No Stupid Questions! I am Serious! (Part 4)
没有傻问题！我是认真的！（第四部分）
- Part 2 - I Have Bragging Rights, Because I Am ...?
- Part 3 - Is PowerPoint Evil?
- Coaching Critical Thinking to Think Creatively!
- ZaidLearn's Del.icio.us 'Thinking' Links
“Some people study all their life and at their death they have learned everything except to THINK”
"有些人活到老学到老，不死不休，他们学到一切，但没有学会思考。"
– Francois Domergue
——弗朗索瓦·多明戈
“A person who asks questions is a person who thinks.”’
“提问就是在思考”
- William Wilen
——威廉·伟伦
在这五部分的学习系列中，我们已经看了好几个会导致学生放弃学习的教学习惯，比如高速讲课、自吹自擂、缺乏接触，以及照本宣科。在第四部分，我们将探索一对对学生的学习过程极具破坏力的教学习惯。
首先，我将回到我的挪威高中生涯，并反思一些我永远无法忘记（经过与你们的分享，也许它们会在网络上安息！）的学习体验。之后，我将反思更多一些马来西亚的研究生生涯。
有关我在挪威的学校体验，无论是小学、初中还是高中，我的很多老师似乎生命中有着非常多的不幸与坎坷。我的感觉是，我遇到的大多数老师，从未真的想成为教师，之所以当老师，是因为他们在其第一次职业选择时失败了。我希望我弄错了（错误的记忆！），并且在我读过的学校（Marienlyst 和 Ullern）事情变得更好。让我们回到过去……
恶作剧……
I can't remember the name of the teacher, nor can I remember the subject that she taught (high school subject). However, I do remember that she would always come to class with a serious and angry face carrying a big sulk. It was as if she hated us (probably herself, too!). Her serious and angry face could wipe your smile off with the blink of an eye.
我已经忘了这位教师的姓名，我也记不起他教的课程（高中课程）。然而，我记得他每次到教室都是虎着脸，怒气冲冲。就好象他多么恨我们（也许是是恨他自己！）。只要一眨眼的功夫，他的冷脸就能抹掉你的笑脸。
至于我，我很害怕去他的课上。不仅仅因为他的严肃和怒气，也是因为他有一个很大的爱好，他会在课上给我们一个毫无准备的口头测试。虽然，事实上我支持用这类教育手段来促进学生预习，我相信他还有其他不可告人的理由给予我们这类测试。当我们不能回答他的提问时，他似乎从给我们大零蛋（五分制，如果我没有记错的话！）中找到乐趣。
是这样进行的：他在班上提出问题，如果学生知道答案就举右手。不，他不会点任何举手的学生，相反，他会点不举手的学生。很显然，该学生会结结巴巴，或者不能回答问题。那么，他会骤然决定这是一个临时口头测试，并在评分册上记上一个老大的零分。自然，一开始一两次我会得到一个大零蛋，但是几节课过后我不管是否知道答案都会举手。这至少让我少了一些零蛋。
因此，自然有很多学生讨厌他的课，并希望通过轻微的心理打击的方式进行报复！一天，几个学生带了一只非常大的蜘蛛（按照挪威的标准！）到班上（我不知道他们从哪儿弄来的）。他们将它放在这位老师的桌子上，正中间。虽然我没有参与到这出无聊的恶作剧中，但我也不会检举它。我们都很希望这位老师被吓倒，然后尖声求救，但是，我们错了。
这天，他右手拿着一本书来到教室。当他走到桌子前，发现了蜘蛛。一开始他以一种很奇怪的形式叫了一声，然后两只手举起书，猛拍蜘蛛好几下，直到蜘蛛完全被压扁死去。接下来，他面带愤怒和厌恶，挑起蜘蛛的尸体，走到最近的窗户。他打开窗户，把蜘蛛扔了出去！之后他开始上课，就像这件事情从来没有发生一样。
“谁在乎！恐惧一直都在影响着人们！”是的，我也有点害怕蜘蛛，我真的不喜欢它们。但是不知为什么，我不介意克服恐惧去拯救蜘蛛。这是一个奇异的时刻，我或许永远不会忘记这场谋杀。因此，下次你想跟你讨厌而严肃的老师开个玩笑，使用活物的时候一定要三思，因为你永远不知道，它是否值得冒这个风险！
Dear spider, may you rest in peace! Hopefully, we can learn a lesson or two from this story.
亲爱的蜘蛛，愿你安息！希望，我们能从这个故事学到一二。
NO STUPID QUESTIONS!
没有愚蠢的问题！
Hopefully, the spider incident can rest in peace (from my mind!), and let's move on. For the next habit or behavior, I am not going to zoom in on a particular teacher, but reflect how destructive some teachers can be in discouraging students to ask questions without often realizing it (I suppose I am guilty, too!).
希望这期蜘蛛事件可以安息了（在我心里！）。我们继续前进。对于下一个习惯或者行为，我不打算关注某个具体教师，而是反思某一些教师的危害性，他们可以让学生失去问问题的信心而不是把问题问出来（我想我也如此！）。
It is strange that I need to talk about this topic in the 21st century, but I still come across teachers or lecturers that would do all sorts of things or tricks to avoid questions in class. Is it their lack of preparedness for the topic that causes this? Or perhaps they are scared to lose control? Maybe, it is that fear of not knowing the answer to a question? Perhaps they don't want to put themselves in a position, which could make them look stupid? Or is it simply a cultural or authority issue that we can't do much about (except educate the next generation).
奇怪的是，我需要在二十一世纪谈论这个话题，但是我仍然会遇到一些老师或者教授，他们会用尽各种手段避免学生在课堂上提问。是他们缺乏对课题的准备导致的？或许他们害怕失去控制？也许，是害怕不知道问题的答案？还是他们不想处在一个令自己看上去很傻的位置上？抑或只是一个简单的文化或者权力问题，我们就是没有办法去做（除了教育下一代）。
Here is a list of statements or questions to could discourage students from asking questions during class:
这里有一份话语或问题的清单，会打击学生在课堂上问问题：
- Please don't ask stupid questions!
- 请不要问一些愚蠢的问题！
- That is a stupid question! Any other questions?
- 这是一个傻问题！还有别的问题么？
- That was not a good question! Ask proper questions!
- 这不是一个好问题！要正确的提问！
- Anyone got a better question!
- 谁能问得更好一些？
- Haven't you read the book!
- 你根本没有看书！
- Please read the book before asking questions!
- 问问题之前请先看书！
- I don't entertain such questions! You can find the answer easily in the book!
- 我不想回答这些问题！你可以很容易从书上找到答案！
- I have already told you that! Aren't you listening!
- 我已经跟你说过了！你没有听么！
- Didn't I make that clear just know!
- 我说的不够清楚么！
- I just answered you that question!
- 我已经回答了你的问题！
- Are you making fun of me!
- 你在耍我么！
- What! How many times do I have to explain it, before you get it!
- 什么！你要我解释多少遍才能明白！
- We don't have time for this question! Please find the answer on your own.
- 我不想在这个问题上花时间！你自己去寻找答案吧。
- Think before you ask!
- 问问题之前请三思！
These are some of the statements or questions that I experienced from some of my lecturers during my undergraduate and graduate studies in Malaysia. Don't get me wrong, I had many good lecturers during these years too, but this series is about the bad experiences.
这其中有些言语或问题，我在马来西亚读本科和研究生的时候，也曾从我的老师那里遇到过。不要误会我的意思，在这些年我也遇到过很多好老师，但是这个系列是关于坏体验的。
POSSIBILITIES!
可能性！
Whether we do it consciously or not, we should think a bit before making statements that might indirectly or directly discourage students from asking questions. If no one is asking questions in your class, you might actually be part of the problem. For example, some might argue that Malaysian students don't usually ask questions in class, or that they are happy with a one-way lecture approach. "No thinking required, just need to look awake! Anyway I got the slides, so there is no need to really listen."
无论我们是否有意，我们都应该在说这些话之前思考一下，是否会直接或间接打击学生提问的积极性。如果你的班上没有一个学生肯提问，你可能其实已经产生问题了。比如，有些人可能会认为，马来西亚的学生通常在班上并不提问，或者他们更愿意单向的演讲模式。“不必思考，只需看一看！反正我已经拿到幻灯片了，因此不必认真听讲。”
However, all students have subject related questions, and I believe it is up to the lecturer to explore creative ways on how to encourage more students to ask these questions to facilitate the learning process. If you ask me, no matter how resistant students are to asking questions and participating in discussions, there are ways to overcome it. In short, if you are creative, passionate and encouraging you can unlock any student to ask questions.
然而，所有学生的问题都是与课题相关的，并且我相信应该由老师来探索如何鼓励更多学生提出有利于学习过程的创新之路。如果你问我，无论学生多么抵触提问以及参与到讨论中去，都有办法克服。简言之，如果你有创意、热情和奖励，你可以让任何学生都开口提问。
Alright, I am not going to give you a written lecture of the importance and secret recipe of nurturing the students' mind to ask and reflect questions and ideas (Not qualified yet!). Instead, I will link you up with a few videos for you to reflect. The videos below are also excellent for stimulating discussion with your colleagues on how the world of technology, knowledge and learning is evolving, and the necessary changes we need to carry out to facilitate effective learning, and nurture the foundation for students to succeed in the 21st century. Here we go:
好吧，我不打算给你培养学生提出问题和反思问题及想法的秘籍和重要性的书面报告（还没这资格！）。相反，我将给你一些视频帮助你思考。下面这些视频也非常适合刺激你与同事展开讨论：世界上的技术、知识和学习是如何发展，我们需要做哪些必然改变来促进有效地学习，为学生筑下在二十一世纪成功的基石。我们开始吧：
- Shift Happens
改变正在发生
The impact of ICT and globalisation on education. It provides some interesting things to ponder regarding globalization and fast evolving changes we need to consider as we plan and prepare students for the future.
计算机与通信技术和全球化对教育的影响。它提供了一些有意思的数据，令人深思有关全球化和快速改变，我们需要考虑，因为我们要让学生为将来做好计划和准备。 - Pay Attention
注意
This presentation, simply entitled Pay Attention, was created by Darren Draper in an effort to motivate teachers to more effectively use technology in their teaching.
该演示文稿，简单的命名为《注意》，由戴伦为鼓励教师在教学中更有效的使用技术而创作。 - Five Minute University
五分钟大学
Father Guido Sarducci teaches what an average college graduate knows after five years from graduation in five minutes. A great video to facilitate discussion about effective learning with a bit of humor.
奎多神父在五分钟内教授一个一般大学毕业生毕业五年后应该知道些什么。一份出色的略带风趣的视频，适合讨论有效教学。 - "Do Schools Kill Creativity"
“学校扼杀创造力”
Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.
罗宾孙爵士为创建一个培养（而非败坏）创造力的教育体系，所做的一份有趣的、深刻的、令人感动的谈话。 - "Web 2.0 ... The Machine is Using Us"
“机器就是我们”
The evolution of knowledge creation, management and sharing in creative and stimulating way.
知识以创造性的、趣味性的方式进行创造、管理和分享的演变过程。 - Teaching Teaching & Understanding Understanding
教授教授，理解理解
A 19-minute award-winning short-film about teaching at the University. It shows examples of good and bad teaching, and promotes constructive alignment learning approach using Solo Taxonomy to test students' level of understanding (deep understanding?).
一份十九分钟的有关大学教学的获奖短片。它展示了好的坏的教学示例，并宣传建设性的合作学习模式，使用SOLO分类法来测试学生的理解水平（深入理解？）。 - Five Minds for the Future
应对未来的五种思维
Howard Gardner speaks about his book, Five Minds for the Future explaining why, in the future, it will be important to develop five kinds of minds, both in school and in other educational environments.
霍华德谈到他的著作，《应对未来的五种思维》，解释了为什么，在将来，不论是在学校还是在其他教育场所，发展五类思维都很重要。
除了这些有趣的视频，这里还有一些站点，可以在你的课程中就如何促进有效学习产生一些新的思路：
- Route 21
A one-stop-resource center for 21st century skills-related information, resources and community tools. You can even find videos here of 21st century skills in action in today’s classrooms.
一个一站式资源中心，存有与二十一世纪技能相关的信息、资源和交流工具。你甚至可以在这里发现可以在如今教室中实施的二十一世纪技能视频。 - New Horizons for Learning
Presents articles and information on special issues in education, from restructuring schools to technology and adult education.
介绍教育中特定问题的文章和信息，从重组学校到技术和成人教育。 - EDUCAUSE
A nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology. You can find hundreds of interesting resources, research papers and articles exploring everything from Second Life to lecturing.
一家非营利性的协会，其任务是通过促进更加只能得使用信息技术来推进高等教育。你可以找到数百有意思的资源、涉及从二度人生到开讲座的任何事物的研究论文和文章。 - Creativity Techniques
A central repository for Creativity and Innovation on the Internet by Mycoted with a summary of tools, techniques, mind exercises, puzzles, book reviews, etc. Concise, precise and easy to digest. I love it!
一个中央储存库，存有互联网上的创意和革新，由Mycoted总结，涉及工具、技术、头脑练习、难题、书评等。简明、严密、易于消化。爱死他了！ - Mind Tools
More than 100 free essential life, career training and management training skill-builder articles and tools to explore.
超过一百种涉及基本生活、职业训练和管理训练技能培训人员的免费文章和工具可供浏览。 - Successful Learning - This e-book discusses philosophies of learning, thinking skills, presentations skills, learning strategies, e-Learning, motivation, reading/writing skills and learning styles. Published by CDTL, National University of Singapore.
该电子书讨论了学习态度、思考技能、演讲技能、学习策略、在线学习、动机、读写技能和学习方式。由新加坡国立大学CDTL出版。 - Brain Rules
12 principles for surviving and thriving at work, home, and school. In Brain Rules, Dr. John Medina, a molecular biologist, shares his lifelong interest in how the brain sciences might influence the way we teach our children and the way we work.
十二条用于在工作、家庭和学校中生存并蓬勃发展的原则。在《大脑规则》中，梅博士，一名分子生物学家，分享他在大脑科学如何影响我们教育孩子的方式，和我们工作的方式的终生兴趣。 - Critical Thinking Web
Provides over 100 free online tutorials on critical thinking, logic, scientific reasoning, creativity, and other aspects of thinking skills. This site is maintained by Dr. Joe Lau at the Philosophy Department, The University of Hong Kong.
提供超过一百篇免费的在线教程，涉及批判性思考、逻辑、科学推理、创造力和其他方面的思维技能。该网站由香港大学哲学系刘彦方博士维护。 - Critical Evaluation Tookit
Griffith University provides tips on helping students to develop critical evaluation skills.
格里菲斯大学提供帮助学生发展批判性评估技能的提示。 - Argumentation and Critical Thinking Tutorial
The tutorials consist of a series of tests to help reinforce your knowledge and understanding of some basic concepts associated with making arguments and thinking critically (Humboldt State University).
该教程有一系列测试组成，帮助增强你的知识，加深理解某些与辩论及批判性思考有关的基本概念（洪堡州立大学）。 - Empowering the 21st Century Superintendent
Of all the challenges you face as a superintendent, technology leadership may be the one that leaves you feeling the most unprepared, uncertain and vulnerable. This site provides you with a lot of valuable resources and ideas on how to deal with it.
作为一名负责人、技术领导，你所面对的一切挑战，可能会令你感到措手不及、迷茫和脆弱。该网站为你如何处理它，提供了大量有价值的资源和思路。 - Interactive Thinking Tools
Intel provides online tools designed to promote higher-order thinking in any subject. Each tool features an online workspace where students create and save visual representations of their thinking.
英特尔提供了在线工具，旨在提高任何课题中的高级思维。每个工具都以在线工作平台为特色，在这里，学生可以创建并保存他们思想的图形演示文稿。 - CoRT & Six Thinking Hats
Two wonderful thinking tools by Edward de Bono, which we can use in the classroom, at work, or any place where we need to collaboratively solve problems, make decisions, and nurture innovative ideas.
两款绝妙的工具，由博诺开发，我们可以用与教室中，工作中，或者任何我们需要共同解决问题、作出决定，以及培养创新理念的地方。 - Work-Learning Research
Dr. Will Thalheimer's goal has been to compile research from the world's preeminent refereed journals and translate that research with practical wisdom to help learning professionals create more effective learning. Check it out!
夏黑梅博士的目标是，从世界上优秀的裁判期刊中汇编研究，并用切实的智慧翻译这些研究，帮助学习的专业人士创造更有效的学习。看一看！ - WebQuest
Is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web.
一个以调查为想到的课程方式，其中学习者使用的大部分或者全部信息，都来自于网络。
Finally, here is an article I wrote a couple of months back entitled: Coaching Critical Thinking to Think Creatively!, which might also be useful.
最后，这里有一篇我几个月前写的文章，标题为《训练使用批判性思维来进行创造性思考！》，可能也会有用。
A FEW TIPS!
一点提示！
"Take your course seriously! Take course preparation seriously! Take learning seriously! Take asssessment seriously! Take your students seriously! But don't take yourself seriously!" - Zaid Ali Alsagoff
“严肃对待课程！严肃对待备课！严肃对待学习！严肃对待评估！严肃对待学生！但请不要对自己太严肃！”——翟爱沙
Better yet, have fun making fun of yourself during class, and make it a point that we all do mistakes. Anyway, the greatness of a lecturer or a leader is not whether he or she does a mistake (surely will!), but how he or she responds to it. If you are not doing any mistakes or failing once a while, you are perhaps not trying hard enough. Finally, celebrate students who ask you questions, even if you don't know the answer. Not only will they inspire you to learn and get a deeper understanding of the subject, they will also nurture you to become a better lecturer.
更好的是，在课堂上自嘲会很开心，并且特别要注意我们犯的所有错误。无论如何，老师或者领导者的伟大之处并不在于他是否犯错误（肯定会的！），而是他如何应对错误。如果你没有犯任何错误或者偶尔失败，你也许还没有足够努力。最后，表扬问问题的学生，哪怕你不知道答案。他们不仅会激发你学习，加深对课题的理解，他们也会培养你成为一名更优秀的教师。
We all say funny things and ask stupid questions in our short life on this planet, but if we learn from them and move on we might just... :)
我们都在说起自己短暂一生中的滑稽事情和傻问题，但是如果我们从中学习并继续前进，我们就可能……^_^
"Drill for oil? You mean drill into the ground to try and find oil? You're crazy."
-Drillers who Edwin L. Drake tried to enlist to his project to drill for oil in 1859.
“钻探石油？你的意思是钻进地下，试图找出石油？你有病。”
钻探工埃德温·德拉克试图为他的钻探石油项目募捐，1859年。
"Heavier-than-air flying machines are impossible."
-Lord Kelvin, president, Royal Society, 1895
“比空气中的飞行器都是不可能存在的。”
——开尔文勋爵，英国皇家学会主席，1895年
"Everything that can be invented has been invented."
-Charles H. Duell, Commissioner, U.S. Office of Patents, 1899.
“一切能发明的东西都已经被发明了。”
——杜查理，美国专利局，1899年
"Who the hell wants to hear actors talk?"
-H. M. Warner, Warner Brothers, 1927.
“谁他妈想听演员说话？”
——华纳，华纳兄弟，1927年
"I think there is a world market for maybe five computers."
- Thomas Watson, chairman of IBM, 1943
“我想全球市场只需要舞台计算机。”
——托马斯·沃森，IBM主席，1943年
"Computers in the future may weigh no more than 1.5 tons."
- Popular Mechanics, forecasting the relentless march of science, 1949
“未来计算机的重量可能不会超过一吨半。”
——《大众机械》，预测科学的残酷发展，1949年
"There is no reason anyone would want a computer in their home."
-Ken Olson, president, chairman and founder of Digital Equipment Corp., 1977
“没有理由每个人都想要在家里有一台计算机。”
——肯·奥尔森，DEC公司创始人兼主席，1977年。
"640K ought to be enough for anybody."
- Bill Gates, 1981
“640K，对任何人来说都应该够用了。”
——比尔·盖茨，1981年
【译者按：比尔盖茨不承认自己说过这话】
"If at first, the idea is not absurd, there is no hope for it."
- Albert Einstein
“如果一开始，创意并不荒谬，那么它就没有希望。”
——艾尔伯特·爱因斯坦
During my undergraduate studies, I had a very interesting statistics lecturer, which I will name Dr. Woody (woodpecker) for the name protection sake. Dr. Woody was a multimedia encyclopedia of statistics, and he certainly did not need to refer to any book or notes during his lectures. He had perfected every lecture he conducted. In addition, he was a caring guy and always smiled. So, what is the problem! Yeah! Hmm, got a point there!