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雙語(yǔ)新聞:笨孩子,與成功無(wú)緣
在日常過(guò)程學(xué)習(xí)中，不管我們學(xué)什么，都需要掌握一些知識(shí)點(diǎn)，知識(shí)點(diǎn)有時(shí)候特指教科書(shū)上或考試的知識(shí)。那么，都有哪些知識(shí)點(diǎn)呢？以下是小編收集整理的雙語(yǔ)新聞:笨孩子,與成功無(wú)緣知識(shí)點(diǎn)，僅供參考，大家一起來(lái)看看吧。
雙語(yǔ)新聞:笨孩子,與成功無(wú)緣 1
“Too dumb. You’ll never graduate from high school,” his elementary school teacher told 7-year-old Adam Zimmerman. Sure enough, he “failed” and was held back a grade.
Being left behind by friends made him feel like “trash”. But his teacher’s cutting comment changed his life. It transformed a kid with dyslexia into a person driven to succeed.
“Just because one person says something, don’t take their word, ” his mother told him. “Go out and prove them wrong. It’s not about the disability; it’s what you do about it.”
Zimmerman did graduate from high school, and at 5′7″ he excelled in two sports he was considered too small for: basketball and volleyball. He was MVP and All Conference in both.
That still wasn’t enough to earn him a big-time college scholarship. So he went to a Division Ⅱ school and worked on his game. And though a coach told him he’d never be a Division I basketball player, in his sophomore year he transferred to Marshall University in West Virginia, a Division I school. And he practiced and practiced. The following year he made the team as a walk-on player.
In May, the dumb kid who was too short graduate with a degree in sports management and marketing.
When he thinks back to that grade school teacher, he says, “I thank her for saying that. It’s unbelievable how a person’s words can stick in the back of your mind and push you to be more than what they say you can be.”
(From Reader’s Digest)
“你太笨了，連中學(xué)都很難畢業(yè)�！毙W(xué)老師對(duì)7歲的Adam Zimmerman這么說(shuō)。正如老師所說(shuō)，亞當(dāng)沒(méi)有順利畢業(yè)而留了一級(jí)。
學(xué)習(xí)上被朋友們遠(yuǎn)遠(yuǎn)甩在后面的亞當(dāng)感覺(jué)自己像個(gè)廢物。那位老師的尖刻論斷改變了他的一生，使一個(gè)有誦讀困難的孩子成長(zhǎng)為一個(gè)成功的人。
媽媽告訴亞當(dāng)：“不要太在意別人說(shuō)什么。你只要去證明他們的話是錯(cuò)誤的。你不是沒(méi)有能力，而是需要付諸行動(dòng)�！�
亞當(dāng)高中畢業(yè)了!在籃球和排球比賽中他取得了優(yōu)異的成績(jī)，這兩種運(yùn)動(dòng)項(xiàng)目曾經(jīng)是他的弱項(xiàng)。他成為最有價(jià)值的球員，又是體育聯(lián)盟的成員。
可這些成就并未使他有資格獲得一流大學(xué)的獎(jiǎng)學(xué)金。亞當(dāng)進(jìn)入一所第二區(qū)學(xué)校繼續(xù)深造。教練斷言說(shuō)亞當(dāng)不可能成為第一區(qū)學(xué)校的籃球運(yùn)動(dòng)員，相反他大二時(shí)就轉(zhuǎn)入了西弗吉尼亞的馬歇爾大學(xué)——一所第一區(qū)學(xué)校。在大學(xué)里亞當(dāng)堅(jiān)持不懈地練習(xí)，接下來(lái)的一年，他成為那個(gè)隊(duì)的'臨時(shí)隊(duì)員。
5月份，這個(gè)“愚笨”的孩子在極短的時(shí)間內(nèi)獲得了運(yùn)動(dòng)管理和市場(chǎng)學(xué)的學(xué)位。
當(dāng)他回想起自己的小學(xué)老師時(shí)，他說(shuō)：“感謝她那么說(shuō)我。簡(jiǎn)直難以置信，別人的負(fù)面評(píng)價(jià)能夠如此深刻地印在一個(gè)人的腦海中，并且比贊揚(yáng)你的話起到更大的推動(dòng)作用。”
雙語(yǔ)新聞:笨孩子,與成功無(wú)緣 2
在社會(huì)的普遍認(rèn)知中，智力常被視為通往成功的關(guān)鍵因素。然而，這種觀念可能過(guò)于簡(jiǎn)化了成功的多維度本質(zhì)。近期的研究不斷揭示，標(biāo)簽化孩子為“笨”或“不聰明”，不僅對(duì)他們的自我認(rèn)知和未來(lái)發(fā)展造成深遠(yuǎn)的負(fù)面影響，還可能成為一種自我實(shí)現(xiàn)的預(yù)言。
A common misconception in society is that intelligence holds the key to success. However, this notion oversimplifies the multifaceted nature of achievement. Recent studies have consistently shown that labeling children as "dumb" or "not smart" not only has profound negative impacts on their self-perception and future development but can also become a self-fulfilling prophecy.
研究表明，所謂的“笨孩子”往往是因?yàn)榻逃椒ú划?dāng)、學(xué)習(xí)環(huán)境不利或是特定學(xué)習(xí)障礙等原因而未能展現(xiàn)出其真正的潛能。這些孩子在得到適當(dāng)?shù)闹С帧⒐膭?lì)和個(gè)性化的教學(xué)方法后，許多都能夠取得顯著的進(jìn)步，甚至在某些領(lǐng)域超越所謂的“聰明孩子”。
Research indicates that children labeled as "dumb" often fail to demonstrate their true potential due to inappropriate teaching methods, unfavorable learning environments, or specific learning disabilities. Many of these children, when provided with proper support, encouragement, and individualized teaching approaches, can make significant progress and even surpass so-called "smart" children in certain areas.
心理學(xué)中的“皮格馬利翁效應(yīng)”（Pygmalion Effect）強(qiáng)調(diào)了期望的力量。當(dāng)教師和家長(zhǎng)對(duì)孩子的'潛力持有高期望時(shí)，孩子們往往會(huì)內(nèi)化這些期望，進(jìn)而影響他們的表現(xiàn)和成就。相反，持續(xù)的負(fù)面標(biāo)簽和低期望則可能抑制孩子的自信心和動(dòng)力，阻礙他們發(fā)掘和發(fā)展自己的能力。
The Pygmalion Effect in psychology underscores the power of expectations. When teachers and parents hold high expectations for a childs potential, children tend to internalize these expectations, which in turn influences their performance and achievements. In contrast, persistent negative labels and low expectations can undermine a childs confidence and motivation, hindering their ability to discover and develop their capabilities.
因此，改變對(duì)“笨孩子”的看法至關(guān)重要。這需要教育體系、家庭以及社會(huì)各界共同努力，創(chuàng)造一個(gè)更加包容和支持的學(xué)習(xí)環(huán)境，重視每個(gè)孩子的獨(dú)特性，鼓勵(lì)探索和犯錯(cuò)，從而幫助所有孩子認(rèn)識(shí)到自己的潛力，無(wú)論他們最初被貼上何種標(biāo)簽。
Therefore, changing the narrative around "dumb kids" is crucial. This requires a collective effort from the education system, families, and society at large to foster a more inclusive and supportive learning environment that values each childs uniqueness, encourages exploration and mistakes, and helps all children realize their potential, regardless of the initial labels they may carry.
總之，沒(méi)有孩子是注定與成功無(wú)緣的。通過(guò)改變態(tài)度、提供恰當(dāng)?shù)馁Y源和支持，我們可以幫助每一個(gè)孩子鋪平通往成功的道路，讓他們相信，智慧的光芒不僅僅局限于傳統(tǒng)意義上的“聰明”。
In conclusion, no child is destined for failure. By altering our attitudes, providing appropriate resources and support, we can pave the way for every childs journey to success, instilling in them the belief that the light of intelligence shines beyond conventional notions of "smartness."
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