燕山大学 刘立军 宋葳 编写

Angela Lee Duckworth took a job teaching math to seventh graders in a New York public school. She quickly realized that IQ wasn't the only thing separating the successful students from those who struggled. She explains her theory of "grit" as a predictor of success.

1.the stratosphere (单数) the layer of the earth's atmosphere between about 10 and 50 kilometres above the surface of the earth 平流层 (派生词) stratospheric adj. stratospheric clouds平流层云 (习语) in / into the stratosphere: at or to an extremely high level 在（或到）极高水平。例如：

·The technology boom sent share prices into the stratosphere. 科技热潮使得股价飙升到极高的水平。

2.ratio n. ratio (of A to B) the relationship between two groups of people or things that is represented by two numbers showing how much larger one group is than the other 比率；比例。例如：

·What is the ratio of men to women in the department? 这个部门的男女比例是多少？

·The school has a very high teacher-student ratio. 这所学校的师生比例很高。

·The ratio of applications to available places currently stands at 100:1. 目前，申请人数和就业岗位的比例为100:1。

3.decimal n. ( also decimal fraction) a fraction (= a number less than one) that is shown as a dot or point followed by the number of tenths, hundredths , etc. 小数。例如：

·The decimal 0.61 stands for 61 hundredths. 小数0.61代表61%。

4.parallelogram n. (geometry 几何) a flat shape with four straight sides, the opposite sides being parallel and equal to each other 平行四边形

5.cadet n. a young person who is training to become an officer in the police or armed forces 警官（或军官）学员；警官（或军官）候补生

6.rookie n. (informal) 

① (especially North American English) a person who has just started a job or an activity and has very little experience 新手；生手

② (North Amercian English) a member of a sports team in his or her first full year of playing that sport （第一年参加比赛的）新队员

7.stamina n. (不可数名词) the physical or mental strength that enables you to do sth. difficult for long periods of time 耐力；耐性；持久力。例如：

·It takes a lot of stamina to run a marathon. 跑马拉松需要很大的耐力。

8.sprint n. (常用单数形式) a short period of running, swimming, etc. very fast 短距离快速奔跑（或游泳等）；冲刺。例如：

·a sprint for the line向终点线的冲刺

·a sprint for the bus冲向公共汽车

·She won in a sprint finish. 她在最后的冲刺中取得胜利。

9.solid adj. that you can rely on; having a strong basis 可靠的；可信赖的；坚实的。例如：

·As yet, they have no solid evidence. 他们至今没有任何可靠的证据。

·This provided a solid foundation for their marriage. 这为他们的婚姻提供了坚实的基础。

·The Irish team were solid as a rock in defence. 爱尔兰队的防守坚如盘石。

10.ethic n. (单数) a system of moral principles or rules of behaviour 道德体系；行为准则。例如：

·a strongly defined work ethic经过充分阐述的崇尚勤劳工作的价值观

·the Protestant ethic新教伦理

11.for the long run = in the long run: concerning a longer period in the future 从长远来看。例如：

·This measure inevitably means higher taxes in the long run. 从长远来看这项举措的结果就是要多纳税。

12.gritty adj. showing the courage and determination to continue doing sth. difficult or unpleasant 有勇气的；坚定的；坚毅的。例如：

·gritty determination坚定的决心

·a gritty performance from the British player这位英国运动员的勇敢表现

13.commitment n. (可数名词, 不可数名词) commitment (to sb. / sth.) | commitment to do sth.: a promise to do sth. or to behave in a particular way; a promise to support sb. /sth.; the fact of committing yourself 承诺；许诺；允诺承担；保证。例如：

·She doesn't want to make a big emotional commitment to Steve at the moment. 她不想在此刻对史蒂夫在感情上作出重大的承诺。

·The company's commitment to providing quality at a reasonable price has been vital to its success. 这家公司保证供货质优价廉的承诺对它的成功起了决定性的作用。

·the government's commitment to public services政府对公共服务事业作出的承诺

14.inverse adj. (只用于名词前) opposite in amount or position to sth. else （数量、位置）相反的，反向的。例如：

·A person's wealth is often in inverse proportion to their happiness (= the more money they have, the less happy they are). 一个人的财富常常与他的幸福成反比。

·There is often an inverse relationship between the power of the tool and how easy it is to use.工具的功能越强大，操作起来往往越费事。

15.mindset n. a set of attitudes or fixed ideas that sb. has and that are often difficult to change 观念模式；思维倾向。(同义词) mentality 例如：

·a conservative mindset保守的思维模式

·the mindset of the computer generation计算机时代的思维倾向

16.persevere v. (单独使用的动词) persevere (in sth. /in doing sth.) | persevere (with sth. / sb.) (approving): to continue trying to do or achieve sth. despite difficulties 坚持；孜孜以求。例如：

·Despite a number of setbacks, they persevered in their attempts to fly around the world in a balloon. 虽屡遭挫折，他们仍不断尝试乘气球环游世界。

·She persevered with her violin lessons. 她孜孜不倦地学习小提琴。

·You have to persevere with difficult students. 对难教的学生你必须坚持诲人不倦的精神。

17.intuition n. (可数名词) intuition (that…) an idea or a strong feeling that sth. is true although you cannot explain why （一种）直觉。例如：

·I had an intuition that something awful was about to happen. 我直觉感到要出乱子了。

1.What's IQ? What's EQ? Which counts more in career?

2.What are the key factors for success?

(A) Express his / her feelings clearly and directly with sentences beginning with 

"I feel ..." or "I feel like…"

(B) Often begin sentences with "I think you…"

(C) Let his / her feelings lead him to healthy choices and happiness. 

(D) Act out of desire, not because of duty, guilt, force or obligation. 

(E) Not motivated by power, wealth, status, fame, or approval.

(F) Be able to read non-verbal communications.

(G) Avoid responsibilities by saying things like: "What was I supposed to do? I had no choice!"

(H) Be intrinsically motivated.

(I) Be independent, self-reliant and morally autonomous. 

(J) Frequently feel inadequate, disappointed, resentful , bitter or victimized.

(K) Lock himself / herself into courses of action against common sense, or jump ship at the first sight of trouble.

(L) Be interested in other people's feelings.

(M) Judge and criticize others without realizing he is feeling superior, judgmental, critical, and without realizing how his actions impact others' feelings.

(N) Interrupt in a conversation; miss the emotions being communicated; focus on "facts" rather than "feelings".

1. After several more years of teaching, I came to the conclusion that what we need in education is ______________________________________ and ________________________________________, from ___________________.

2. So I left the classroom, and I went to graduate school to __________________________. I started studying kids and adults in all kinds of super challenging settings, and in every study my question was, _______________________________________?

3. In all those very different contexts, one characteristic emerged as a 

significant predictor of success. And it wasn't ________________________________. It wasn't ______________, _________________________________, and it wasn't __________. It was ______________.

4. Grit is _______________________________________ for very long-term goals. Grit is having stamina. Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to ________________________. Grit is living life like it's a marathon, not a sprint.

5. What I do know is that talent doesn't make you gritty. Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments. In fact, in our data, _____________________ is usually unrelated or even inversely related to measures of _______________________.

6. Dr. Dweck has shown that when kids read and learn about the brain and how it changes and grows in response to challenge, they're much more likely to _____________________ when they fail, because they don't believe that ___________________________________.

7. So ________________________________________ is a great idea for building grit.

8. In other words, we need to be _________________ about getting our kids ______________ .

Grit is passion and perseverance for very long-term goals. Grit is having stamina. Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality. Grit is living life like it's a marathon, not a sprint.

1. I have overcome setbacks to conquer an important challenge.

   □Very much like me

   □Mostly like me

   □Somewhat like me

   □Not much like me

   □Not like me at all

2. New ideas and projects sometimes distract me from previous ones.*

   □Very much like me

   □Mostly like me

   □Somewhat like me

   □Not much like me

   □Not like me at all

3. My interests change from year to year.*

   □Very much like me

   □Mostly like me

   □Somewhat like me

   □Not much like me

   □Not like me at all

4. Setbacks don't discourage me.

   □Very much like me

   □Mostly like me

   □Somewhat like me

   □Not much like me

   □Not like me at all

5. I have been obsessed with a certain idea or project for a short time but later lost interest.*

   □Very much like me

   □Mostly like me

   □Somewhat like me

   □Not much like me

   □Not like me at all

6. I am a hard worker.

   □Very much like me

   □Mostly like me

   □Somewhat like me

   □Not much like me

   □Not like me at all

7. I often set a goal but later choose to pursue a different one.*

   □Very much like me

   □Mostly like me

   □Somewhat like me

   □Not much like me

   □Not like me at all

8. I have difficulty maintaining my focus on projects that take more than a few months to complete.*

   □Very much like me

   □Mostly like me

   □Somewhat like me

   □Not much like me

   □Not like me at all

9. I finish whatever I begin.

   □Very much like me

   □Mostly like me

   □Somewhat like me

   □Not much like me

   □Not like me at all

10. I have achieved a goal that took years of work.

   □Very much like me

   □Mostly like me

   □Somewhat like me

   □Not much like me

   □Not like me at all

11. I become interested in new pursuits every few months.*

   □Very much like me

   □Mostly like me

   □Somewhat like me

   □Not much like me

   □Not like me at all

12. I am diligent.

   □Very much like me

   □Mostly like me

   □Somewhat like me

   □Not much like me

   □Not like me at all

___________________________________________________________________

1. 

IQ is an abbreviation for "intelligence quotient", a measure of a person's intellectual ability in relation to that of the rest of the population. It is expressed as the ratio of mental age to actual age, multiplied by 100, and is based on the scores achieved in an intelligence test. 

EQ (Emotional Intelligence) is the ability to manage ourselves and our relationships effectively, which consists of four fundamental capacities: self-awareness, self-management, social awareness and social skill. 

As is known to all, many famous people have high IQ, such as Albert Einstein, a thinking machine, who was considered as the greatest scientist of the 20th century. Does high IQ play an important role in one's career? The answer is yes. However, with the development of our society, more and more studies show that EQ counts more than IQ in career. 

Believe it or not, there are several reasons. First and foremost, IQ means cleverness and intelligence, and EQ stands for an ability of judging, dealing, adapting, and so on. Furthermore, IQ represents rational, while EQ represents emotional. The latter one helps you get along with others well in a positive way, which is more significant to your success. Finally, high IQ can help people get more knowledge and skills, but high EQ can help people gain others more respect, understanding and support.

In a word, EQ counts more than IQ in our career development. We'd better try to improve our EQ since it's not easy for us to change our IQ.

2. 

Everyone wants to be a successful person. But not everyone could get the chance to succeed. In my opinion, there are four key factors for success: confidence, diligence, devotion and perseverance.

The first key factor to success is confidence. Confidence is very important in our study and work. Whatever we do, we'd better do it with confidence. If we have no confidence, there is little possibility that we would ever achieve anything. Many students had failed again and again, and the most important reason is lacking confidence. 

The second key factor to success is diligence, which simply means that we should not waste time whatever we do. Diligence can help us remove ignorance, overcome difficulties and enlighten our minds. If we waste your time today, our future life will be a failure, and we will accomplish nothing. If we are diligent, we will surely be successful in the future. 

Devotion, which means the concentration of our mind and effort in doing things, is another key factor to success. Whatever we do, we must love it and put our heart into it. Only when we set our minds on the current things we are doing, can we do it well and we may gain success.

Finally, perseverance, or a strong will, is also necessary in order to make success a certainty. If we keep on studying, there is nothing that cannot be achieved. Without a strong will, we are likely to give up when we come across some difficulties. On the contrary, a strong will can make us perform wonderfully.

3.

毅力是对长远目标的激情和坚持；毅力是拥有持久的恒劲；毅力是你对未来的坚持，日复一日，不是仅仅持续一个星期或者一个月，而是为了让自己的梦想变为现实，要通过几年甚至几十年的努力奋斗；毅力是把生活当成一场马拉松，而不是一次短跑。

1.For questions 1, 4, 6, 9, 10 and 12 assign the following points: 

5 = Very much like me

4 = Mostly like me

3 = Somewhat like me 

2 = Not much like me 

1 = Not like me at all

2.For questions 2, 3, 5, 7, 8 and 11 assign the following points: 

1 = Very much like me

2 = Mostly like me

3 = Somewhat like me 

4 = Not much like me 

5 = Not like me at all

Add up all the points and divide by 12. The maximum score on this scale is 5 (extremely gritty), and the lowest scale on this scale is 1 (not at all gritty).

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 9, 1087-1101.

(Downloaded from https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_pers

everance) 

++++++++++++++++++++++++++++++

0:11

When I was 27 years old, I left a very demanding job in management consulting for a job that was even more demanding: teaching. I went to teach seventh graders math in the New York City public schools. And like any teacher, I made quizzes and tests. I gave out homework assignments. When the work came back, I calculated grades.

0:35

What struck me was that IQ was not the only difference between my best and my worst students. Some of my strongest performers did not have stratospheric IQ scores. Some of my smartest kids weren't doing so well. And that got me thinking. The kinds of things you need to learn in seventh grade math, sure, they're hard: ratios, decimals, the area of a parallelogram. But these concepts are not impossible, and I was firmly convinced that every one of my students could learn the material if they worked hard and long enough.

1:15

After several more years of teaching, I came to the conclusion that what we need in education is a much better understanding of students and learning from a motivational perspective, from a psychological perspective. In education, the one thing we know how to measure best is IQ. But what if doing well in school and in life depends on much more than your ability to learn quickly and easily?

1:47

So I left the classroom, and I went to graduate school to become a psychologist. I started studying kids and adults in all kinds of super challenging settings, and in every study my question was, who is successful here and why? My research team and I went to West Point Military Academy. We tried to predict which cadets would stay in military training and which would drop out. We went to the National Spelling Bee and tried to predict which children would advance farthest in competition. We studied rookie teachers working in really tough neighborhoods, asking which teachers are still going to be here in teaching by the end of the school year, and of those, who will be the most effective at improving learning outcomes for their students? We partnered with private companies, asking, which of these salespeople is going to keep their jobs? And who's going to earn the most money? In all those very different contexts, one characteristic emerged as a significant predictor of success. And it wasn't social intelligence. It wasn't good looks, physical health, and it wasn't IQ. It was grit.

3:00

Grit is passion and perseverance for very long-term goals. Grit is having stamina. Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality. Grit is living life like it's a marathon, not a sprint.

3:27

A few years ago, I started studying grit in the Chicago public schools. I asked thousands of high school juniors to take grit questionnaires, and then waited around more than a year to see who would graduate. Turns out that grittier kids were significantly more likely to graduate, even when I matched them on every characteristic I could measure, things like family income, standardized achievement test scores, even how safe kids felt when they were at school. So it's not just at West Point or the National Spelling Bee that grit matters. It's also in school, especially for kids at risk for dropping out.

4:08

To me, the most shocking thing about grit is how little we know, how little science knows, about building it. Every day, parents and teachers ask me, "How do I build grit in kids? What do I do to teach kids a solid work ethic? How do I keep them motivated for the long run?" The honest answer is, I don't know.

4:29

(Laughter)

4:31

What I do know is that talent doesn't make you gritty. Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments. In fact, in our data, grit is usually unrelated or even inversely related to measures of talent.

4:51

So far, the best idea I've heard about building grit in kids is something called "growth mindset." This is an idea developed at Stanford University by Carol Dweck, and it is the belief that the ability to learn is not fixed, that it can change with your effort. Dr. Dweck has shown that when kids read and learn about the brain and how it changes and grows in response to challenge, they're much more likely to persevere when they fail, because they don't believe that failure is a permanent condition.

5:28

So growth mindset is a great idea for building grit. But we need more. And that's where I'm going to end my remarks, because that's where we are. That's the work that stands before us. We need to take our best ideas, our strongest intuitions, and we need to test them. We need to measure whether we've been successful, and we have to be willing to fail, to be wrong, to start over again with lessons learned.

5:55

In other words, we need to be gritty about getting our kids grittier.

6:01

Thank you.

6:02

(Applause)