成功的鑰匙是毅力

　　成功者，永遠(yuǎn)只會(huì)專(zhuān)注于找方法。以下是小編整理的關(guān)于成功的鑰匙是毅力的演講稿，歡迎大家閱讀。

　　英文：

　　When I was 27 years old, I left a very demanding job in management consulting for a job that was even more demanding: teaching. I went to teach seventh graders math in the New York City public schools. And like any teacher, I made quizzes and tests. I gave out homework assignments. When the work came back, I calculated grades.

　　What struck me was that I.Q. was not the only difference between my best and my worst students. Some of my strongest performers did not have stratospheric I.Q. scores. Some of my smartest kids weren't doing so well.

　　And that got me thinking. The kinds of things you need to learn in seventh grade math, sure, they're hard: ratios, decimals, the area of a parallelogram. But these concepts are not impossible, and I was firmly convinced that every one of my students could learn the material if they worked hard and long enough.

　　After several more years of teaching, I came to the conclusion that what we need in education is a much better understanding of students and learning from a motivational perspective, from a psychological perspective. In education, the one thing we know how to measure best is I.Q., but what if doing well in school and in life depends on much more than your ability to learn quickly and easily?

　　So I left the classroom, and I went to graduate school to become a psychologist. I started studying kids and adults in all kinds of super challenging settings, and in every study my question was, who is successful here and why? My research team and I went to West Point Military Academy. We tried to predict which cadets would stay in military training and which would drop out. We went to the National Spelling Bee and tried to predict which children would advance farthest in competition. We studied rookie teachers working in really tough neighborhoods, asking which teachers are still going to be here in teaching by the end of the school year, and of those, who will be the most effective at improving learning outcomes for their students? We partnered with private companies, asking, which of these salespeople is going to keep their jobs? And who's going to earn the most money? In all those very different contexts, one characteristic emerged as a significant predictor of success. And it wasn't social intelligence. It wasn't good looks, physical health, and it wasn't I.Q. It was grit.

　　Grit is passion and perseverance for very long-term goals. Grit is having stamina. Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality. Grit is living life like it's a marathon, not a sprint.

　　A few years ago, I started studying grit in the Chicago public schools. I asked thousands of high school juniors to take grit questionnaires, and then waited around more than a year to see who would graduate. Turns out that grittier kids were significantly more likely to graduate, even when I matched them on every characteristic I could measure, things like family income, standardized achievement test scores, even how safe kids felt when they were at school. So it's not just at West Point or the National Spelling Bee that grit matters. It's also in school, especially for kids at risk for dropping out. To me, the most shocking thing about grit is how little we know, how little science knows, about building it. Every day, parents and teachers ask me, "How do I build grit in kids? What do I do to teach kids a solid work ethic? How do I keep them motivated for the long run?" The honest answer is, I don't know. (Laughter) What I do know is that talent doesn't make you gritty. Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments. In fact, in our data, grit is usually unrelated or even inversely related to measures of talent.

　　So far, the best idea I've heard about building grit in kids is something called "growth mindset." This is an idea developed at Stanford University by Carol Dweck, and it is the belief that the ability to learn is not fixed, that it can change with your effort. Dr. Dweck has shown that when kids read and learn about the brain and how it changes and grows in response to challenge, they're much more likely to persevere when they fail, because they don't believe that failure is a permanent condition.

　　So growth mindset is a great idea for building grit. But we need more. And that's where I'm going to end my remarks, because that's where we are. That's the work that stands before us. We need to take our best ideas, our strongest intuitions, and we need to test them. We need to measure whether we've been successful, and we have to be willing to fail, to be wrong, to start over again with lessons learned.

　　In other words, we need to be gritty about getting our kids grittier.

　　Thank you.

　　中文：

　　在我27歲的時(shí)候， 我辭去了一份非常有挑戰(zhàn)性的職業(yè)—企業(yè)管理咨詢， 轉(zhuǎn)而投入了一份更加具有挑戰(zhàn)性的職業(yè)：教育。 我來(lái)到紐約的一些公立學(xué)校 教7年級(jí)的學(xué)生的數(shù)學(xué)。 和別的老師一樣，我會(huì)給學(xué)生們做小測(cè)驗(yàn)和考試， 我會(huì)給他們布置家庭作業(yè)。 當(dāng)這些試卷和作業(yè)收上來(lái)之后，我計(jì)算了他們的成績(jī)。

　　讓我震驚的是，IQ的高低并不是 我最好的和最差的學(xué)生之間唯一的差別。 一些在課業(yè)上表現(xiàn)很好的學(xué)生 并不具有非常高的IQ分?jǐn)?shù)。 一些非常聰明的孩子反而在課業(yè)上表現(xiàn)的不那么盡如人意。

　　這引起了我的思考。 當(dāng)然，學(xué)生們?cè)?年級(jí)需要學(xué)習(xí)的東西 是有難度的，像比率，小數(shù)， 平行四邊形的面積計(jì)算。 但是這些概念是完全可以被掌握的， 我堅(jiān)信我的每一位學(xué)生 都可以學(xué)會(huì)教材內(nèi)容， 只要他們肯花時(shí)間和精力的話。

　　經(jīng)過(guò)幾年教學(xué)之后， 我得出一個(gè)結(jié)論，我們?cè)诮逃矫嫠枰氖?從學(xué)習(xí)動(dòng)力的角度和心理學(xué)的角度， 對(duì)學(xué)生和學(xué)習(xí)行為 進(jìn)行一次更為深刻的理解。 在教育體系中， 我們都知道評(píng)價(jià)優(yōu)秀學(xué)生的標(biāo)準(zhǔn) 就是IQ， 但如果在學(xué)校和生活中的優(yōu)秀表現(xiàn) 遠(yuǎn)不僅僅依賴(lài)于 你輕松高效學(xué)習(xí)的能力呢?

　　所有我離開(kāi)了講臺(tái)， 回到學(xué)校繼續(xù)攻讀心理學(xué)碩士學(xué)位。 我開(kāi)始研究孩子和大人， 在各種非常具有挑戰(zhàn)性的情況下， 以及在各項(xiàng)研究中，我的問(wèn)題是 誰(shuí)才是成功者，為什么他們會(huì)成功? 我和我的研究團(tuán)隊(duì)前往西點(diǎn)軍校展開(kāi)調(diào)研， 我們?cè)噲D預(yù)測(cè)哪些學(xué)員 能夠耐得住軍隊(duì)的訓(xùn)練，哪些會(huì)被淘汰出局。 我們前去觀摩全國(guó)拼字比賽， 同時(shí)也試著預(yù)測(cè)哪些孩子會(huì)晉級(jí)到最后的比賽。 我們研究在惡劣的工作環(huán)境下工作的， 剛?cè)胄械睦蠋?，詢?wèn)他們 哪些老師決定會(huì)在學(xué)年結(jié)束后 繼續(xù)留下來(lái)任教， 以及他們之中誰(shuí)能最快地 提高學(xué)生的學(xué)習(xí)成績(jī)。 我們與私企合作，向他們?cè)儐?wèn) 哪些銷(xiāo)售人員可以保住工作， 哪些可以賺錢(qián)最多? 在所有那些不同的情境下， 一種性格特征凸顯了出來(lái)， 這種特征在很大程度上預(yù)示了成功。 而且它并不是社交智力。 不是漂亮的外表，強(qiáng)健的體魄，也不是很高的IQ， 它是毅力。

　　毅力是對(duì)長(zhǎng)遠(yuǎn)目標(biāo)的激情和堅(jiān)持， 毅力是擁有持久的恒勁， 毅力是你對(duì)未來(lái)的堅(jiān)持，日復(fù)一日 不是僅僅持續(xù)一個(gè)星期或者一個(gè)月， 而是幾年甚至幾十年努力奮斗著 讓自己的夢(mèng)想變?yōu)楝F(xiàn)實(shí)。 毅力是把生活當(dāng)成一場(chǎng)馬拉松而不是一次短跑。

　　幾年前，在芝加哥的公立學(xué)校里， 我開(kāi)始研究毅力。 我對(duì)上千名初中生進(jìn)行了 關(guān)于毅力的問(wèn)卷調(diào)查， 然后等候了一年多， 來(lái)看最終哪些學(xué)生能畢業(yè)。 結(jié)果證明那些更具毅力的學(xué)生在畢業(yè)的概率上占絕對(duì)優(yōu)勢(shì)， 即使是在同樣可以量化的外在因素下 像家庭收入， 標(biāo)準(zhǔn)化成績(jī)測(cè)驗(yàn)的分?jǐn)?shù)， 甚至是孩子們?cè)趯W(xué)校能獲得多少安全感之類(lèi)，仍是有毅力的學(xué)生更容易畢業(yè)所有不僅僅是在西點(diǎn)軍校里或者全國(guó)拼字比賽上 才需要毅力。在學(xué)校亦是如此， 尤其是對(duì)于那些徘徊在輟學(xué)邊緣的孩子們。 對(duì)于我自己來(lái)說(shuō)，關(guān)于毅力最讓我震驚的事情莫過(guò)于 對(duì)于毅力，我們知之甚少， 在培養(yǎng)毅力上，科學(xué)對(duì)理解的認(rèn)識(shí)又是何等貧乏。 每天都有家長(zhǎng)和老師來(lái)問(wèn)我， “我怎樣做才能培養(yǎng)孩子的毅力呢? 該做些什么才能教授給孩子們真正的職業(yè)道德?又該怎樣調(diào)動(dòng)他們長(zhǎng)期的積極性呢?” 老實(shí)說(shuō)，我不知道。(笑聲) 我所知道的是，才華并不能使你堅(jiān)韌不拔。 我們的數(shù)據(jù)十分清楚地表明， 有許多才華橫溢的人， 他們都無(wú)法堅(jiān)持兌現(xiàn)自己的承諾。 事實(shí)上，根據(jù)我們的數(shù)據(jù)來(lái)看，毅力通常與其他因素?zé)o關(guān)， 甚至與才華的衡量標(biāo)準(zhǔn)背道而馳。

　　到目前為止，我所聽(tīng)說(shuō)過(guò)的在孩子身上培養(yǎng)堅(jiān)韌品質(zhì)最有效的方法 叫“成長(zhǎng)型思維模式。” 斯坦福大學(xué)卡洛杜威克提出過(guò)一個(gè)觀點(diǎn)， 他相信 人的學(xué)習(xí)能力是可變的， 它隨著你的努力程度而變化。 杜威克教授表示，當(dāng)孩子們閱讀和學(xué)習(xí)有關(guān)大腦的知識(shí) 以及它在面對(duì)挑戰(zhàn)時(shí) 所發(fā)生的變化和成長(zhǎng)情況， 他們失敗之后更容易堅(jiān)持下去， 因?yàn)樗麄?不相信會(huì)一直失敗下去。

　　因此，成長(zhǎng)性思維模式對(duì)培養(yǎng)毅力大有裨益。 但是我們需要更多。 我決定在此結(jié)束我的評(píng)論， 因?yàn)槲覀冋诮?jīng)歷著這一切。 這是眼前所面臨的工作。 我們要拿出最好的想法和最強(qiáng)的直覺(jué)， 我們要對(duì)他們進(jìn)行實(shí)踐。 我們需要估量這一切是否成功 同時(shí)還要渴望對(duì)失敗和錯(cuò)誤， 要從這些失敗中汲取經(jīng)驗(yàn)重新再來(lái)。

　　換句話說(shuō)，我們只有自己變得更有毅力 才能讓我們的孩子變得更有毅力。

　　謝謝大家!