万双网讯  2020年8月22日，万科双语学校教师职业发展学院正式成立。学校向每位员工赠送书籍，全校教职员工分组展开学习，共同成长。以下是来自学校优秀教师丁莹、彭婷、李世豪、牛楚原的读书心得。

On August 22, 2020, the Vanke Bilingual School Teachers' Professional Development Institute was officially established. The school presents books to each employee, and the faculty and staff of the school study in groups and grow together. The following are the reading experience from excellent teachers Ding Ying, Peng Ting, Li Shihao and Niu Chuyuan.

丁莹（小学数学教师）：转变思维模式，在顿悟中成长

Ding Ying (Primary School Mathematics Teacher): Change your thinking mode and grow in epiphany

《儿童的人格教育》一书指出: 人的人格结构形成于童年期，要解决一个人的人格心理问题必须从他的童年着手，因此帮助儿童形成正常的、健康的人格是教育儿童的首要和核心问题。

The book "Children's Personality Education" points out that: a person's personality structure is formed in childhood, and to solve a person's personality psychological problems must start from his childhood, Therefore, helping children form a normal and healthy personality is the primary and core issue in educating children.

书的作者阿尔弗雷德·阿德勒，奥地利精神病学家，也是个体心理学的创始人，被誉为现代自我心理学之父，他与弗洛伊德、荣格并称为“20世纪三大心理学家”，本书是他的代表作之一。

The author of the book, Alfred Adler, an Austrian psychiatrist and the founder of Individual Psychology, is known as the father of modern ego psychology，together with Freud and Jung, he is known as the "Three Great Psychologists of the 20th Century", this book is one of his representative works.

作者在书中揭示了儿童人格形成的心理机制，解答了孩子是如何看待外部刺激，如何做出反应以达到自己的目的，如何消减自卑感和如何追求优越感的。

In the book, the author reveals the psychological mechanism of children's personality formation, and explains how children view external stimuli, how to respond to achieve their own goals, how to reduce inferiority complex and how to pursue superiority.

第一次读完这本书，我心中对“自卑感”和“自卑情结”的理解还停留在理论层面，只是知道书上写“自卑感”是孩子因为在高矮和力量上与成年人之间存在着的差异而产生的，“自卑情结”是由于家庭教养方式和环境影响产生的。

After reading this book for the first time, my understanding of "inferiority complex" and "inferiority complex" in my heart is still at the theoretical level. I just know that the "inferiority complex" written in the book is because children are different from adults in terms of height and strength. The "inferiority complex" is caused by the family's upbringing style and environmental influence.

直到有一天，学校组织了家长到学校进行《儿童的人格教育》读书分享会，在一位家长的故事中我突然就顿悟了。这位家长分享的是“自卑感”和“自卑情结”的区别，首先她介绍“自卑感”是指在和别人比较时,由于低估自己而产生的情绪体验。而关于“自卑情结”，她讲了她自己的故事。她说当她看到学校群里在报名读书分享会，马上点击了报名，但得知自己报名的分享是要站在万双的剧场舞台上面对家长、老师、校长分享时，她脑海中冒出的第一个念头就是“我要用什么理由推掉这个分享”，于是她把自己的想法对自己的女儿讲了。她对女儿说“我书没看完”，女儿说“那就去看”；她说“我对演讲稿不熟悉”，女儿说“那就去练”……说到这里，她停顿了一下，说：“我这样处理问题就叫‘自卑情结’，女儿这样处理问题就是‘成长型思维’。我们天天跟孩子说‘成长型思维’，真到自己了我也不能怂，所以我今天站在了这里。”场下掌声雷动。

Until one day, the school organized parents to go to the school to have a reading sharing session on "Children's Personality Education". I suddenly had an epiphany from a parent's story. This parent shared the difference between "inferiority complex" and "inferiority complex". First, she introduced that "inferiority complex" refers to the emotional experience of underestimating oneself when comparing with others. As for the "inferiority complex", she told her own story. She said that when she saw that she was signing up for a reading sharing session in the school group, she immediately clicked to sign up, but when she learned that the sharing she signed up for was to stand on the stage of VBS's theater to share with parents, teachers, and principals, what came to her mind was The first thought that popped up was "what reason should I use to reject this sharing", so she told her daughter what she thought. She said to her daughter, "I haven't finished reading the book", and the daughter said, "Let's read it"; she said, "I am not familiar with the speech script", and the daughter said, "Then go to practice"... At this point, she paused , Said: "My way of dealing with problems is called an 'inferiority complex', and my daughter's way of dealing with problems is called a 'growth mindset'. We tell our children "growth mindset" every day, and I can't be cowardly when I am really myself, so I am standing here today. "The audience applauded loudly.

刚好在听这场分享会时我正在准备学校的样板课录制，每天精神紧绷，很担心自己做不好，有哪里遗漏导致不完美，听到这里我突然就顿悟了。平常对孩子们讲了那么多成长型思维，怎么到了自己身上却看不透了。于是我又翻看《终身成长》重温成长型思维，把自己关注的重点放到活动的收获，而不是最终的结果。当我的关注点放到了自身成长后我发现每天都很轻松快乐，因为我发现磨课团队向我提出修改建议后，我不再焦虑自责而是感到幸运和快乐，在教学上能有这么多前辈毫无保留地帮我提升专业能力，我感觉自己真是赚大了。

Just when I was listening to this sharing session, I was preparing for the recording of the school’s model class. I was nervous every day, and I was worried that I could not do it well, and what I missed would lead to imperfection. I suddenly had an epiphany when I heard this. I usually talk so much about growth mindset to children, but I can't see how it happened to me. So I read "Lifelong Growth" to review the growth mindset, focusing on the harvest of the activity rather than the final result. When I focus on my own growth, I find that I am relaxed and happy every day, because I found that after the team suggested revisions to me, I no longer feel anxious and self-blaming, but feel lucky and happy. I can have such a teaching experience. Many seniors have unreservedly helped me improve my professional ability, and I feel that I have gained a lot.

那次分享会和样板课活动，让我对《终身成长》和《儿童的人格教育》的理解从书面的认知到了深刻的切身体验，真真切切看到了自己的思维模式在身体里的转变，现在回忆起顿悟的那一刻还能感动得热泪盈眶。感谢万双在一次次的活动中，不懈地分享知识，传递知识，让温暖在孩子间、家长间、老师间畅通流动。

That sharing meeting and sample class activity made my understanding of "Lifelong Growth" and "Children's Personality Education" change from written cognition to profound personal experience, and I really saw the transformation of my thinking mode in my body , Now recalling the moment of epiphany, I can still be moved to tears. Thanks to VBS for sharing knowledge unremittingly and passing on knowledge in one activity after another, so that warmth can flow smoothly among children, parents, and teachers.

彭婷（小学语文教师）： 拥抱成长型思维 成就更好的自己

Peng Ting (Primary School Chinese Teacher): Embrace a growth mindset and achieve a better self

回顾自己的成长生涯，如果说哪一本改变了我对自己的认识，重塑了我的价值观，影响了我的习惯与思维，提升了我的认知和格局，打开了我的视野，那一定是《终身成长》这本书。这也是一本我会强烈推荐给家人们、朋友们、家长们阅读的书籍。因为阅读这本书能够改变一个人看待自己、对待世界的方式。

Looking back on my growth career, if there is any book that changed my understanding of myself, reshaped my values, affected my habits and thinking, improved my cognition and pattern, and opened my vision, then It must be the book "Lifelong Growth". This is also a book that I would strongly recommend to family, friends, and parents. Because reading this book can change the way a person sees himself and the world.

成长型思维颠覆我的认知

Growth mindset subverts my cognition

初次阅读本书，是因为这是我们教师职业发展学院的必读书目。这本书对我产生了很大的影响。通过阅读本书，我知道每个人的思维模式都是成长型和固定型的混合物。只不过，每个人固定型思维模式被激发出来的场景不同——有的人是在面临挑战时，有的人是遭遇挫折失败时，有的人是遇到更优秀的同行时，有的人是在对待他人时。

I read this book for the first time because it is required reading in our Teachers Professional Development Institute. This book had a great impact on me. From reading this book, I know that everyone's mindset is a mixture of growth and fixed. However, each person's fixed thinking mode is stimulated in different scenarios - some people are facing challenges, some people are encountering setbacks and failures, some people are encountering better peers, some people when dealing with others.

记得刚工作时，作为新手教师，当我在教学工作中遇到挑战时，我的内心总是会不由自主地担心自己经验不够，会担心结果不好而失去挑战的勇气。阅读完本书后，潜移默化之中，我发现当我遇到挑战时，我对自己说的最多的一句话是：我一定能在这过程中获得新的成长。于是，我有了一次又一次挑战自己的行动。

I remember when I first started working, as a novice teacher, when I encountered challenges in teaching work, I would always involuntarily worry in my heart that I was not experienced enough, and I would lose the courage to challenge due to fear of poor results. After reading this book, subtly, I found that when I encounter challenges, the most I say to myself is: I will definitely gain new growth in this process. So, I took actions that challenged myself again and again.

成长型思维赋能我的教学

A growth mindset empowers my teaching

尤记得刚入学时，很多小朋友会因为担心说错而不敢发言。作为班主任看着挺着急的，因为这样的话不仅老师无法了解学生，学生也难以从师生互动中获得成长。

I especially remember that when I first came to the school, many children would not dare to speak because they were worried about making mistakes. As a class headteacher, I am very anxious, because not only the teacher will not be able to understand the students, but the students will also find it difficult to grow from the teacher-student interaction.

成长型思维班会课有效解决了孩子们的这一问题。通过学习成长型思维，孩子们逐渐认识到，脑神经会通过不断学习变得更加发达，克服遇到的困难并从中获得成长可以促进神经连接，从而让我们变得更强大，也就是我们是可以通过学习而改变的。自此以后，孩子们不再担心自己说错了，在课堂上敢于发言、敢于提出疑问了。再次遇到困难时孩子们都会说：“没有人是天生就会的，犯错是一件很正常的事情”、“犯错能让我变得更好”、“这次错了，以后就知道这么做是错的，又学会了一招”。

The growth thinking class meeting effectively solved the children's problem. Through learning growth thinking, children gradually realize that brain nerves will become more developed through continuous learning, and overcoming difficulties and gaining growth from them can promote neural connections, thus making us stronger, that is, we can changed through learning. Since then, the children no longer worry about making mistakes, and dare to speak and ask questions in class. When encountering difficulties again, the children will say: "No one is born with it, making mistakes is a very normal thing", "Making mistakes can make me better", "I made a mistake this time, and I will know it in the future." What I did was wrong, and I learned another way.”

可以说，成长型思维大大提升了孩子们发言积极性和课堂参与度，为我的教学注入了活力和动力，赋予了课堂充足的能量。

It can be said that the growth mindset has greatly improved the children's enthusiasm for speaking and classroom participation, injected vitality and motivation into my teaching, and endowed the classroom with sufficient energy.

成长型思维塑造我的话语

A growth mindset shapes my words

教师话语会对学生成长产生影响，积极的话语则会带来积极的影响。随着不断阅读本书，我的话语方式也发生了改变。我不再使用“我不会”、“我不擅长”、“我觉得无法改变”这样的表达。我们班级的孩子们也不再使用“聪明”这个词，因为他们知道这词代表的是固定型思维。我们的孩子更喜欢这样肯定自己的同学：这是他勤于思考、努力的结果。就这样，在成长型思维话语的影响下，不仅我的话语变得更加积极，孩子们也变得更加积极自信、敢于拥抱挫折、直面挑战。

Teachers' words will have an impact on the growth of students, and positive words will have a positive impact. As I continued to read this book, the way I spoke changed. I stopped using expressions like "I can't", "I'm not good at", "I don't think I can change". The kids in my class also stopped using the word "smart" because they knew it meant a fixed mindset.The kids in my class also stopped using the word "smart" because they knew it meant a fixed mindset. Our children prefer to affirm their classmates in this way: this is the result of his diligent thinking and hard work. In this way, under the influence of growth mindset discourse, not only my discourse has become more positive, but the children have also become more positive and confident, daring to embrace setbacks and face challenges.

理念的落实往往还需要环境的支持，我们学校是践行终身成长的前沿阵地，正如杨校每次在会议中说：“作为一线教师，首先要成为一名终身学习者。”很幸运，在万双这样成长型思维的环境中我能不断超越自我，勇往直前，带领我的孩子们一起追求更高的成长与成就！

The implementation of the concept often requires the support of the environment. Our school is the forefront of practicing lifelong growth. Just as Principal Yang said in every meeting: "As a front-line teacher, you must first become a lifelong learner." Fortunately, in VBS's growth-minded environment, I can constantly surpass myself, move forward bravely, and lead my children to pursue higher growth and achievements together!

李世豪（小学语文教师）：如果这世界真有奇迹，那只是努力的一个名字

Li Shihao (primary school Chinese teacher): If there is a miracle in this world, it is just a name for hard work

《终身成长》书本中摘录的“新浪好书榜评委、创意人”颜桥的那段话最先吸引了我的眼球——“成长美学的特征就是相信累积的效应，对人生持有固定论的人，本质只是为拒绝改变寻找理由和借口。相信发展，相信改变，容易形成正反馈，微弱优势聚沙成塔，成功世界本就来自一只蝴蝶挥挥翅膀的触发，这就是成长的秘密。”成长的秘密在于日积月累，在于水滴石穿，在于坚持不懈。在于寻求改变后并为之努力。

The excerpt from the book "Lifetime Growth" Yan Qiao, a judge and creative person on the Sina Best Book List, first caught my attention-"The characteristic of growth aesthetics is to believe in cumulative effects and hold a fixed view of life. In essence, people are just looking for reasons and excuses for refusing to change. Believe in development, believe in change, it is easy to form positive feedback, weak advantages gather together, and the successful world comes from the trigger of a butterfly flapping its wings. This is the secret of growth. " The secret of growth lies in the accumulation of time, in the wear and tear of water, and in perseverance. It is about seeking change and working hard for it.

《终身成长》围绕成长型思维和固定性思维从多个角度进行了探讨。固定型思维模式认为人的才能是一成不变的，而成长型思维模式认为人的能力是可以通过努力培养的，这便打破了智商决定论。在固定型思维里，努力是一件坏事，努力和失败一样，意味着你不够聪明，不够有天赋。如果你足够聪明，根本就不需要努力。而在成长型思维里，努力可以让你变得更聪明，更有才能，这对大多数人来说，是多么美好且幸福的事。

"Lifelong Growth" explores growth mindset and fixed mindset from multiple angles. The fixed mindset believes that people's talents are immutable, while the growth mindset believes that people's abilities can be cultivated through hard work, which breaks the determinism of IQ. In the fixed mindset, hard work is a bad thing, and hard work, like failure, means you're not smart enough or talented enough. If you're smart enough, you don't need to work hard at all. In the growth mindset, hard work can make you smarter and more talented, which is a wonderful and happy thing for most people.

如果一位老师以固定型思维模式进行教学，那他会营造一种批判色彩的学习氛围，会根据学生一开始的表现判定他的聪明与否。但具有成长型思维模式的老师，会营造一个没有评判、充满自信的学习氛围，注重怎么去教学生，努力教学生学会思考，教学生全力以赴，教学生热爱生活。作为老师的我们要用发展的眼光看待不断成长变化的孩子们，不用一次考试、一时的表现来判定某个学生，而是陪同他们走更长远的路，让孩子们明白，在很多时候，过程远比结果重要。你所经历的一切正在塑造着那个你理想中的自己。

When a teacher teaches with a fixed mindset, he creates a critical learning environment where students are judged smart or not based on their initial performance. But a teacher with a growth mindset will create a learning atmosphere full of confidence without judgment, pay attention to how to teach students, work hard to teach students how to think, teach students to go all out, and teach students to love life. As teachers, we should look at children who are constantly growing and changing with a developmental perspective. Instead of judging a student by an exam or a temporary performance, we will accompany them on a longer journey and let the children understand that in many cases, the process far more important than results. Everything you experience is shaping who you want to be.

书本的最后提到“改变也许艰难，却从未有人说过不值。”看似不起波澜的日复一日，会突然在某一天让你看到坚持的意义。让我们从此刻开始，反思自我，做出改变，付诸努力。在教育教学中，同成长型思维并肩，与勤奋热爱同行，共同为孩子的成长赋能。

At the end of the book, it is mentioned that "change may be difficult, but no one has ever said that it is not worth it." Day after day, which seems to be insignificant, will suddenly let you see the meaning of persistence one day. Let us start from this moment, reflect on ourselves, make changes, and put in effort. In education and teaching, stand shoulder to shoulder with growth thinking, work with diligence and love, and jointly empower children's growth.

牛楚原（初中英语教师）：学会了对待“不愿努力”综合征

Niu Chuyuan Junior Middle School English teacher): Learned to deal with the syndrome of "unwilling to work hard"

美国斯坦福大学心理学家卡罗尔·德韦克在《终身成长》中介绍了固定型与成长型两种思维模式，它们体现了应对成功与失败、成绩与挑战时的两种基本心态。我们获得的成功并不是由能力和天赋决定的，更受到我们在追求目标的过程中展现的思维模式的影响。成长型思维的人认为努力比才智重要，能力能通过努力改变，因此他们会积极探索新知而不仅仅满足于既有成果。只有用正确的思维模式看待问题，才能更好地达成人生和职业目标。

Carol Dweck, a psychologist at Stanford University in the United States, introduced two kinds of thinking modes, fixed and growth, in "Lifelong Growth", which reflect the two basic mentalities when dealing with success and failure, achievements and challenges.Our success is not determined by ability and talent, but by the mindset we display in pursuit of our goals. People with a growth mindset believe that hard work is more important than talent, and abilities can be changed through hard work, so they will actively explore new knowledge instead of being satisfied with existing achievements.Only by looking at the problem with the correct thinking mode can we better achieve our life and career goals.

我在教学生涯中经常碰到这样的学生，英语成绩较差，但数学科目分数很高，只要不谈学习，他会和其他同学一样健谈、聪明、有趣。这类孩子不愿意花时间记单词，或者短暂尝试过，很快就放弃了。到底是哪里出了问题?

In my teaching career, I often meet such students with poor English scores but high scores in mathematics subjects. As long as they don’t talk about studies, he will be as talkative, smart and interesting as other students. Such children are unwilling to spend time memorizing words, or try briefly and give up quickly. What exactly went wrong?

在这本书中我找到了答案。书中给出了一个定义“不愿努力”综合征，也经常被当作具有固定型思维模式的学生保护自己的一种途径。在固定型思维里，他们习惯尽可能简单地去做事情，尽可能少付出努力，让自己显得很聪明，从而保护自我意识。成长型思维模式建议我们向孩子们传达这样的观点：想达成重要成就都需要明确的关注点、全身心的努力、无穷无尽的策略，还有学习中的同伴。因此我们需要引导孩子培养成长型思维，不要担心自己是否够聪明，而是在意自己是否足够努力，最重要的是自己是否竭尽全力；学会将挫折视为过程的一部分，挫折、沮丧、失望等负面情绪都是非常正常的；作为老师，我们要赞扬努力而不是结果，要表扬努力和坚韧不拔的精神，鼓励学生的进步；告诉孩子不要害怕问问题，提问证明你在学习和思考，这有利于发展批判性思维；鼓励孩子接受新的挑战，只有自己足够用心，就能做成任何事。

In this book I found the answer. The book gives a definition of the "not willing to try hard" syndrome, which is often used as a way for students with a fixed mindset to protect themselves.In the fixed mindset, they are used to doing things as simply as possible, with as little effort as possible, to protect their sense of self by appearing smart. The growth mindset recommends that we communicate to our children that significant achievement requires a clear focus, total effort, endless strategies, and peers in learning.Therefore, we need to guide children to develop a growth mindset. Don’t worry about whether you are smart enough, but whether you are working hard enough, and the most important thing is whether you are doing your best; Learn to see setbacks as part of the process. Negative emotions such as frustration, frustration, and disappointment are very normal;As teachers, we should praise hard work rather than results, praise hard work and perseverance, and encourage students' progress; tell children not to be afraid to ask questions, asking questions proves that you are learning and thinking, which is conducive to the development of critical thinking; Encourage Children accept new challenges, and as long as they work hard enough, they can accomplish anything.

翻译/魏素敏 周金凤

编辑/图片 燕子