"受一個生死悠關的大手術的啟發，化學老師Ramsey Musallam終于從10年的“偽教學”中解脫出來，并明白了教育工作者的真正的職責在于激發學生的好奇心。在這個有趣和很有個性的演講中，Musalam為我們列出了喚醒學生想象力、激發學生學習興趣和引導學生探索世界的三條黃金法則。

Ramsey Musallam: 3 rules to spark learning激發學生學習興趣的3條黃金法則
英語演講稿帶翻譯

I teach chemistry.
我是一名化學老師。

(Explosion)
（爆炸聲）

All right, all right. So more than just explosions, chemistry is everywhere. Have you ever found yourself at a restaurant spacing out just doing this over and over? Some people nodding yes. Recently, I showed this to my students, and I just asked them to try and explain why it happened. The questions and conversations that followed were fascinating. Check out this video that Maddie from my period three class sent me that evening.
大家沒嚇著吧！ 除了爆炸， 化學在我們生活中隨處可見。 你有沒有試過在餐廳里空閑無聊時 一遍又一遍的玩這個東西呢？ 我看到有人點頭了。 最近，我給我的學生們做了上面那個實驗， 并要求學生們自己動手去體驗并解析這一現象為何發生。 在實驗中，學生們提出的問題和進行的對話 很有意思。 請看一下這個， 這是我第三節課上的學生Maddie，在當天晚上發給我的。

(Clang) (Laughs)
（鐺）（笑聲）

Now obviously, as Maddie's chemistry teacher, I love that she went home and continued to geek out about this kind of ridiculous demonstration that we did in class. But what fascinated me more is that Maddie's curiosity took her to a new level. If you look inside that beaker, you might see a candle. Maddie's using temperature to extend this phenomenon to a new scenario.
當然了，作為Maddie的化學老師， 我非常欣慰她放學回家后還繼續研究， 并演示了一個這么好玩的實驗。 這個實驗跟我們在課堂上做的差不多。 但最吸引我的是， Maddie的好奇心將她的化學學習提升到了一個新的高度。 如果你認真看一下那個燒杯， 你會看到一根蠟燭。 Maddie在實驗中使用了溫度， 對課堂上學到的實驗賦予了新意。

You know, questions and curiosity like Maddie's are magnets that draw us towards our teachers, and they transcend all technology or buzzwords in education. But if we place these technologies before student inquiry, we can be robbing ourselves of our greatest tool as teachers: our students' questions. For example, flipping a boring lecture from the classroom to the screen of a mobile device might save instructional time, but if it is the focus of our students' experience, it's the same dehumanizing chatter just wrapped up in fancy clothing. But if instead we have the guts to confuse our students, perplex them, and evoke real questions, through those questions, we as teachers have information that we can use to tailor robust and informed methods of blended instruction.
要知道，像Maddie這樣帶著疑問并懷有一顆好奇心， 是讓學生更親近老師的一種魔力 他們超脫了所有教學技術 和高大空的流行語。 如果我們在學生提問之前，就把這些技術呈現出來 我們將毀掉我們作為老師 手中最強大的武器——學生們的疑問。 比如說，在教室里借助移動電子設備 將一堂沉悶的課快速講完 或許會節省些老師進行指導的時間， 但是，如果這是學生在課堂上所能收獲的體驗， 那這種照本宣科的無趣 只是華而不實的教學罷了。 但是，如果我們有膽量 去引起學生們的疑問，讓他們感到困惑， 喚起他們提出真正的問題， 然后從他們的問題里，老師可以得到很多信息 來幫助作些調整教學 采用多樣化的教學方法

So, 21st-century lingo jargon mumbo jumbo aside, the truth is, I've been teaching for 13 years now, and it took a life-threatening situation to snap me out of 10 years of pseudo-teaching and help me realize that student questions are the seeds of real learning, not some scripted curriculum that gave them tidbits of random information.
這樣，21世紀的那些術語行話就不會像魔咒一樣難懂了。 事實是，今年是我從教的第13個年頭， 我曾碰到過一件生死悠關的事 才將我從10年的偽教學中拉了出來 我這才明白，學生帶著疑問來學習的心態 才能使他們學習到真正有意義的東西 而不是照本宣科的課程， 課程本身只能給學生提供一些隨機的信息而已。

In May of 2010, at 35 years old, with a two-year-old at home and my second child on the way, I was diagnosed with a large aneurysm at the base of my thoracic aorta. This led to open-heart surgery. This is the actual real email from my doctor right there. Now, when I got this, I was -- press Caps Lock -- absolutely freaked out, okay? But I found surprising moments of comfort in the confidence that my surgeon embodied. Where did this guy get this confidence, the audacity of it?
2010年5月份，當時我35歲， 我已經有個2歲大的孩子，我的第二個孩子也即將出生， 當時我被診斷為患有大動脈瘤 這個腫瘤長在我的胸主動脈上。 因此，我要需做一個開腔手術。 這就是當時我的醫生寫給我的電子郵件。 當我收到他的郵件時，我的頭都大了 當時真的完全被嚇壞了！ 但我還是得到些許意外的安慰 這種安慰來源于我的外科醫生的自信心。 他的自信心來是打哪兒來的呢？來自于他的大膽嗎？

So when I asked him, he told me three things. He said first, his curiosity drove him to ask hard questions about the procedure, about what worked and what didn't work. Second, he embraced, and didn't fear, the messy process of trial and error, the inevitable process of trial and error. And third, through intense reflection, he gathered the information that he needed to design and revise the procedure, and then, with a steady hand, he saved my life.
我問他這個問題，他跟我講了三件事情。 他說，第一，他的好奇心驅使他去 就手術的程序預設了很多硬性問題， 把各種可行和不可行的方案全都想遍了。 第二，不要害怕逃避，要勇于面對 嘗試與錯誤中的各種冗雜問題， 和不可避免的過程。 第三，通過緊張有致的綜合思考， 他獲取了他所需的信息 以此來設計和修改手術的進程， 最后，他胸有成竹地幫我做了手術，救了我一命。

Now I absorbed a lot from these words of wisdom, and before I went back into the classroom that fall, I wrote down three rules of my own that I bring to my lesson planning still today. Rule number one: Curiosity comes first. Questions can be windows to great instruction, but not the other way around. Rule number two: Embrace the mess. We're all teachers. We know learning is ugly. And just because the scientific method is allocated to page five of section 1.2 of chapter one of the one that we all skip, okay, trial and error can still be an informal part of what we do every single day at Sacred Heart Cathedral in room 206. And rule number three: Practice reflection. What we do is important. It deserves our care, but it also deserves our revision. Can we be the surgeons of our classrooms? As if what we are doing one day will save lives. Our students our worth it. And each case is different.
我從他充滿智慧的言語中學到很多， 那年秋季，在我回校上課前， 我也給自己的教學定了三條規則， 至今，我一直在我的教學中遵循這三條規則。 第一條規則：把學生的好奇心放在第一位。 學生的問題是幫助教師進行重要學習指導的窗口， 而不是反其道而行之。 第二條規則：勇于面對各種冗雜。 我們都是教師。我們知道學習絕非易事。 這是因為，科學的方法已經寫在 課本第五頁的第一章第一部分的第二節里了 而這章又剛好是我們跳過不講的： 試錯法（通過反復試驗來消除誤差）。 這種方法仍然是 我們每天在圣心大教堂206室里 所采用的一種非正規方法。 第三條：實踐反思。 我們做的是重要的事。它值得我們關注， 而且也值得我們去進行修正。 我們這些老師能不能成為課堂中的外科醫生呢？ 我們所教的東西或許在將來的某一天可能會救別人一命。 我們的學生，我們得珍惜。 而每個個體都是不同的。

(Explosion)
（爆炸聲）

All right. Sorry. The chemistry teacher in me just needed to get that out of my system before we move on.
對不起，太大聲了。 作為化學老師，我得先做好這三點 然后才能教好學生。

So these are my daughters. On the right we have little Emmalou -- Southern family. And, on the left, Riley. Now Riley's going to be a big girl in a couple weeks here. She's going to be four years old, and anyone who knows a four-year-old knows that they love to ask, "Why?" Yeah. Why. I could teach this kid anything because she is curious about everything. We all were at that age. But the challenge is really for Riley's future teachers, the ones she has yet to meet. How will they grow this curiosity?
這是我的兩個女兒的照片。 右邊那個是Emmalou——南方家族的人。 左邊那位是Riley。 再過幾周，Riley就要成為一個大女孩了。 她的4歲生日快到了， 眾所周知，一個4歲的孩子 總是喜歡問：“為什么？” 對。他們喜歡問這個問題。 我可以教給我女兒任何東西 因為她對什么都感興趣。 我們所有人在4歲時都這樣的。 但是Riley未來的老師 將要面臨很大的挑戰了， 他們會怎樣來培養她的好奇心呢？

You see, I would argue that Riley is a metaphor for all kids, and I think dropping out of school comes in many different forms -- to the senior who's checked out before the year's even begun or that empty desk in the back of an urban middle school's classroom. But if we as educators leave behind this simple role as disseminators of content and embrace a new paradigm as cultivators of curiosity and inquiry, we just might bring a little bit more meaning to their school day, and spark their imagination.
其實，我在用Rildy來喻指所有的孩子。 我知道，輟學會以各種形式出現—— 比如高中學生還沒開學就輟學了， 或者市區中學教室里后排空著的課桌。 但是如果我們不僅僅是扮演 知識傳播者的角色， 而且還開創一種新的教學模式 去激發學生的好奇心和探究興趣， 我們將會為學生的求學帶來更多意義 喚醒他們的想象力。

Thank you very much.
非常感謝你們。

(Applause)
（掌聲）

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