SaraDeWitt_2017[莎菈狄维特][对于孩子花时间看萤幕的三项恐惧──以及为什么这些恐惧不是真的].pdf

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1、www.XiYuS锡育软件I want us to start by thinking about this device,the phonethats very likely in your pockets right now.一开始,我们就先来想想这个装置,现在你们的口袋里 很可能就有一支手机。00:12Over 40 percent of Americans check their phones within fiveminutes of waking up every morning.超过 40%的美国人,每天早上起床后的五分钟内就会去看他们的手机。00:19And then they

2、 look at it another 50 times during the day.且一天当中,他们 大约要看手机 50 次。00:25Grownups consider this device to be a necessity.成人认为这个装置是必需品。00:29But now I want you to imagine it in the hands of a three-year-old,and as a society,we get anxious.但,我想请各位想像一下,当三岁孩子持有它时,身为一个社会,我们会感到焦虑。00:34Parents are very worried

3、 that this device is going to stunttheir childrens social growth;that its going to keep themfrom getting up and moving;that somehow,this is going todisrupt childhood.父母非常担心 这个装置会妨碍他们的孩子 在社交方面成长;会他们的孩子不想起来动一动;他们总觉得,这个装置将会扰乱孩子的童年。00:42So,I want to challenge this attitude.所以,我想要挑战这种态度。00:56I can envisi

4、on a future where we would be excited to see apreschooler interacting with a screen.我可以想像一个未来,在这个未来中,我们会很高兴看到学龄前儿童与萤幕互动。01:00Grownups:n.成年人/adj.已长成的 in the hands of:由掌握;在掌握中 stunt:n.噱头,手腕;绝技/vt.阻碍的正常生长或发展/vi.表演特技;作惊人表演 disrupt:vt.破坏;使瓦解;使分裂;使中断;使陷于混乱/adj.分裂的,中断的;分散的 envision:vt.想象;预想 preschooler:n.(

5、美)学龄前儿童 interacting:n.相互作用;相互制约/v.互相影响;互相作用(interact的ing形式)These screens can get kids up and moving even more.这些萤幕能让孩子们 更常起来动一动。01:08They have the power to tell us more about what a child islearning than a standardized test can.比起标准化的测验,这些萤幕能告诉我们更多 孩童学习状况的资讯。01:13And heres the really crazy thought:I

6、 believe that thesescreens have the power to prompt more real-lifeconversations between kids and their parents.还有一个相当疯狂的想法:我相信,这些萤幕有办法可以 促进孩子与父母之间的 真实生活对话。01:18Now,I was perhaps an unlikely champion for this cause.我可能不太像个 理想的提倡者或拥护者,01:30I studied childrens literature because I was going to workwith

7、 kids and books.我学的是儿童文学,因为我打算做 和孩子及书本相关的工作。01:33But about 20 years ago,I had an experience that shifted myfocus.但大约二十年前,有一项经历转变了我重视的焦点。01:38I was helping lead a research study about preschoolers andwebsites.我当时在领导一项关于 学龄前儿童及网站的研究。01:44And I walked in and was assigned a three-year-old namedMaria.我走进

8、去,一个名叫玛莉亚的 三岁小孩被分配给我。01:49Maria had actually never seen a computer before.玛莉亚以前从来没有看过电脑。01:52So the first thing I had to do was teach her how to use themouse,and when I opened up the screen,she moved itacross the screen,and she stopped on a character named Xthe Owl.所以我要做的第一件事,就是教她用滑鼠,当我打开萤幕,她在萤幕上移动滑

9、鼠,接着她停在一个叫做 猫头鹰的角色上。01:56standardized:adj.标准的;标准化的;定型的/v.使合乎标准;按标准校准;制定标准(standardize的过去分词)real-life:adj.现实的;实在的 shifted:转移/移动(shift的过去式和过去分词)preschoolers:n.学龄前儿童(preschooler的复数形式)Maria:n.母驴；母马/【天文学】海(指月亮、火星表面的阴暗部分)And when she did that,the owl lifted his wing and waved ather.当她这么做时,猫头鹰举起牠的翅膀,向她挥手。0

10、2:09Maria dropped the mouse,pushed back from the table,leaped up and started waving frantically back at him.玛莉亚丢下滑鼠,推开桌子,整个人跳起来,开始疯狂地向牠挥手回应。02:14Her connection to that character was visceral.她与那个角色的连结 是发自内心本能的。02:21TED演讲者：Sara DeWitt|莎菈狄维特演讲标题：3 fears about screen time for kids-and why theyre not tr

11、ue|对于孩子花时间看萤幕的三项恐惧以及为什么这些恐惧不是真的内容概要：We check our phones upwards of 50 times per day-but when our kids play aroundwith them,we get nervous.Are screens ruining childhood?Not according to childrens mediaexpert Sara DeWitt.In a talk that may make you feel a bit less guilty about handing a tablet to achi

12、ld while you make dinner,DeWitt envisions a future where were excited to see kidsinteracting with screens and shows us exciting ways new technologies can actually help themgrow,connect and learn.我们每天要看手机至少五十次但当我们的孩子在玩手机时，我们就开始紧张了。萤幕会毁掉童年吗？根据儿童媒体专家莎菈狄维特的说法，并不会。这场演说可能可以降低你对于在作菜时将平板电脑交给孩子的罪恶感，在演说中，狄维特想

13、像了一个未来，在这个未来，我们会很高兴看到孩子和萤幕互动，她也分享了新科技如何能协助孩子成长、连结、学习的方式。This wasnt a passive screen experience.这并不是一次被动的萤幕体验。02:25This was a human experience.这是一次人类的体验。02:28And it was exactly appropriate for a three-year-old.且这对三岁孩子来说是很适合的。02:32Ive now worked at PBS Kids for more than 15 years,and mywork there is f

14、ocused on harnessing the power oftechnology as a positive in childrens lives.我在PBS Kids（公共电视孩童台）我在那里的工作,主要是利用科技的力量,来对孩童的生活产生正面的影响。02:36I believe that as a society,were missing a big opportunity.我相信,身为一个社会,我们错过了一个大机会。02:48Were letting our fear and our skepticism about thesedevices hold us back from r

15、ealizing their potential in ourchildrens lives.我们允许我们对这些装置的 恐惧以及怀疑,造成我们不愿去了解 它们在我们孩子生活中 能够发挥什么潜力。02:51Fear about kids and technology is nothing new;weve beenhere before.与孩子和科技相关的恐惧 并不是新鲜事;我们以前就会如此。03:00waved:adj.波浪形的;起伏的/v.挥动(wave的过去式);成波浪形 leaped:v.跳跃/急速移动/剧增/突然移动 waving:adj.波浪状的/n.电流舞;波浪舞/v.波动;飘扬(

16、wave的ing形式)frantically:adv.疯狂似地;狂暴地 visceral:adj.内脏的;出于本能的;发自肺腑的;粗俗的 harnessing:v.给(马等)装上挽具(harness的现在分词);治理,利用 skepticism:n.怀疑论;怀疑的态度Over 50 years ago,the debate was raging about the newlydominant media:the television.至少五十年前,人们就在猛烈地 辩论着新兴的优势支配媒体:电视。03:05That box in the living room?客厅里的那个盒子？03:11It

17、might be separating kids from one another.它可能会将孩子们彼此隔离。03:13It might keep them away from the outside world.可能会让他们不愿接触外面的世界。03:16But this is the moment when Fred Rogers,the long-runninghost of Mister Rogers Neighborhood,但就在这个时刻,佛瑞德罗杰斯,他长期主持 罗杰斯先生的邻居,03:20challenged society to look at television as a

18、tool,a tool thatcould promote emotional growth.提出了挑战,他要这个社会 将电视视为是一种工具,一种能够促进情绪成长的工具。03:26Heres what he did:he looked out from the screen,and heheld a conversation,as if he were speaking to each childindividually about feelings.他当时这么做:他从萤幕向外看,然后开始进行对话,彷佛他是在对每位孩童个别说话,跟他们谈感受。03:34And then he would pau

19、se and let them think about them.接着,他会暂停,让孩童们去思考这些感受。03:45You can see his influence across the media landscape today,but at the time,this was revolutionary.现今,你们都知道他在 整个媒体界的影响力,但在当时,他的做法 是很具革命性的。03:51raging:adj.愤怒的,狂暴的/v.发怒,恼火(rage的现在分词)dominant:adj.显性的;占优势的;支配的,统治的/n.显性 oneanother:彼此,互相 long-runnin

20、g:adj.长期上演的;连续上演很长时间的 emotional:adj.情绪的；易激动的；感动人的individually:adv.个别地,单独地 revolutionary:adj.革命的；旋转的；大变革的/n.革命者He shifted the way we looked at television in the eyes ofchildren.他改变了我们如何看待 小孩生命中电视造成的影响。03:58Today its not just one box.现今的科技已经不再只是个盒子。04:04Kids are surrounded by devices.孩子的身边都是装置。04:07An

21、d Im also a parent-I understand this feeling of anxiety.我也为人父母 我了解焦虑的感觉。04:10But I want us to look at three common fears that parentshave,and see if we can shift our focus to the opportunitythats in each of them.但我希望大家能看看 父母最常见的三种恐惧,并试试看我们能否把我们 对于每一种恐惧的焦点 转移到它们所带来的机会。04:15Fear number one:Screens are

22、 passive.第一种恐惧:萤幕是被动的。04:27This is going to keep our kids from getting up and moving.它会让我们的孩子 不愿意起来动一动。04:31Chris Kratt and Martin Kratt are zoologist brothers who hosta show about animals called Wild Kratts.克里斯克拉特和马丁克拉特 是一对动物学家兄弟,他们主持的动物节目叫 克拉特的动物世界。04:35And they approached the PBS team to say,Can

23、we dosomething with those cameras that are built into everydevice now?他们与公共电视的团队商量:我们能不能用现在每个装置里 都有内建的那种相机来做点什么？04:42Could those cameras capture a very natural kid play pattern-pretending to be animals?那些相机能否捕捉到一种 非常自然的孩童玩乐模式 假扮动物？04:49So we started with bats.所以,我们从蝙蝠开始。04:57And when kids came in to

24、 play this game,they loved seeingthemselves on-screen with wings.当孩子们来节目里玩这项游戏,他们很爱看到自己在萤幕上展翅。05:00Martin:n.紫崖燕 zoologist:n.动物学家 on-screen:屏幕上的/银幕上的/银幕上地But my favorite part of this,when the game was over and weturned off the screens?但我最喜欢的部份是,当游戏结束,我们关了 萤幕之后,会怎么样？05:06www.XiYuS锡育软件The kids kept bei

25、ng bats.孩子们仍然继续当蝙蝠。05:11They kept flying around the room,they kept veering left andright to catch mosquitoes.他们继续在房间里到处飞,他们一下转左一下转右,想去抓蚊子。05:12And they remembered things.而且他们会记得一些事。05:18They remembered that bats fly at night.他们记得蝙蝠是在晚上飞行。05:20And they remembered that when bats sleep,they hangupside

26、down and fold their wings in.他们记得当蝙蝠睡觉时,会倒挂着,并把翅膀折进来。05:24This game definitely got kids up and moving.这个游戏绝对能让 孩子们起来动一动。05:30But also,now when kids go outside,do they look at a birdand think,How does a bird fly differently than I flew when Iwas a bat?此外,现在当孩子们到外面去时,他们是否会看着鸟儿并心想:为何那只鸟的飞行式和我当蝙蝠时 有所不同？

27、05:33The digital technology prompted embodied learning thatkids can now take out into the world.数位科技促成了体感学习,孩子能把这种学习 带到外面的世界里。05:44Fear number two:Playing games on these screens is just awaste of time.第二种恐惧:在萤幕上玩游戏是浪费时间。05:52Its going to distract children from their education.孩子会分心而无法专注在教育上。05:58vee

28、ring:adj.犹豫的;改变的/n.顺时针转向/v.转变方向;改变观点;顺转(veer的ing形式)mosquitoes:n.蚊子(mosquito的复数)upside down:adv.倒置地/adj.颠倒的 prompted:v.计提示(prompt的过去时,过去分词);引起 embodied:v.呈现(embody的过去式及过去分词形式);具体表达 take out:v.取出;去掉;出发;发泄;把带出去;邀请(某人)外出;开始Game developers know that you can learn a lot about aplayers skill by looking at

29、the back-end data:游戏开发者知道,你可以从后端资料中看到很多 关于玩家技巧的资讯:06:03Where did a player pause?玩家在哪儿停顿了一下？06:09Where did they make a few mistakes before they found theright answer?他们在哪儿犯了些错误,然后才找到正确答案？06:12My team wanted to take that tool set and apply it toacademic learning.我的团队想要把这套工具 拿来用在学术学习上。06:15Our producer

30、 in Boston,WGBH,created a series of CuriousGeorge games focused on math.我们在波士顿的 公共电视台(WGBH)制作人 创作了一系列的 好奇猴乔治游戏,游戏主题是数学。06:21And researchers came in and had 80 preschoolers play thesegames.研究者让 80 位 学龄前儿童玩这些游戏。06:29They then gave all 80 of those preschoolers a standardizedmath test.接着,他们让全部 80 位儿童 都去

31、做一项标准化的数学测验。06:35We could see early on that these games were actuallyhelping kids understand some key skills.在初期可以发现,这些游戏确实能协助孩子 了解一些关键技能。06:40But our partners at UCLA wanted us to dig deeper.但我们在洛杉矶加大的 合作伙伴还想再深入研究。06:46They focus on data analysis and student assessment.他们把焦点放在 资料分析与学生评估。06:50And th

32、ey wanted to take that back-end game-play data andsee if they could use it to predict a childs math scores.他们想要用后端那些 与玩游戏相关资料,来尝试预测孩子的数学分数。06:54developers:n.开发商;发展者;摄显影剂(developer的复数)back-end:n.后端/adj.后期的 Boston:n.波士顿(美国城市)assessment:n.评定;估价So they made a neural net-they essentially trained thecompu

33、ter to use this data,and here are the results.他们建了一个类神经网路 他们训练电脑 来使用这些资料,结果在这里。07:01This is a subset of the childrens standardized math scores.这是孩子的标准化数学 分数的子集合。07:08And this is the computers prediction of each childs score,based on playing some Curious George games.而这个,是电脑针对每个孩子预测的分数,预测的根据就是他们玩 好奇猴

34、乔治的资料。07:13The prediction is astonishingly accurate,especiallyconsidering the fact that these games werent built forassessment.预测的准确度高得惊人,更何况这些游戏还不是为了评估 而打造的。07:23The team that did this study believes that games like thesecan teach us more about a childs cognitive learning than astandardized test ca

35、n.这项研究的团队相信,比起标准化测验,像这样的游戏反而能够 告诉我们更多关于孩童在 认知学习方面的资讯。07:30What if games could reduce testing time in the classroom?假如游戏能够减少 在教室中的测验时间呢？07:40What if they could reduce testing anxiety?假如游戏能减少测验的焦虑呢？07:44How could they give teachers snapshots of insight to helpthem better focus their individualized lea

36、rning?游戏如何能提供简要的 洞察资讯给老师,来协助他们更聚焦在 个别化的学习上？07:48neural:adj.神经的;神经系统的;背的;神经中枢的 subset:n.数子集;子设备;小团体 prediction:n.预报;预言astonishingly:adv.令人惊讶地 cognitive:adj.认知的，认识的 snapshots:n.摄快照(snapshot的复数)/v.拍快照(snapshot的三单形式)individualized:adj.个人的;有个性的;具有个人特色的/v.使个性化;分别详述(individualize的过去分词)So the third fear I w

37、ant to address is the one that I think isoften the biggest.我想说明的第三种恐惧,是我认为一般人最大的恐惧。07:57And thats this:These screens are isolating me from mychild.它就是:这些萤幕把我和 我的孩子隔离了。08:03Lets play out a scenario.我们来做一下情境模拟。08:10Lets say that you are a parent,and you need 25 minutes ofuninterrupted time to get dinn

38、er ready.比如说,你是为人父母,你需要 25 分钟不被打断的时间,才能把晚餐准备好。08:12And in order to do that,you hand a tablet to your three-year-old.为了做到这一点,你把一台 平板电脑拿给你的三岁孩子。08:20Now,this is a moment where you probably feel very guiltyabout what you just did.这个时刻,你可能会对自己的行为 很有罪恶感。08:23But now imagine this:Twenty minutes later,you

39、receive atext message.但,现在想像一下:二十分钟后,你的手机 收到一个文字讯息。08:29on that cell phone thats always within arms reach.你的手机总是放在 手臂可及的距离之内。08:34And it says:Alex just matched five rhyming words.讯息是:艾力克斯刚刚 配对出了五个押韵的字。08:37Ask him to play this game with you.叫他跟你一起玩这个游戏。08:42Can you think of a word that rhymes with c

40、at?你能不能想出一个和 cat（猫）押韵的字？08:44isolating:adj.孤立的;绝缘的/v.使隔离;使绝缘(isolate的ing形式)play out:结束;放出;用完;做完 scenario:n.方案;情节;剧本uninterrupted:adj.不间断的;连续的 tablet:n.碑;药片;写字板;小块 rhyming:n.押韵/adj.押韵的/v.押韵(rhyme的ing形式);作诗 rhymes:n.押韵(rhyme的复数);尾韵/v.押韵(rhyme的第三人称单数形式)Or how about ball?或是ball（球）？08:47In our studies,wh

41、en parents receive simple tips like these,they felt empowered.在我们的研究中,当父母 收到像这样简单的提示,他们会有被赋予能力的感觉。08:50They were so excited to play these games at the dinner tablewith their kids.他们会非常兴奋,想要和他们的孩子 在餐桌上玩这些游戏。08:56And the kids loved it,too.他们的孩子也很爱玩。09:00Not only did it feel like magic that their paren

42、ts knew whatthey had been playing,kids love to play games with theirparents.一方面,他们觉得很神奇,因为他们的父母 知道他们刚在玩什么,另一方面,孩子热爱和父母玩游戏。09:01Just the act of talking to kids about their media can beincredibly powerful.单单是和孩子谈论 他们的媒体,这个动作的力量 就是非常强大的。09:10Last summer,Texas Tech University published a study thatthe s

43、how Daniel Tigers Neighborhood could promote thedevelopment of empathy among children.去年夏天,德州科技大学 发表了一项研究,显示老虎丹尼尔的邻居们 这个节目能够促进 孩童们之间的同理心发展。09:17But there was a really important catch to this study:thegreatest benefit was only when parents talked to kids aboutwhat they watched.但这项研究中有个非常重要的条件:最大的好处,只

44、有发生在 当父母和孩子谈到 他们看了什么的时候。09:27Neither just watching nor just talking about it was enough;itwas the combination that was key.单单只有看、或单单只有谈,都不足够;关键是两者的结合。09:37So when I read this study,I started thinking about how rarelyparents of preschoolers actually talk to kids about thecontent of what theyre playin

45、g and what theyre watching.当我读到这项研究时,我开始想,学龄前儿童的父母有多么不常 和他们谈论他们刚刚玩的游戏 或是看的节目的内容。09:45empowered:adj.获得授权的;允许的/v.允许;授与权力(empower的过去式)incredibly:adv.难以置信地；非常地empathy:n.神入;移情作用;执着And so I decided to try it with my four-year-old.所以我决定用我的四岁孩子来实验。09:55I said,Were you playing a car game earlier today?我说:你刚刚

46、是不是在 玩一个汽车游戏？09:58And Benjamin perked up and said,Yes!And did you seethat I made my car out of a pickle?班杰明活泼起来,并说:是的！你有没有看到 我用酱瓜做出我的车？10:03It was really hard to open the trunk.要打开后车厢还蛮困难的。10:09(Laughter)This hilarious conversation about what was fun inthe game and what could have been better contin

47、ued all theway to school that morning.（笑声）那天早上我们一直继续 愉快地对话,谈论游戏中的趣味、怎样做可能会更好,一路开开心心地到学校。10:11Im not here to suggest to you that all digital media is greatfor kids.我并不是说所有的数位媒体 都对孩子是很好的。10:24There are legitimate reasons for us to be concerned aboutthe current state of childrens content on these scree

48、ns.我们之所以会忧心目前这些萤幕上 呈现出哪些给儿童看的内容,是有正当理由的。10:29And its right for us to be thinking about balance:Where doscreens fit against all the other things that a child needs todo to learn and to grow?我们是应该要去想平衡的议题:该如何将萤幕纳入到 孩子学习和成长过程中 所需要的东西之中？10:36But when we fixate on our fears about it,we forget a reallymaj

49、or point,and that is,that kids are living in the same worldthat we live in,the world where the grownups check theirphones more than 50 times a day.但当我们一心想着对它的恐惧,我们就会忘了真正的重点,重点就是,孩子所生活的世界 和我们生活的世界是一样的,在这个世界中,成人每天会 看手机至少五十次。10:48Benjamin:n.本杰明(男子名);受宠爱的幼子 perked:vi.振作;昂首/vt.使振作;打扮;竖起/n.小费;额外收入 pickle:

50、n.泡菜;盐卤;腌制食品/vt.泡;腌制 hilarious:adj.欢闹的;非常滑稽的;喜不自禁的 legitimate:adj.合法的；正当的；合理的；正统的/vt.使合法；认为正当(等于legitimize)fixate:vi.注视;固定下来/vt.注视;使固定Screens are a part of childrens lives.萤幕是孩童生活的一部份。11:03And if we pretend that they arent,or if we get overwhelmedby our fear,kids are never going to learn how and why