Electronic education

　　電子教學(xué)

　　THE 12-year-olds filing into Courtney Cadwells classroom at Egan Junior High in Los Altos, a leafy suburb of Silicon Valley, each take a white MacBook from a trolley, log on to a website called KhanAcademy.org and begin doing maths exercises. They will not get a lecture from Ms Cadwell, because they have already viewed, at home, various lectures as video clips on KhanAcademy . And Ms, logged in as a coach, can see exactly who has watched which. This means that class time is now free for something else: one-on-one instruction by Ms Cadwell, or what used to be known as tutoring.

　　Egan初中坐落于硅谷郊外郁郁蔥蔥的洛斯拉圖斯，那里12歲的孩子們選了Courtney Cadwell老師的課程，他們每個(gè)人都從手推車?yán)锬靡徊堪咨P記本電腦，然后登陸到KhanAcademy.org網(wǎng)站去做數(shù)學(xué)題。Cadwell老師用不著再給他們上課，因?yàn)閷W(xué)生們已經(jīng)在家看過了Khan教育網(wǎng)站上的各種授課視頻。Cadwell老師以指導(dǎo)老師的身份登陸便可以對(duì)每位同學(xué)的學(xué)習(xí)進(jìn)度了如指掌。這樣一來，課堂時(shí)間就可以留作他用，Cadwell老師可以給學(xué)生們作一對(duì)一的指導(dǎo)，也就是相當(dāng)于平常說的家教。

　　So Ms Cadwell, in her own web browser, pulls up a dashboard where KhanAcademys software presents, through the internet, the data the children are producing at that instant. She can view information for the entire class or any individual pupil. Just then she sees two fields, representing modules, turning from green to red, one for Andrea, the other for Asia. Ms Cadwell sees that Andrea is struggling with exponents, Asia with fractions. Instead of having to guess where my students have gaps, I can see it, at that moment, and I walk over to that one student, says Ms Cadwell, as she arrives at Asias chair.

　　于是，Cadwell老師在自己的瀏覽器上調(diào)出了Khan教育軟件，它可以通過網(wǎng)絡(luò)即時(shí)傳輸孩子們的學(xué)習(xí)數(shù)據(jù)，這樣她就可以看到整個(gè)課堂或者每一個(gè)學(xué)生的信息。就在這時(shí)，代表教學(xué)模塊個(gè)兩個(gè)板塊的由綠變紅，分別顯示出了Andrea和Asia兩位同學(xué)。Cadwell老師發(fā)現(xiàn)Andrea不太會(huì)做代數(shù)題，而Asia的在做分?jǐn)?shù)題時(shí)遇到了困難。我用不著去猜學(xué)生們哪里會(huì)有問題，我可以即時(shí)發(fā)現(xiàn)并走到學(xué)生的面前去做單獨(dú)輔導(dǎo)，Cadwell一邊說一邊走到了Asia的座位旁。

　　While the other pupils continue to work at their own pace and at different problems, Ms Cadwell now spends a few minutes just with Andrea and Asia. Soon Andrea has an epiphany and starts firing correct answers, getting, in KhanAcademys jargon, a badge, then going transonic. A few minutes later, Asia also gets a streak. She lets out a shriek. Ms Cadwell, with a big smile, is off to another pupil. The growth in these kids is just staggering, she says. This is the future. I dont see how it couldnt be.

　　其他同學(xué)繼續(xù)按照自己的節(jié)奏去攻克不同的難題，Cadwell老師則用幾分鐘的時(shí)間指導(dǎo)Andrea和Aisa。很快Andrea恍然大悟并火速的寫出了正確答案，用Khan網(wǎng)站上的話說，她得到了一個(gè)徽章，然后開始了超音速的進(jìn)步。幾分鐘之后，Asia叫了一聲，她也突然靈光一閃。Cadwell老師笑容滿面并走向了其他學(xué)生。孩子們?nèi)〉昧梭@人的進(jìn)步，她說，將來用這用教育模式，在我看來未嘗不可。

　　This reversal of the traditional teaching methodswith lecturing done outside class time and tutoring during itis what Mr Khan calls theflip. A synonym for flip, of course, is revolution,and this experiment in Los Altos just might lead toone. For although only a handful of classes in thispublic-school district tried the method in the lastschool year, many other schools, private and public,are now expressing interest, and the methodologyis spreading.

　　這顛覆了傳統(tǒng)的教學(xué)方法，這種模式利用課下時(shí)間聽課，用上課時(shí)間作輔導(dǎo)或是做作業(yè)。Khan先生謂之曰反轉(zhuǎn)互換，它的近義詞就叫做革命，而洛斯拉圖斯的這次教學(xué)試驗(yàn)有可能帶來一場(chǎng)革命。雖然上一個(gè)學(xué)年在這個(gè)公立學(xué)校校區(qū)內(nèi)試用了這種方法的班級(jí)還在少數(shù)，但很多其他學(xué)校，不論公立私立都表示出了興趣，這一方式正在向外傳播。

　　Indeed, philanthropists such as Bill Gates have such high hopes for the new method that theyhave given money to KhanAcademy, a tiny non-profit organisation based in Mountain View, nextto Los Altos. This means that the more than 2,400 video lectures, on anything from arithmeticand finance to chemistry and history, will remain free for anybody.

　　像比爾蓋茨這樣的慈善家對(duì)這種新模式寄予厚望，他們?yōu)镵han學(xué)院募集資金。Khan學(xué)院很小，地處洛斯拉圖斯旁邊的山景城，是一個(gè)非盈利機(jī)構(gòu)，也就是說囊括了從數(shù)學(xué)金融到化學(xué)歷史等學(xué)科的2400多個(gè)教學(xué)視頻會(huì)免費(fèi)提供給所有學(xué)生。

　　If KhanAcademy were merely about those online lectures, of course, it would be in good butlarge company. Increasingly, teachers, professors and other experts make their talks availableonline: on iTunes, YouTube or university websites. Some, such as Michael Sandel at Harvardwith his philosophy lectures, have become minor celebrities. More and more sites exist purelyto spread learningsome free, such as AcademicEarth.org; others not, such asTheGreatCourses.com.

　　當(dāng)然，若是Khan學(xué)院只僅僅提供網(wǎng)絡(luò)課程，那它就有一大幫的同行了。越來越多的老師教授和其他專家都在iTunes、YouTube或是大學(xué)網(wǎng)站上上傳了他們的講說。一些人已經(jīng)小有名氣，比如哈佛大學(xué)的MichaelSandel教授。那些專為傳道授業(yè)的網(wǎng)站也與日俱增，有的是免費(fèi)的，比如AcademicEarth.org網(wǎng)站，有的則是收費(fèi)的，比如TheGreatCourses.com網(wǎng)站。

　　Watching lectures online, or on a smartphone or iPad on the go, has advantages, as Mr Khanhas discovered from the huge number of comments he gets on his site. Children need no longer feel ashamed when they have to review part or all of a lectureseveral times. So they can advance at their own pace.

　　在Khan先生瀏覽他的網(wǎng)站時(shí)，上面的諸多評(píng)論讓他發(fā)現(xiàn)，上網(wǎng)、用智能手機(jī)或是用iPad聆聽教學(xué)課程會(huì)有很多優(yōu)勢(shì)。孩子們用不著因?yàn)橐嗫磶妆檎n程視頻而感到?jīng)]有面子。因此，他們可以按照自己的節(jié)奏來安排學(xué)習(xí)。

　　But lectures, whether online or in the flesh, play onlya limited role in education. Research shows that thehuman brain accepts new concepts largely throughconstant recall while interacting socially. Thissuggests that good teaching must de-emphasiselecture and emphasise active problem-solving, saysCarl Wieman, a winner of the Nobel prize in physicsand an adviser to Barack Obama.

　　然而，無論是在網(wǎng)上還是在課堂中，這些課程都只能起到有限的教育效果。研究表明，人腦主要是通過在互動(dòng)中不斷回憶來接受新鮮概念。這也就是說高質(zhì)量的教學(xué)必須像CarlWieman說的那樣，要弱化老師授課，著重鼓勵(lì)同學(xué)主動(dòng)解決問題， Carl Wieman是物理學(xué)諾貝爾獎(jiǎng)得主，也是奧巴馬總統(tǒng)的顧問。

　　To KhanAcademys fans, the flip that Mr Khan advocates helps to do just that. As a tool,KhanAcademy individualises teaching and makes it interactive and fun. Maths is social now,says Kami Thordarson, as the 10-year-olds in the 5th-grade class she teaches at Santa RitaElementary School huddle round their laptops to solve arithmetic problems as though theywere trading baseball cards or marbles.

　　對(duì)于Khan學(xué)院的粉絲們來說，Khan先生所倡導(dǎo)的轉(zhuǎn)變就是要增加互動(dòng)。Khan學(xué)院將教學(xué)變得個(gè)性化、互動(dòng)化和娛樂化。數(shù)學(xué)教學(xué)充滿了合作與互動(dòng)， Kami Thordarson說道，在她教授的Santa Rita小學(xué)五年級(jí)的課堂上，一群10歲的小學(xué)生擠在電腦旁，他們做數(shù)學(xué)題的方式就好像在交換寶石或是棒球卡。

　　The system has its detractors. First, it may not be much use beyond numerate subjects suchas maths and the sciences; KhanAcademy does have a few history offerings, but they are lessconvincing than the huge number of maths and science ones. Second, even in these subjectsKhanAcademy implicitly reinforces the sit-and-get philosophy of teaching, thinks FrankNoschese, a high-school physics teacher in New York. That is, it still teaches to the test,without necessarily engaging pupils more deeply. Worse, says Mr Noschese, KhanAcademysdeliberate gamification of learningall those cute and addictive meteorite badgesmayhave the disastrous consequence of making pupils mechanically repeat lower-level exercisesto win awards, rather than formulating questions and applying concepts.

　　這種模式也招致了一些批評(píng)。首先，在除了數(shù)學(xué)和科學(xué)這樣屈指可數(shù)的學(xué)科之外，這種做法鮮有用武之地。比如比起大量的數(shù)學(xué)課和科學(xué)課來說，Khan學(xué)院網(wǎng)站雖然確實(shí)有一些歷史課程，但數(shù)量較少，難以證明這樣的方法對(duì)這個(gè)學(xué)科依然奏效。再者，紐約的高中物理老師Frank Noschese認(rèn)為，即使對(duì)數(shù)學(xué)這樣的學(xué)科來說，Khan學(xué)院暗中強(qiáng)調(diào)了填鴨教育的教學(xué)思維，也就是說，它還是屬于應(yīng)試教育，并沒有讓學(xué)生們參與到學(xué)科的更深層次。更有甚者，Noschese先生還說，Khan學(xué)院有意的使學(xué)習(xí)游戲化，這會(huì)產(chǎn)生災(zāi)難性的后果，比方說所有那些既有趣又讓人上癮的彗星徽章會(huì)誘使孩子們?yōu)榱粟A得獎(jiǎng)勵(lì)來不斷機(jī)械重復(fù)低水平的練習(xí)。

　　The teachers now using KhanAcademy counter that it is meant to be merely one, not the only,teaching tool, and that by freeing up class time it also makes possible other projects that doexactly what Mr Noschese promotes. In the fifth-grade class at Santa Rita, the children havemade a tile floor . When thiscorrespondent visited, they practised on KhanAcademy but then played SKUNK, a gameinvolving probability.

　　使用Khan學(xué)院網(wǎng)站的教師則表示反對(duì)，他們認(rèn)為這只是其中一種教學(xué)手段，而非唯一的選擇，而且由此節(jié)省下來的課上時(shí)間恰恰可以投入到Noschese先生提倡的其他活動(dòng)中去。利用這段時(shí)間，Santa Rita學(xué)校五年級(jí)的學(xué)生們完成了地板制作，這項(xiàng)活動(dòng)要求同學(xué)們發(fā)揮想象巧用數(shù)學(xué)來計(jì)算板磚的大小、形狀及數(shù)量。在記者采訪時(shí)，孩子們正在做Khan學(xué)院的網(wǎng)上練習(xí)，隨后他們玩起了臭鼬游戲，這個(gè)游戲包含了概率的原理。

　　Americas standardised tests are now easy, a floor,not of interest, says Ms Thordarson. She feels thatthe tool thus allows her to teach better and godeeper. But You have to be more creative andmore flexible, which is challenging, she says. Itsnot for teachers who want to turn a page in abook, adds Kelly Rafferty, the co-teacher. Theythereby answer one common misconception aboutKhanAcademy: that it makes live teachers lessrelevant. Mr Khan, the teachers and Mr Gates allinsist that the opposite is the case. It can liberate agood teacher to become even better. Of course, it can also make it easy for a bad teacher tocop out.

　　按Thordarson老師的話說，如今美國(guó)的標(biāo)準(zhǔn)考試簡(jiǎn)單，低級(jí)又無聊。她感到這樣的教學(xué)工具可以提高教學(xué)質(zhì)量并深化學(xué)生們的理解。但是她說：這就要求你要?jiǎng)?chuàng)新，要更靈活，而這就是挑戰(zhàn)。 與她一塊任教的KellyRafferty老師認(rèn)為這不并適合照本宣科的老師。由此看來，她們反駁了一個(gè)關(guān)于Khan學(xué)院的普遍誤解：該網(wǎng)站讓現(xiàn)實(shí)的老師變得無足輕重。Khan先生、其他老師和比爾蓋茨都認(rèn)為實(shí)際上恰恰相反，這種教育手段能使一個(gè)好老師擺脫束縛因而更加優(yōu)秀，當(dāng)然，同樣也能讓較差的老師投機(jī)取巧。

　　Electronic education

　　電子教學(xué)

　　THE 12-year-olds filing into Courtney Cadwells classroom at Egan Junior High in Los Altos, a leafy suburb of Silicon Valley, each take a white MacBook from a trolley, log on to a website called KhanAcademy.org and begin doing maths exercises. They will not get a lecture from Ms Cadwell, because they have already viewed, at home, various lectures as video clips on KhanAcademy . And Ms, logged in as a coach, can see exactly who has watched which. This means that class time is now free for something else: one-on-one instruction by Ms Cadwell, or what used to be known as tutoring.

　　Egan初中坐落于硅谷郊外郁郁蔥蔥的洛斯拉圖斯，那里12歲的孩子們選了Courtney Cadwell老師的課程，他們每個(gè)人都從手推車?yán)锬靡徊堪咨P記本電腦，然后登陸到KhanAcademy.org網(wǎng)站去做數(shù)學(xué)題。Cadwell老師用不著再給他們上課，因?yàn)閷W(xué)生們已經(jīng)在家看過了Khan教育網(wǎng)站上的各種授課視頻。Cadwell老師以指導(dǎo)老師的身份登陸便可以對(duì)每位同學(xué)的學(xué)習(xí)進(jìn)度了如指掌。這樣一來，課堂時(shí)間就可以留作他用，Cadwell老師可以給學(xué)生們作一對(duì)一的指導(dǎo)，也就是相當(dāng)于平常說的家教。

　　So Ms Cadwell, in her own web browser, pulls up a dashboard where KhanAcademys software presents, through the internet, the data the children are producing at that instant. She can view information for the entire class or any individual pupil. Just then she sees two fields, representing modules, turning from green to red, one for Andrea, the other for Asia. Ms Cadwell sees that Andrea is struggling with exponents, Asia with fractions. Instead of having to guess where my students have gaps, I can see it, at that moment, and I walk over to that one student, says Ms Cadwell, as she arrives at Asias chair.

　　于是，Cadwell老師在自己的瀏覽器上調(diào)出了Khan教育軟件，它可以通過網(wǎng)絡(luò)即時(shí)傳輸孩子們的學(xué)習(xí)數(shù)據(jù)，這樣她就可以看到整個(gè)課堂或者每一個(gè)學(xué)生的信息。就在這時(shí)，代表教學(xué)模塊個(gè)兩個(gè)板塊的由綠變紅，分別顯示出了Andrea和Asia兩位同學(xué)。Cadwell老師發(fā)現(xiàn)Andrea不太會(huì)做代數(shù)題，而Asia的在做分?jǐn)?shù)題時(shí)遇到了困難。我用不著去猜學(xué)生們哪里會(huì)有問題，我可以即時(shí)發(fā)現(xiàn)并走到學(xué)生的面前去做單獨(dú)輔導(dǎo)，Cadwell一邊說一邊走到了Asia的座位旁。

　　While the other pupils continue to work at their own pace and at different problems, Ms Cadwell now spends a few minutes just with Andrea and Asia. Soon Andrea has an epiphany and starts firing correct answers, getting, in KhanAcademys jargon, a badge, then going transonic. A few minutes later, Asia also gets a streak. She lets out a shriek. Ms Cadwell, with a big smile, is off to another pupil. The growth in these kids is just staggering, she says. This is the future. I dont see how it couldnt be.

　　其他同學(xué)繼續(xù)按照自己的節(jié)奏去攻克不同的難題，Cadwell老師則用幾分鐘的時(shí)間指導(dǎo)Andrea和Aisa。很快Andrea恍然大悟并火速的寫出了正確答案，用Khan網(wǎng)站上的話說，她得到了一個(gè)徽章，然后開始了超音速的進(jìn)步。幾分鐘之后，Asia叫了一聲，她也突然靈光一閃。Cadwell老師笑容滿面并走向了其他學(xué)生。孩子們?nèi)〉昧梭@人的進(jìn)步，她說，將來用這用教育模式，在我看來未嘗不可。

　　This reversal of the traditional teaching methodswith lecturing done outside class time and tutoring during itis what Mr Khan calls theflip. A synonym for flip, of course, is revolution,and this experiment in Los Altos just might lead toone. For although only a handful of classes in thispublic-school district tried the method in the lastschool year, many other schools, private and public,are now expressing interest, and the methodologyis spreading.

　　這顛覆了傳統(tǒng)的教學(xué)方法，這種模式利用課下時(shí)間聽課，用上課時(shí)間作輔導(dǎo)或是做作業(yè)。Khan先生謂之曰反轉(zhuǎn)互換，它的近義詞就叫做革命，而洛斯拉圖斯的這次教學(xué)試驗(yàn)有可能帶來一場(chǎng)革命。雖然上一個(gè)學(xué)年在這個(gè)公立學(xué)校校區(qū)內(nèi)試用了這種方法的班級(jí)還在少數(shù)，但很多其他學(xué)校，不論公立私立都表示出了興趣，這一方式正在向外傳播。

　　Indeed, philanthropists such as Bill Gates have such high hopes for the new method that theyhave given money to KhanAcademy, a tiny non-profit organisation based in Mountain View, nextto Los Altos. This means that the more than 2,400 video lectures, on anything from arithmeticand finance to chemistry and history, will remain free for anybody.

　　像比爾蓋茨這樣的慈善家對(duì)這種新模式寄予厚望，他們?yōu)镵han學(xué)院募集資金。Khan學(xué)院很小，地處洛斯拉圖斯旁邊的山景城，是一個(gè)非盈利機(jī)構(gòu)，也就是說囊括了從數(shù)學(xué)金融到化學(xué)歷史等學(xué)科的2400多個(gè)教學(xué)視頻會(huì)免費(fèi)提供給所有學(xué)生。

　　If KhanAcademy were merely about those online lectures, of course, it would be in good butlarge company. Increasingly, teachers, professors and other experts make their talks availableonline: on iTunes, YouTube or university websites. Some, such as Michael Sandel at Harvardwith his philosophy lectures, have become minor celebrities. More and more sites exist purelyto spread learningsome free, such as AcademicEarth.org; others not, such asTheGreatCourses.com.

　　當(dāng)然，若是Khan學(xué)院只僅僅提供網(wǎng)絡(luò)課程，那它就有一大幫的同行了。越來越多的老師教授和其他專家都在iTunes、YouTube或是大學(xué)網(wǎng)站上上傳了他們的講說。一些人已經(jīng)小有名氣，比如哈佛大學(xué)的MichaelSandel教授。那些專為傳道授業(yè)的網(wǎng)站也與日俱增，有的是免費(fèi)的，比如AcademicEarth.org網(wǎng)站，有的則是收費(fèi)的，比如TheGreatCourses.com網(wǎng)站。

　　Watching lectures online, or on a smartphone or iPad on the go, has advantages, as Mr Khanhas discovered from the huge number of comments he gets on his site. Children need no longer feel ashamed when they have to review part or all of a lectureseveral times. So they can advance at their own pace.

　　在Khan先生瀏覽他的網(wǎng)站時(shí)，上面的諸多評(píng)論讓他發(fā)現(xiàn)，上網(wǎng)、用智能手機(jī)或是用iPad聆聽教學(xué)課程會(huì)有很多優(yōu)勢(shì)。孩子們用不著因?yàn)橐嗫磶妆檎n程視頻而感到?jīng)]有面子。因此，他們可以按照自己的節(jié)奏來安排學(xué)習(xí)。

　　But lectures, whether online or in the flesh, play onlya limited role in education. Research shows that thehuman brain accepts new concepts largely throughconstant recall while interacting socially. Thissuggests that good teaching must de-emphasiselecture and emphasise active problem-solving, saysCarl Wieman, a winner of the Nobel prize in physicsand an adviser to Barack Obama.

　　然而，無論是在網(wǎng)上還是在課堂中，這些課程都只能起到有限的教育效果。研究表明，人腦主要是通過在互動(dòng)中不斷回憶來接受新鮮概念。這也就是說高質(zhì)量的教學(xué)必須像CarlWieman說的那樣，要弱化老師授課，著重鼓勵(lì)同學(xué)主動(dòng)解決問題， Carl Wieman是物理學(xué)諾貝爾獎(jiǎng)得主，也是奧巴馬總統(tǒng)的顧問。

　　To KhanAcademys fans, the flip that Mr Khan advocates helps to do just that. As a tool,KhanAcademy individualises teaching and makes it interactive and fun. Maths is social now,says Kami Thordarson, as the 10-year-olds in the 5th-grade class she teaches at Santa RitaElementary School huddle round their laptops to solve arithmetic problems as though theywere trading baseball cards or marbles.

　　對(duì)于Khan學(xué)院的粉絲們來說，Khan先生所倡導(dǎo)的轉(zhuǎn)變就是要增加互動(dòng)。Khan學(xué)院將教學(xué)變得個(gè)性化、互動(dòng)化和娛樂化。數(shù)學(xué)教學(xué)充滿了合作與互動(dòng)， Kami Thordarson說道，在她教授的Santa Rita小學(xué)五年級(jí)的課堂上，一群10歲的小學(xué)生擠在電腦旁，他們做數(shù)學(xué)題的方式就好像在交換寶石或是棒球卡。

　　The system has its detractors. First, it may not be much use beyond numerate subjects suchas maths and the sciences; KhanAcademy does have a few history offerings, but they are lessconvincing than the huge number of maths and science ones. Second, even in these subjectsKhanAcademy implicitly reinforces the sit-and-get philosophy of teaching, thinks FrankNoschese, a high-school physics teacher in New York. That is, it still teaches to the test,without necessarily engaging pupils more deeply. Worse, says Mr Noschese, KhanAcademysdeliberate gamification of learningall those cute and addictive meteorite badgesmayhave the disastrous consequence of making pupils mechanically repeat lower-level exercisesto win awards, rather than formulating questions and applying concepts.

　　這種模式也招致了一些批評(píng)。首先，在除了數(shù)學(xué)和科學(xué)這樣屈指可數(shù)的學(xué)科之外，這種做法鮮有用武之地。比如比起大量的數(shù)學(xué)課和科學(xué)課來說，Khan學(xué)院網(wǎng)站雖然確實(shí)有一些歷史課程，但數(shù)量較少，難以證明這樣的方法對(duì)這個(gè)學(xué)科依然奏效。再者，紐約的高中物理老師Frank Noschese認(rèn)為，即使對(duì)數(shù)學(xué)這樣的學(xué)科來說，Khan學(xué)院暗中強(qiáng)調(diào)了填鴨教育的教學(xué)思維，也就是說，它還是屬于應(yīng)試教育，并沒有讓學(xué)生們參與到學(xué)科的更深層次。更有甚者，Noschese先生還說，Khan學(xué)院有意的使學(xué)習(xí)游戲化，這會(huì)產(chǎn)生災(zāi)難性的后果，比方說所有那些既有趣又讓人上癮的彗星徽章會(huì)誘使孩子們?yōu)榱粟A得獎(jiǎng)勵(lì)來不斷機(jī)械重復(fù)低水平的練習(xí)。

　　The teachers now using KhanAcademy counter that it is meant to be merely one, not the only,teaching tool, and that by freeing up class time it also makes possible other projects that doexactly what Mr Noschese promotes. In the fifth-grade class at Santa Rita, the children havemade a tile floor . When thiscorrespondent visited, they practised on KhanAcademy but then played SKUNK, a gameinvolving probability.

　　使用Khan學(xué)院網(wǎng)站的教師則表示反對(duì)，他們認(rèn)為這只是其中一種教學(xué)手段，而非唯一的選擇，而且由此節(jié)省下來的課上時(shí)間恰恰可以投入到Noschese先生提倡的其他活動(dòng)中去。利用這段時(shí)間，Santa Rita學(xué)校五年級(jí)的學(xué)生們完成了地板制作，這項(xiàng)活動(dòng)要求同學(xué)們發(fā)揮想象巧用數(shù)學(xué)來計(jì)算板磚的大小、形狀及數(shù)量。在記者采訪時(shí)，孩子們正在做Khan學(xué)院的網(wǎng)上練習(xí)，隨后他們玩起了臭鼬游戲，這個(gè)游戲包含了概率的原理。

　　Americas standardised tests are now easy, a floor,not of interest, says Ms Thordarson. She feels thatthe tool thus allows her to teach better and godeeper. But You have to be more creative andmore flexible, which is challenging, she says. Itsnot for teachers who want to turn a page in abook, adds Kelly Rafferty, the co-teacher. Theythereby answer one common misconception aboutKhanAcademy: that it makes live teachers lessrelevant. Mr Khan, the teachers and Mr Gates allinsist that the opposite is the case. It can liberate agood teacher to become even better. Of course, it can also make it easy for a bad teacher tocop out.

　　按Thordarson老師的話說，如今美國(guó)的標(biāo)準(zhǔn)考試簡(jiǎn)單，低級(jí)又無聊。她感到這樣的教學(xué)工具可以提高教學(xué)質(zhì)量并深化學(xué)生們的理解。但是她說：這就要求你要?jiǎng)?chuàng)新，要更靈活，而這就是挑戰(zhàn)。 與她一塊任教的KellyRafferty老師認(rèn)為這不并適合照本宣科的老師。由此看來，她們反駁了一個(gè)關(guān)于Khan學(xué)院的普遍誤解：該網(wǎng)站讓現(xiàn)實(shí)的老師變得無足輕重。Khan先生、其他老師和比爾蓋茨都認(rèn)為實(shí)際上恰恰相反，這種教育手段能使一個(gè)好老師擺脫束縛因而更加優(yōu)秀，當(dāng)然，同樣也能讓較差的老師投機(jī)取巧。