儿童的生命教练

Children's Life Coach Program

第二堂课:《学习的技术》
The Technology Of Study

好的第二堂课
Alright Chapter 2, let’s learn about

我们来谈谈 学习过程中
the 3 obstacles that prevent us from progressing

的3个阻碍
when it comes to learning

第一,缺乏了好的示范,缺乏了实用感
first is the lack of good example, lack of practical thing to feel 

比如, 要成为一位飞行师
for example, if you are learning to be a pilot

您不可以单单靠阅读
to drive a plane you can’t just read your way to 

来学习启动那架飞机
learning how to fly the plane

您应该到一架飞机上去了解和感受按钮在何处
you should actually go on to a plane feel where the buttons are

感受方向盘和它一切的操控
feel what’s the handle, whats everything like

坐在里面的感觉如何
whats the environment, how’s the seats

就这样有了一些的了解,当去阅读时
then when you go back to study it’s so much better

就可以更快速度地进脑
you will pick up a lot of skills a lot easier 

就连教游泳也一样
it is the same for teaching swimming

您不可以站在泳池边只叫学生
you can’t just stand above the pool and tell your student

“做这个,做那个“
“just do this just do that”

有时尤其是当他们是初学者时
there are times especially when they are a beginner

我们必须要给标准的示范
we have to show by example, by a good example

而不只是诉说给他们 ”您必须这样踢水”
so we don’t just tell them “hey you need to kick like this”

您必须下水做示范教导
you have to go down and actually show what’s the example like 

“刚才您是这样踢水, 现在我需要你这样踢”
“just now you were kicking this way, now I need you to kick this way”

示范给他们看以便他们能够有少许的触感
show by example so they get a few senses 

从听觉,学生了解了什么
from hearing what you are talking about

从视觉,学生又了解和感受了什么
from seeing what you are talking about and feeling it

对于孩子我们通常喜欢控制他们的脚
for a child we usually like to control the legs 

让感觉指引他们
just let them feel 

”哦 您这样踢太大力了“
”oh this is the way you are kicking that’s too hard“

”这样太小力,这样刚刚好, 您感觉到吗?“
“this one is too soft, this is just nice, can you feel that? ”

这样就是刚刚好, 就是要这种感觉
this is just nice we want that feeling

那样是错误的踢法
so this is the wrong way of kicking

这是对的踢法
this is the right way of kicking

这样我们就能比较好的控制他们
so we are able to control them 

他们就能从您的讲解中,完全的去感触
they are maximining their senses from hearing what you say

去感觉到您如何控制他们
seeing what they do, feeling how you control them then

从中,他们可以更简单重复那个动作
they can replicate a lot easier

所以其中一个阻碍是缺乏示范
so one of the obstacles is lack of practical example

如此,给予学生一个好的示范
so give them a good example

第二,被误解的用词
second, a misunderstood words 

您是否试过在阅读时
have you ever try reading a book

读了几页后您觉得
you read after a few pages then you feel

好像突然不了解它在说什么,突然觉得想很困
I suddenly don’t know what it says, I feel so sleepy already

不想读下去了, 为什么会这样?
I cannot read it anymore, why did that happen?

其实可能在阅读过程中,
somewhere along the way, there is one word 

您可能误解了其中一个用词
you could have misunderstood, 

或可能不了解那个字的意思
or you don’t even know what it means

就以跳字的方式来阅读
you just quickly skip through, once you skip through this word

造成整段内容不再合理
the whole paragraph stop making sense 

整个句子不再合理
the whole sentence doesn’t make sense 

就这样您开始觉得累了
then you started to feel sleepy

开始觉得继续阅读下去好像没有意义了
start to feel there is no point reading forward

其实我们人的头脑是很聪明的,知道会有什么收获
so your mind is really smart, your mind really knows what the catch 

当我们觉得没有意义再继续阅读时, 头脑会告诉您是时候休息了
when is it for you to rest, when is it like no point of continuing on 

您应该试图找出是哪个词被误解了
so look back and what is that misunderstood word

是哪一个字不明白, 试图找出这个字,重新了解
what is that word you don’t really understand, catch back the word

您会慢慢的看到自己了解那整个内容
and start to see yourself being able to understand the whole thing

就这样阅读变得更有趣了
and being able to continue and enjoying the reading process

如同教育一样, 有时我们只告诉学生
same for teaching as well, sometimes we just tell our student

脚要放直才可以游得快
keep your leg straight, you will go a lot faster

可是有时行不通
but sometimes it doesn’t works

那学生继续的踢直, 一旦不再能游得快
the student keep the leg straight, as soon it doesn’t works

教练就会说 “不, 脚踢直,脚踢直”
the coaches just say “no, kick straight kick straight”

“您还踢不直”
“you are not kicking straight enough”

学生会说 “没有我踢很直了, 很直”
but the student say “no I’m kicking straight enough, very straight”

如果您一直重复一样的用词“脚放直“
so when you have that same choice of words

“我已经放直了“ 学生理解不到老师的意思
”straighter“ “but I’m already straight” the students don’t get it

因此,我们必须注意
so sometimes we will have to be aware

要使用更明确的用词来表达
can we be more specific on certain words

学生会不会不小心误解我们所说的话
is the student misunderstanding what we are saying

来到 “脚放直” , 我们可以解释让他们知道
so when it comes “leg straight” we can tell them 

如果脚放直但很僵硬,
if you keep your leg straight and stiff it’s very hard  

这会导致到自己消耗过多体力也不会游得快
you are wasting a lot of energy and you are moving very little

如果您的脚弯的太多
if you are bending your legs too much 

会导致到往后游的状态
you are pushing the water forward and you go backward

所以脚必须直但也要有足够的松软就像一个果冻
so you want to keep it straight but soft like jelly 

给一个好的例子 “像一个果冻”
give a good example “like jelly”

如果脚直又松软,这会自然而然的延迟踢水时间
so when it’s straight and soft the water will delay your leg swim kick 

所以您不是特意的缩腿, 而是您的动力导致水在弯曲您的脚
so you are not purposely banding it the water is banding your legs

尝试找出学生误解您说的哪一个字
so try to find what is the word when a student misunderstood it

然后找出该怎么表达得更详细
how can you clarify it a little better and 

这样学生就会学得快
student can move on to the next lesson 

首先,我们说到了提供实际性的例子
so first we talk about practical example

第二,我们聊到了误解的用词
second, we talk about the misunderstood word

第三,学习程序太过于深奥, 那是什么意思呢?
third, the level of learning is too steep, what does it mean

打个比方您是成人, 我叫您站上这台桌子
let’s say you are an adult, there is a table I’m asking you 

对您而言, 这太简单了
step-up on the table for you is just one step super easy 

就往上踏一步罢了,没什么大不了
what’s wrong with coming up one step

但是对于一个小孩, 一个一岁大的婴儿
but when it comes to a toddler, a baby a one-year-old baby

他们做不到的
as him to walk up to the table he can’t do it

因为这个学习太深了,
because it’s just too steep, it doesn’t have the how

他还不知道怎么和为什么我需要做到, 对他而言这是不可能的事
and the why I should do that how can I do it, just impossible 

因此这是非常重要的 有时我们必须了解
so is very important sometimes we have to understand 

我们教的东西 “对我们来说很简单”
is there something we are teaching is “too easy for us”

但对孩子而言是不简单的一堂课
but is not easy for them

比如教游泳
for example, if you teach swimming 

我可能很会仰泳, 自由式,蝴蝶式
let’s say we are very good at backstroke, freestyle, butterfly 

我们了解这些游泳式的流程该怎么做
we know what are the strokes already but when it comes to paddling

可是当我们让学生做那踢水的动作
that is the easy part, then if we pass that to our student 

“好的现在我要您们试着脸向下然后开始踢水”
“ok then now I need you to try, face down and peddle”

学生可能说 “我做不到,我不想做”
then student say “no I don’t want to do that, I can’t do that”

但是对您而言, 就只是踢水, 还没有叫您划水
and to you like hey it’s just paddling, I didn’t ask you to do a stroke

就只是踢水 怎么您不会踢水
just paddling why can’t you do paddling

如果您进入那种状态
so if you go into that mode, students will be very resistance 

学生会很抗拒您所要他们做的事
to what you want them to try

因此,有时候我们也应该试着去了解他们,或许其实踢水很难
so sometimes try to find that maybe even paddling is tough

可能把脚提上来很难
maybe you want to lift the legs up is tough 

可能把脸放进水里也很难
maybe even putting their face down into water is tough

所以要把动作分解成步骤
so you have to understand what is the smaller breakdown 

就算那动作很简单,我们也可以把动作一点一点地分享给他们
that we can cut, we can share bit by bit 

那就会更容易,对吧
even if it is very easy it still can be even easier right

所以这一些都在阻碍人们继续学习的
so this are the things that are stopping people from leaning

不是太过于深奥,就是被误解的词
either is too steep, are there a word they have misunderstood

又或者是缺乏实际的例子
or there is a lack of practical example

现在我要您们做的是
now your assignment I would like you to do

第一, 每当您在教学生时
first, whenever you are teaching somebody maybe you are 

可能教数学
teaching a child how to do maths

不要直接告诉他们 1+1 是多少, 2×2 多少
don’t just tell them 1+1 is what 2×2 is what 

给予学生一些东西握, 好让他们有触觉和 感觉
give them something to hold, something to touch and feel

给他们糖果, (让他们想)如何使用糖果教算数
give them candy, how do I count the candy 

甚至一盒玩具, 数玩具
a box of toys, count the toys 

通过触觉, 学生的确会了解得更快
when they have something to touch and feel they can understand a lot better

第二, 尝试阅读一本图片少的书,这有一点的困难
second, try to read book with less picture it’s a bit more difficult

我要您特意在看不懂的字跳字阅读
I want you to try intentionally skip words that you don’t understand

注意自己是不是因此而不再专心
try to see is that why you can’t focus again

然后,如果我再回去重新了解这个字
then look back if I clarify that word

我会不会更了解其余的内容?
Am I able to understand the rest better? 

第三, 在某个时间点,您认为您不再会教别人
third assignment, any time you feel that you can’t teach somebody

您只需要做一个简单的事, 那就是去察觉
something that is super easy, all you need to do is start to be aware

去注意还有哪些步骤我可以再细目来教
start to be aware about how do I chop this even more

就像叫人 “吃食物”
is like asking somebody “just eat the food”

就只是吃食物,有什么难
it’s just eating the food how tough it is

您的功课是尝试如何去把最简单的东西如 “吃”
have an assignment to try to practice how do I break down

分解成更多的步骤
something that is easy as eating a food 

用右手拿起汤匙, 手握紧
pick up the spoon on your right hand, grip with all your fingers

汤匙放入食物中,再拿起食物, 放入嘴里
put the spoon, dip the spoon into the food, put into your mouth 

拿出汤匙后开始咬
take it out from your mouth and start munching it 

学习如何分解成更多步骤,让这些步骤变得更容易
learn how to breakdown easy steps and become even easier

这会使您变成一位很好的教育者
this will make you become a better educator 

您会学习到如何耐心地,以更创意性的方式
you will learn how to be more patient when students get

分解成步骤来教育他们
something you can think of a more creative ways to break it down 

尝试吧
try that

重点回顾

学习过程中的3个阻碍
3 obstacles that prevent us from progressing during learning

(一)缺乏了好的示范和实用感 Lack of good example and practical thing to feel 
(二)被误解的用词 Misunderstood meaning of words
(三)学习程序太过于深奥 the level of learning is too steep

(一)缺乏了好的示范和实用感
Lack of good example and practical thing to feel

给予学生一个好的示范。
Provide students a good example.

(二)被误解的用词
Misunderstood meaning of words

使用更明确的用词来表达。
Use more specific on choice of words.

(三)学习程序太过于深奥
The level of learning is too steep

试着去了解他们感到困难的部分,为他们分解教学。
Try to understand what is tough for them and break the teaching into smaller breakdown.

让学生通过
Let students feel your teaching

触觉,听觉和视觉感受你的教学,他们会更了解和明白你的教学。
through senses, hearing and vision, they will able to understand a lot better.

下一堂课:

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儿童的生命教练 叶友泉 网络课程

Children’s Life Coach Program

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