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0本期讨论的内容是Carol Dweck关于成长型思维模式的讲座，强调了“还没有”的变革力量，将失败重新定义为学习和成长的机会。Dweck 将此与“固定型思维模式”进行了对比，在“固定型思维模式”中，挑战被视为固有局限性的指标。研究强调了这些思维模式之间的神经学差异，表明成长型思维模式在处理错误时大脑活动会增加。
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Main Themes:
- Growth Mindset vs. Fixed Mindset: This document explores the contrasting perspectives of a growth mindset, where individuals believe abilities can be developed, and a fixed mindset, where abilities are seen as static.
- Impact of Praise: The way we praise children significantly impacts their mindset. Praising effort and process fosters a growth mindset while praising inherent talent can lead to a fixed mindset and fear of failure.
- Transformative Power of "Yet": The concept of "not yet" reframes failure as a point on the learning curve, encouraging perseverance and resilience.
- Creating Growth Mindset Environments: The document highlights the need for environments that support a growth mindset, particularly in education, where it can foster equality and unlock potential.
Most Important Ideas/Facts:
- "Not Yet" as a Pathway to Growth: Dweck introduces the idea of "not yet" as a powerful tool to shift perspectives on failure. This concept, learned from a Chicago high school grading system, emphasizes that failure is not an end point, but a stage in the learning journey.
"Isn't that wonderful? Because if you fail you're nowhere, but if you get the grade 'not yet' you're on a learning curve."
- Neuroscience of Growth Mindset: Brain studies reveal that individuals with a growth mindset actively engage with errors, showing neural activity associated with learning and correction.
"If you look at the growth mindset on the right it's on fire with 'yet!' They're processing the error deeply learning from it and correcting it."
- Praise for Process, Not Talent: Praising effort, strategies, and perseverance encourages a growth mindset and resilience. Conversely, praising talent can make children vulnerable and fear challenges.
"Our research shows that when we praise kids for the process they engage in... they learn that challenge seeking. They learn resilience. Praising talent, praising intelligence makes them vulnerable."
- "Brain Points" Game and Rewarding the Learning Curve: A specially designed math game, "Brain Points," rewards effort, strategy, and progress, leading to greater learning and perseverance than traditional games that solely reward correct answers.
"We rewarded process and the learning curve... The Brain Points game created more sustained learning and perseverance than the standard game."
- Teaching Students About Brain Plasticity: Educators can directly cultivate a growth mindset by teaching students about brain plasticity – the ability of the brain to form new connections and become smarter through effort and challenge.
"In one study, we taught students that every time they pushed out of their comfort zone to learn something hard and they stuck to it the neurons in their brain could form new, stronger connections and over time they could become smarter."
- Real-World Examples of Growth Mindset Transforming Education: Dweck presents examples of teachers who implemented growth mindset principles in diverse classrooms, resulting in significant academic achievement for students who were previously underperforming.
"One teacher took her Harlem kindergarten class... she took them to the 95th percentile on the National Achievement Test."
- Growth Mindset as a Basic Human Right: Dweck advocates for creating environments that foster a growth mindset for all individuals, recognizing its potential to unlock human potential and promote equality.
"The more we know that basic human abilities can be grown, the more it becomes a basic human right for kids - all kids, all adults - to live in environments that create that growth."
Conclusion:
This document presents a compelling argument for embracing a growth mindset and actively cultivating it in ourselves and others. By understanding the power of "yet" and focusing on effort, process, and learning from mistakes, we can unlock potential, achieve greater success, and create a more equitable society.
