声音简介
Without realizing it, we use this job-to-be-done mind-set in our interactions with people all the time. To illustrate, I'll summarize a study we did to
understand why our schools in America struggle to improve— a study that culminated in our book Disrupting Class. One of the primary puzzles in the research was why so many of our schoolchildren just seem unmotivated to learn. We bring technology, special education,amusement,field trips,and many other improvements in the way we teach, and little seems to make a difference.
What's going on? The answer lies in understanding what jobs arise in the lives of students that schools might be hired to solve.
The conclusion we reached was that going to school is not a job that children are trying to get done.It is something that a child might hire to do the job, but it isn't the job itself. The two fundamental jobs that children need to do are to feel successful and to have friends— every day. Sure, they could hire school to get these jobs done. Some achieve success and friends in the classroom,the band,the math club,or the basketball team. But to feel successful and have friends, they could also drop out of school and join a gang, or buy a car and cruise the streets. Viewed from the perspective of jobs, it becomes very clear that schools don't often do these jobs well at all—in fact,all too often，schools are
structured to help most students feel like failures. We had assumed going in that those who succeed at school do so because they are motivated. But we concluded that all students are similarly motivated--to succeed. The problem is, only a fraction of students feel successful through school.
学校的本职工作
在毫无意识的情况下，我们已经在与人的互动中，使用这种待完成的工作的思维定势。为了说明这一点，我将总结我们所做的一项研究，以了解为什么我们美国的学校在提高方面很艰难——这项研究在《扰乱课堂》一书中描述得淋漓尽致。这项研究的主要困惑之一是，为什么我们有这么多学生似乎没有学习动力。我们在教学方式上提高技术、进行特殊教育、增加了娱乐、实地考察和许多其他方面，但是几乎没有什么效果。
这是怎么回事？答案在于要真正了解学生学习生活中出现的问题，学校要帮助他们解决这些问题。
我们得出的结论是，上学不是孩子们想努力做的事情，只是孩子需要做，但它不是孩子上学的本意。孩子们的两个基本要求是感到成功和有朋友——天天如此。当然，他们来学校就可以做到这两点。比如，有些人在教室、乐队、数学俱乐部或篮球队获得成功和朋友。但是为了感到成功和有朋友，他们也可以辍学加入帮派，或者买辆车在街上游荡。从这个角度来看，很明显，学校并没有往这方面做工作——事实上，目前学校的结构倒反让大部分学生感觉自己是失败者。我们总假设那些在学校取得成功的学生是因为他们有动力。但是我们的结论是，所有的学生都有同样的动力——想获得成功。现在的问题是，只有一小部分学生觉得通过学校获得成功。
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