如果云知道对《The Smartest Kids in the World》的笔记(35)

如果云知道
如果云知道 (木兰是个奇女子)

读过 The Smartest Kids in the World

The Smartest Kids in the World
  • 书名: The Smartest Kids in the World
  • 作者: Amanda Ripley
  • 副标题: And How They Got That Way
  • 页数: 320
  • 出版社: Simon & Schuster
  • 出版年: 2013-8-13
  • 第15页
    Those tests usually qualified students' preparedness for more schooling, not their preparedness for life.
    2018-08-29 15:25:05 回应
  • 第54页
    how it felt to really learn -- to think and discover things for the sake of discovery, not because it was what he was supposed to do.

    2018-08-29 15:32:58 回应
  • 第100页
    American kids didn't study much because, well, they didn't have to. "Not much is demanded of U.S. students," she said. In Finland, her exams were usually essay tests, requiring her to write three or four pages in response. "You really have to study. You have to prove that you know it," Elina told me about Finnishhigh school. In the United States, her tests were typically multiple choice.

    并非所有的选择题都是简单的,比如我国的选择题……不过当然作者提到的美国中学的选择题就不知道了。

    2018-08-29 15:39:08 回应
  • 第107页
    Most Korean parents saw themselves as coaches, while American parents tended to act more like cheerleaders. He could tell that Korean kids encountered high expectations very early in their lives, and not just in school.
    Parenting, live drive and diligence, was often ignored in international studies of education. The evidence that did exist tended to focus on one country only, and it generally showed what you'd expect: More involved families had children with higher grades, better test scores, improved behavior, and better attendance records. That dynamic held true across all ages, races, and income levels in the United States.
    2018-08-29 14:54:01 回应
  • 第133页
    Teachers would be free to choose their own textbooks and their curriculum from over one hundred approved options, along with their own professional development. They would start earning bonuses based in part on how much professional development they did. In a booming country where people were judged by how much money they made, the cash infusion would telegraph to everyone that teachers were no longer menial laborers. The principal, meanwhile, would have full responsibility for hiring teachers. Local authorities would have full control over budgeting decisions, including where and how to open the new junior high schools.
    In other words, the new system would demand more accountability for results, while granting more autonomy for methods.

    Poland education reform in 21c.

    2018-08-29 14:55:33 回应
  • 第163页
    "Wealth doesn't mean a thing," he said. "It's your brain that counts. These kids know that from very young . We are all the same. "
    The more time I spent in Finland, the more I started to think that the diversity narrative in the United States –– the one that blamed our mediocrity on kids' backgrounds and neighborhoods –– was as toxic as funding inequities. There was a fatalism to the story line, which didn't mean it was wrong. The United States did have much poverty; minority students were not learning enough. Parents did matter, and so did health care and nutrition. Obviously.
    But the narrative also underwrote low aspirations, shaping the way teachers looked at their students, just as Vuorinen feared.

    2018-08-29 15:04:52 回应
  • 第181页
    Depending on what happened next, in other words, Kin, Eric, and Tom could essentially be living in different countries than kids they’d sat next to in kindergarten. So much remained unknown about their futures, but it was becoming harder to change one’s destiny in America. The tracks that had begun sorting kids in elementary school ran on and on into adulthood. Without dramatic changes in the way the country operated. The paths would not intersect.

    危机下的美国梦。个人主义盛行,导致他们很多人feeling good about doing nothing, 因为他们觉得自己可以按照自己的方式活着,但也有可能完全是为自己的懒惰寻找一个冠冕堂皇的借口。在中国的国情下,太多的人背负了不属于自己的价值观,背负了要成为别人眼中的自己的重担,因此我们拼命,我们努力,我们也在压力下迷失了自己。

    2018-08-29 15:14:04 回应
  • 第164页
    What did it mean, then, that respected U.S. educational leaders and professors in teachers colleges were indoctrinating young teachers with the mindset that poverty trumped everything else? What did it mean if teachers were led to believe that they could only be expected to do so much and that poverty was usually destiny?
    It may be human nature to stereotype, but some countries systematically reinforced the instinct, and some countries inhibited it. It was becoming obvious to me that rigor couldn't exist without equity. Equity was not just a matter of tracking and budgets; it was a mindset.

    2018-08-29 15:07:14 回应
  • 第213页
    Parents who view themselves as educational coaches tend to read to their children every day when they are small; when their children get older they talk with them about their days and about the news around the world. They let their children make mistakes and then get right back to work. They teach them good habits and give them autonomy. They are teachers, too, in other words, and they believe in rigor. They want their children to fail while they are still children. They know that those lessons – about hard work, persistence, integrity, and consequences – will serve a child for decades to come.

    2018-08-29 14:08:05 回应
  • 第210页
    When you are visiting a school, you obviously cannot conduct a scientifically valid survey like this. But the questions that most correlated with student learning in that survey might help shape questions that would be worth asking anyway. For example:
    1. In this class, do you learn a lot every day?
    2. Do students in this class usually behave the way your teacher wants them to?
    3. Does this class stay busy and not waste time?
    And here’s one more question to ask students: if you don’t understand something, what would you do?
    In rigorous classrooms, kids know the answer.

    2018-08-29 14:07:38 回应
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