Say, hey, those students are getting exponents just fine, let them move on to logarithms, while these students are actually, not even exponents, some of these students are having trouble with their multiplication 12 tables. Let's make sure they have that foundation well because if they don't learn that, exponents are going to be near impossible.


And so it allows the teacher to become more of a master conductor of an orchestra. And, you know, this has to be a little bit louder, this has to be a little bit more quiet. So that's what we generally advocate. In terms of the actual content materials, I think there's a lot of teachers out there, incredible teachers who do a very good job of connecting material, making it make conceptual sense.


I think textbooks do a pretty bad job of that. It tends to fragment the knowledge, make it seem like a series of formulas. And so we're trying to do both of these things - allow classrooms to move to this more personalized, you could say, competency-based world. And at the same time, allow the content to be delivered in a way that is much more natural for students, that feels much more conceptual and also exposes the beauty in things.


RAZ: So could this approach, could flipping the classroom actually revolutionize teaching? In a minute, why Sal Khan believes the answer is yes. Stay with us. I'm Guy Raz, and you're listening to the TED Radio Hour from NPR.


(SOUNDBITE OF MUSIC)


RAZ: It's the TED Radio Hour from NPR. I'm Guy Raz. And on the show today, ideas about rethinking school. And before the break, we were hearing how Sal Khan turned an experiment with online videos into a teaching tool to flip the classroom. In more than 10 years since he launched Khan Academy, millions of people have watched the videos, all free and made available in more than three dozen different languages.


(SOUNDITE OF ARCHIVED RECORDING)


UNIDENTIFIED MAN: (Foreign language spoken).


UNIDENTIFIED WOMAN: (Foreign language spoken).


UNIDENTIFIED MAN: (Foreign language spoken).


(SOUNDBITE OF TED TALK)


KHAN: Imagine what it does to a street kid in Calcutta who has to help his family during the day and that's the reason why he or she can't go to school. Now they can spend two hours a day and remediate or get up to speed and not feel embarrassed about what they do or don't know. Now imagine what happens where, you know, we talked about the peers teaching each other inside of a classroom.


But this is all one system. There's no reason why you can't have that peer-to-peer tutoring beyond that one classroom. Imagine what happens if that student in Calcutta all of a sudden can tutor your son or your son can tutor that kid in Calcutta. And I think what you'll see emerging is this notion of a global one-world classroom. And that's essentially 13 what we're trying to build.


RAZ: Could Khan Academy, I mean, could it replace school for - or does it replace school for lots of children around the world who may not have access to traditional classrooms?


KHAN: In an ideal world, you have a physical school. Obviously, we created a physical school so we think it's very, very important. But the reality is that many students, you know, it could be in under-served areas, it could be in rural areas, impoverished 14 areas, there could be cultural barriers to going to school. You know, we've had some stories of young girls under, you know, controlled by the Taliban, they're using Khan Academy as their outlet 15.


So, yes, we - ideally, you go to a classroom, and we can help supercharge that classroom. But if you don't have access to a classroom, yes, we want to make it so that you could self-educate and prove what you know to the world and so that you can participate in society.


RAZ: I mean, I guess what you're essentially trying to do is to append an outdated 16 system.


KHAN: Yeah, around the world, we have essentially adopted what could be called a Prussian education system. And it's referring to 18th, 19th century Prussia, one of the first places to industrialize and also one of the first places to rightfully think about universal public education. And - but what they did say - they said, well, we can't give everyone a private tutor like nobility used to get.


If we want to make this economic, well, let's - this is the Industrial Revolution. How do we do anything at scale? Well, we batch 17 things together, we move them down in an assembly line, we apply some processes to it. And so that's the model that throughout the world we have. Students are batched together, initially 18 by age, around middle school, age and perceived ability.


They move forward at a set pace. But now we have technology, we have notions of on demand video. And so the opportunity - it no longer has to be this utopian thought - is let's give students explanations when they need it, if they need it. Let's give them practice when and if they need it. And so our end isn't just to change things for the sake of changing things.


Our end is we want a world where you have access to, you know, a low-cost device, you can access Khan Academy, self-educate yourself and plug in either to the formal academic system or get a job, become part of society.


RAZ: Sal Khan, founder of Khan Academy and the Khan Lab School. You can see all of his talks at ted.com.



vi.协作,合作;协调
  • The work gets done more quickly when we collaborate.我们一旦合作,工作做起来就更快了。
  • I would ask you to collaborate with us in this work.我们愿意请你们在这项工作中和我们合作。
n.创始者,缔造者
  • He was extolled as the founder of their Florentine school.他被称颂为佛罗伦萨画派的鼻祖。
  • According to the old tradition,Romulus was the founder of Rome.按照古老的传说,罗穆卢斯是古罗马的建国者。
讨厌之极的
  • I hate this flipping hotel! 我讨厌这个该死的旅馆!
  • Don't go flipping your lid. 别发火。
vt.快速翻动;轻抛;轻拍;n.轻抛;adj.轻浮的
  • I had a quick flip through the book and it looked very interesting.我很快翻阅了一下那本书,看来似乎很有趣。
  • Let's flip a coin to see who pays the bill.咱们来抛硬币决定谁付钱。
vt.翻晒,撒,撒开
  • The invaders gut ted the village.侵略者把村中财物洗劫一空。
  • She often teds the corn when it's sunny.天好的时候她就翻晒玉米。
n.转化,转换,转变
  • He underwent quite a conversion.他彻底变了。
  • Waste conversion is a part of the production process.废物处理是生产过程的一个组成部分。
adv.向前;向外,往外
  • The wind moved the trees gently back and forth.风吹得树轻轻地来回摇晃。
  • He gave forth a series of works in rapid succession.他很快连续发表了一系列的作品。
v.透(渗)入;刺入,刺穿;洞察,了解
  • Western ideas penetrate slowly through the East.西方观念逐渐传入东方。
  • The sunshine could not penetrate where the trees were thickest.阳光不能透入树木最浓密的地方。
adj.敌对的
  • He is always antagonistic towards new ideas.他对新思想总是持反对态度。
  • They merely stirred in a nervous and wholly antagonistic way.他们只是神经质地,带着完全敌对情绪地骚动了一下。
n.代数学
  • He was not good at algebra in middle school.他中学时不擅长代数。
  • The boy can't figure out the algebra problems.这个男孩做不出这道代数题。
n.倡导者( exponent的名词复数 );说明者;指数;能手
  • Its tendency to archaic language was tempered by the indolence of its exponents. 它的应用古语的趋势却被用语者的懒散所冲淡。 来自辞典例句
  • The exponents of this trend are trying to lead us towards capitalism. 这股思潮的代表人物是要把我们引导到资本主义方向上去。 来自互联网
n.增加,增多,倍增;增殖,繁殖;乘法
  • Our teacher used to drum our multiplication tables into us.我们老师过去老是让我们反覆背诵乘法表。
  • The multiplication of numbers has made our club building too small.会员的增加使得我们的俱乐部拥挤不堪。
adv.本质上,实质上,基本上
  • Really great men are essentially modest.真正的伟人大都很谦虚。
  • She is an essentially selfish person.她本质上是个自私自利的人。
adj.穷困的,无力的,用尽了的v.使(某人)贫穷( impoverish的过去式和过去分词 );使(某物)贫瘠或恶化
  • the impoverished areas of the city 这个城市的贫民区
  • They were impoverished by a prolonged spell of unemployment. 他们因长期失业而一贫如洗。 来自《简明英汉词典》
n.出口/路;销路;批发商店;通风口;发泄
  • The outlet of a water pipe was blocked.水管的出水口堵住了。
  • Running is a good outlet for his energy.跑步是他发泄过剩精力的好方法。
adj.旧式的,落伍的,过时的;v.使过时
  • That list of addresses is outdated,many have changed.那个通讯录已经没用了,许多地址已经改了。
  • Many of us conform to the outdated customs laid down by our forebears.我们许多人都遵循祖先立下的过时习俗。
n.一批(组,群);一批生产量
  • The first batch of cakes was burnt.第一炉蛋糕烤焦了。
  • I have a batch of letters to answer.我有一批信要回复。
adv.最初,开始
  • The ban was initially opposed by the US.这一禁令首先遭到美国的反对。
  • Feathers initially developed from insect scales.羽毛最初由昆虫的翅瓣演化而来。
学英语单词
accessibility information
accessory flexor muscle
agglutinating
air-to-glass transition
Alpine hats
ambly-
AMDG
angle-off
animatest
antiamnion antiserum
appels
ben davis pt.
bypass cock
cell - mediated immune response
centrifugal storage pump
ceramic superconductor
colic vein
concitizens
core-periphery model
corpus spongiosum
cosmogenic nuclide
country inn
crosstables
cylinder yankee machine
daftar
davy joness
deprotecting
directly-heated thermistor
dogies
domestic gas appliance
drlove
entraped penetrant
feed(water)pump
file utilization
fine pearlite structure
flexible-metal roofing
flying fortress, Flying Fortress
freeze onto
Fresnel region
Functional keys
genus Chiton
gib and cother
God tempers the wind to the shorn lamb
grifta
head-pan
in-and-out movement
integral algebraic number
Kaukkwè Hills
line interiace
Margherita Peak
multi-dimensional code
multi-spindle borer
naphthalene halide
non-thought
O/E
open kettle method
paper dispenser
parallel course
participative government
peach girl
percussive stress
peristerion
plain-table
pluck at the chance
PORP
production resource
prown
pseudovertigo
psychophysicist
quasi-spherical
quiz program
relishingly
rhinomaxillary
S. & G.
satellite-acoustics integrated positioning system
schifano
scriked
self docking dock
severances
shirred fabric
shockablest
single quill
slaty clay
Southern Pacific Steamship Line
spoke out
spoliaopima
stagnation point movement
stuffed cabbage
sub-10 nm pattern
super coil
tax clinic
telefonos
testis convoluted tubule
Thalattosuchia
there's no time like the present
Tower Point
tschebyscheff inequality
tyld
unsymmetrical flower
uridine diphosphate glucuronic acid
wheese
wild trajectory