本系列英文内容来自https://www.edx.org/course/the-science-of-learning-what-every-teacher-should-know，翻译是自己练习，如有发现不妥请批评指正！
Taking the Student’s Perspective
从学生的角度看
As teachers, we spend a good deal of time thinking about what we want students to learn and ways to teach them.
作为老师，我们花了很多时间思考我们想让学生学习什么以及用什么方法教他们。
Our goal is to ensure their learning proves useful and enduring beyond our classrooms.
我们的目标是确保他们的学习在我们的课堂之外有用并持久。
Our previous session focused on how we make, store, and retrieve memories.
我们之前的课程集中讨论了我们如何制作，存储和检索记忆。
Recall that learning is mostly about changes in long-term memory, so effective teaching is about making that happen.
回想一下，学习主要是关于长期记忆的变化，所以有效的教学就是要做到这一点。
This is why our focus up to now has largely been on the intellectual and cognitive.
这就是为什么我们直到现在的重点都主要集中在知识和认知上。
We've discussed how the mind works to make sense of what's happening in school, in order to learn the skills, knowledge, and dispositions we want all students to possess.
我们已经讨论了思维如何理解学校发生的事情，以便学习我们希望所有学生拥有的技能，知识和性格。
How children learn in that cognitive sense is what any successful teacher works to understand and translate into useful teaching strategies, but it's never easy.
儿童如何从认知的角度学习，是任何成功的老师理解并转化为有用的教学策略的工具，但这绝非易事。
We've all taught students whom we've given lots of feedback and encouraged, cared for, worried about, and who still seem to struggle to learn.
我们都教过那些我们给过很多反馈的学生，鼓励，关心，担心，他们还在努力学习。
These same students frequently work hard, but success remains fleeting, their motivation drops, and then begins that self-amplifying spiral of lowered expectations, diminished confidence, and falling behind.
这些同样的学生经常努力学习，但成功仍然是短暂的，他们的动机下降，然后开始自我放大的螺旋降低预期，信心减少，并落后。
Now, many factors can cause this kind of negative cycle.
现在，许多因素都会导致这种负面循环。
As a teacher, I know all too well the day-to-day challenges kids face.
作为一名教师，我非常了解孩子们面临的日常挑战。
It can be heartbreaking to watch, and cognitive science in the psychology of learning can't fix every case.
观察可能令人心碎，但学习心理学中的认知科学无法解决所有问题。
That said, research is now revealing what our most effective teachers have long known, psychological and social considerations, what are frequently called non-cognitive factors, can powerfully influence student motivation, and therefore their learning.
也就是说，现在研究揭示了我们最有效的教师早已知道的事情，心理和社会考虑，常常被称为非认知因素，可以有力地影响学生的学习动机，从而影响他们的学习。
What's more, these non-cognitive factors can disproportionally affect students who are not thriving in some way.
更重要的是，这些非认知因素可能会以不成比例的方式影响那些不以某种方式欣欣向荣的学生。
Now, the really exciting thing about this research is that it demonstrates how relatively small strategies we can bring to our classrooms can make significant differences in our students' learning and academic well-being.
现在，这项研究的真正令人兴奋的事情是，它展示了我们可以为课堂带来的相对较小的策略能够在我们学生的学习和学术福利方面产生显着差异。
So, let's quickly introduce the non-cognitive factors we'll be learning about in the following units.
所以，让我们在下面的单元中快速介绍我们将要学习的非认知因素。
You can learn more about this subject than we'll cover here in the literature citations in our resources section.
您可以了解有关此主题的更多信息，我们在文献引用中介绍了更多的资源。
You'll find some really useful articles there.
你会在那里找到一些非常有用的文章。
Here are five statements that represent student mindsets or beliefs that capture the essence of the most important non-cognitive factors affecting learning.
这里有五个代表学生心态或信念的陈述，它们捕捉影响学习的最重要的非认知因素的本质。
My ability and competence grow with my effective effort.
我的能力和权限随着我的有效努力而增长。
I belong in this community.
我属于这个社区。
This work has value for me.
这项工作对我有价值。
I can succeed at this.
我可以在这方面取得成功。
Meaningful learning requires struggle, confusion, and even mistakes.
有意义的学习需要斗争，困惑，甚至是错误。
That's a pretty simple set of statements, but it's richly informative in so many ways for our students' learning.
这是一组非常简单的陈述，但它为我们学生的学习提供了丰富的信息。
Notice that they don't reflect skills or knowledge in a classic cognitive sense, they are beliefs and values that students develop about themselves and their own intelligence, their feelings about school and what causes success, the quality of their relationships with peers and adults, and their understanding about the very nature of what it means to learn.
请注意，它们并不反映经典认知意义上的技能或知识，它们是学生对自己和自己的智力，对学校的感受和成功的原因，与同龄人和成人关系的质量，以及他们对于学习意味着什么的理解。
These mindsets can be important motivators for students, both to learn and to develop habits that will promote their learning in school.
这些思维方式可以成为学生的重要动力，既可以学习，也可以培养能够促进他们在学校学习的习惯。
Our role is to help them develop these mindsets in meaningful ways.
我们的角色是帮助他们以有意义的方式发展这些心态。
Now the first step in this process is to understand how students are experiencing and approaching their time at school.
现在，这个过程的第一步是了解学生在学校中如何体验和接近他们的时间。
In other words, what are they thinking as they sit in our classroom? They might be wondering, am I prepared enough? Will people accept me for who I am? Am I the only one struggling? How will I fit in? Am I smart enough? Different students can experience the same classroom environment in vastly different ways, which in turn can affect their learning.
换句话说，当他们坐在我们的教室里时，他们在想什么？他们可能想知道，我有足够的准备吗？人们会接受我是因为我是谁吗？我是唯一一个挣扎者吗？我将如何适应？我够聪明吗？不同的学生可以以完全不同的方式体验相同的课堂环境，这反过来会影响他们的学习。
This is why being mindful of the non-cognitive factors that influence learning is so crucial for us.
这就是为什么要注意影响学习的非认知因素对我们如此重要。
Now, taking the student's perspective can go a long way in helping us help them develop the mindsets they need to succeed in school.
现在，从学生的角度来看，可以帮助我们帮助学生培养在学校取得成功所需的思维方式。
As we'll see, mindsets alone don't assure academic success.
正如我们将看到的，单凭思维方式并不能保证学术上的成功。
Our biggest challenge is to ensure these mindsets and beliefs are translated into positive and real impacts on school performance through the development of effective learning strategies and other self-regulatory skills.
我们面临的最大挑战是通过制定有效的学习策略和其他自律技能，确保这些思维方式和信念转化为对学校表现的积极和实际影响。
【这部分讲非认知因素对学生学习效果的影响，多数是学生自己内在的动力和学习目的，这方面是因人而异的】
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