ted演講稿精選
篇一：TED演講怎樣從錯誤中學(xué)習(xí)
TED: 怎樣從錯誤中學(xué)習(xí)
Diana Laugenberg: How to learn From mistakes
講者分享了其多年從教中所認識到的一從錯誤中學(xué)習(xí)的觀念“允許孩子失敗，把失敗視為學(xué)習(xí)的一部分”，以及從教育實踐中學(xué)到的三件事：“1.體驗學(xué)習(xí)的過程 2.傾聽學(xué)生的聲音 3.接納錯誤的失敗�！�
TED演講文本：
0:15
I have been teaching for a long time, and in doing so have acquired a body of knowledge aboutkids and learning that I really wish more people would understand about the potential ofstudents. In 1931, my grandmother -- bottom left for you guys over here -- graduated from theeighth grade. She went to school to get the information because that's where the informationlived. It was in the books; it was inside the teacher's head; and she needed to go there to getthe information, because that's how you learned. Fast-forward a generation: this is the one-roomschoolhouse, Oak Grove, where my father went to a one-room schoolhouse. And he again hadto travel to the school to get the information from the teacher, stored it in the only portablememory he has, which is inside his own head, and take it with him, because that is howinformation was being transported from teacher to student and then used in the world. When Iwas a kid, we had a set of encyclopedias at my house. It was purchased the year I was born,and it was extraordinary, because I did not have to wait to go to the library to get to theinformation. The information was inside my house and it was awesome. This was different thaneither generation had experienced before, and it changed the way I interacted with informationeven at just a small level. But the information was closer to me. I could get access to it.
1:34
In the time that passes between when I was a kid in high school and when I started teaching,we really see the advent of the Internet. Right about the time that the Internet gets going as aneducational tool, I take off from Wisconsin and move to Kansas, small town Kansas, where Ihad an opportunity to teach in a lovely, small-town, rural Kansas school district, where I wasteaching my favorite subject, American government. My first year -- super gung-ho -- going toteach American government, loved the political system. Kids in the 12th grade: not exactly allthat enthusiastic about the American government system. Year two: learned a few things -- hadto change my tactic. And I put in front of them an authentic experience that allowed them tolearn for themselves. I didn't tell them what to do or how to do it. I posed a problem in front ofthem, which was to put on an election forum for their own community.
2:27
They produced flyers. They called offices. They checked schedules. They were meeting withsecretaries. They produced an election forum booklet for the entire town to learn more abouttheir candidates. They invited everyone into the school for an evening of conversation aboutgovernment and politics and whether or not the streets were done well, and really had thisrobust experiential learning. The older teachers -- more experienced -- looked at me and went,
"Oh, there she is. That's so cute. She's trying to get that done." (Laughter)
"She doesn't knowwhat she's in for." But I knew that the kids would show up, and I believed it, and I told themevery week what I expected out of them. And that night, all 90 kids -- dressed appropriately,doing their job, owning it. I had to just sit and watch. It was theirs. It was experiential. It wasauthentic. It meant something to them. And they will step up.
3:17
From Kansas, I moved on to lovely Arizona, where I taught in Flagstaff for a number of years,this time with middle school students. Luckily, I didn't have to teach them American government.Could teach them the more exciting topic of geography. Again,
"thrilled" to learn. But what wasinteresting about this position I found myself in in Arizona, was I had this really extraordinarilyeclectic group of kids to work with in a truly public school, and we got to have these momentswhere we would get these opportunities. And one opportunity was we got to go and meet PaulRusesabagina, which is the gentleman that the movie "Hotel Rwanda" is based after. And hewas going to speak at the high school next door to us. We could walk there. We didn't evenhave to pay for the buses. There was no expense cost. Perfect field trip.
4:04
The problem then becomes how do you take seventh- and eighth-graders to a talk aboutgenocide and deal with the subject in a way that is responsible and respectful, and they knowwhat to do with it. And so we chose to look at Paul Rusesabagina as an example of a gentlemanwho singularly used his life to do something positive. I then challenged the kids to identifysomeone in their own life, or in their own story, or in their own world, that they could identify thathad done a similar thing. I asked them to produce a little movie about it. It's the first time we'ddone this. Nobody really knew how to make these little movies on the computer, but they wereinto it. And I asked them to put their own voice over it. It was the most awesome moment ofrevelation that when you ask kids to use their own voice and ask them to speak for themselves,what they're willing to share. The last question of the assignment is: how do you plan to useyour life to positively impact other peopleThe things that kids will say when you ask them andtake the time to listen is extraordinary.
5:05
Fast-forward to Pennsylvania, where I find myself today. I teach at the Science LeadershipAcademy, which is a partnership school between the Franklin Institute and the school district ofPhiladelphia. We are a nine through 12 public school, but we do school quite differently. I movedthere primarily to be part of a learning environment that validated the way that I knew that kidslearned, and that really wanted to investigate what was possible when you are willing to let go ofsome of the paradigms of the past, of information scarcity when my grandmother was in schooland when my father was in school and even when I was in school, and to a moment when wehave information surplus. So what do you do when the information is all around youWhy doyou have kids come to school if they no longer have to come there to get the information
5:51
In Philadelphia we have a one-to-one laptop program, so the kids are bringing in laptops withthem everyday, taking them home, getting access to information. And here's the thing that youneed to get comfortable with when you've given the tool to acquire information to students, isthat you have to be comfortable with this idea of allowing kids to fail as part of the learningprocess. We deal right now in the educational landscape with an infatuation with the culture ofone right answer that can be properly bubbled on the average multiple choice test, and I amhere to share with you: it is not learning. That is the absolute wrong thing to ask, to tell kids tonever be wrong. To ask them to always have the right answer doesn't allow them to learn. Sowe did this project, and this is one of the artifacts of the project. I almost never show them offbecause of the issue of the idea of failure.
6:45
My students produced these info-graphics as a result of a unit that we decided to do at the endof the year responding to the oil spill. I asked them to take the examples that we were seeing ofthe info-graphics that existed in a lot of mass media, and take a look at what were theinteresting components of it, and produce one for themselves of a different man-made disasterfrom American history. And they had certain criteria to do it. They were a little uncomfortablewith it, because we'd never done this before, and they didn't know exactly how to do it. Theycan talk -- they're very smooth, and they can write very, very well, but asking them tocommunicate ideas in a different way was a little uncomfortable for them. But I gave them theroom to just do the thing. Go create. Go figure it out. Let's see what we can do. And thestudent that persistently turns out the best visual product did not disappoint. This was done inlike two or three days. And this is the work of the student that consistently did it.
7:39
And when I sat the students down, I said, "Who's got the best one" And they immediatelywent, "There it is." Didn't read anything. "There it is." And I said,
"Well what makes it great"And they're like,
"Oh, the design's good, and he's using good color. And there's some ...
" Andthey went through all that we processed out loud. And I said, "Go read it." And they're like, "Oh,that one wasn't so awesome." And then we went to another one -- it didn't have great visuals,but it had great information -- and spent an hour talking about the learning process, because itwasn't about whether or not it was perfect, or whether or not it was what I could create. Itasked them to create for themselves, and it allowed them to fail, process, learn from. And whenwe do another round of this in my class this year, they will do better this time, because learninghas to include an amount of failure, because failure is instructional in the process.
8:29
There are a million pictures that I could click through here, and had to choose carefully -- this isone of my favorites -- of students learning, of what learning can look like in a landscape wherewe let
go of the idea that kids have to come to school to get the information, but instead, askthem what they can do with it. Ask them really interesting questions. They will not disappoint.Ask them to go to places, to see things for themselves, to actually experience the learning, toplay, to inquire. This is one of my favorite photos, because this was taken on Tuesday, when Iasked the students to go to the polls. This is Robbie, and this was his first day of voting, and hewanted to share that with everybody and do that. But this is learning too, because we askedthem to go out into real spaces.
9:20
The main point is that, if we continue to look at education as if it's about coming to school to getthe information and not about experiential learning, empowering student voice and embracingfailure, we're missing the mark. And everything that everybody is talking about today isn'tpossible if we keep having an educational system that does not value these qualities, becausewe won't get there with a standardized test, and we won't get there with a culture of one rightanswer. We know how to do this better, and it's time to do better.
0:15
我從事教師工作很長一段時間了， 而在我教書的過程當(dāng)中 我學(xué)了很多關(guān)于孩子與學(xué)習(xí)的知識 我非常希望更多人可以了解 學(xué)生的潛能。 1931年,我的祖母 從你們那邊看過來左下角那位-- 從八年級畢業(yè)。 她上學(xué)是去獲取知識 因為在過去,那是知識存在的地方 知識在書本里,在老師的腦袋里， 而她需要專程到學(xué)校去獲得這些知識， 因為那是當(dāng)時學(xué)習(xí)的途徑 快進過一代： 這是個只有一間教室的學(xué)校,Oak Grove， 我父親就是在這間只有一個教室的學(xué)校就讀。 而同樣的,他不得不去上學(xué) 以從老師那兒取得知識， 然后將這些知識儲存在他唯一的移動內(nèi)存,那就是他自己的腦袋里， 然后將這些隨身攜帶， 因為這是過去知識被傳遞的方式 從老師傳給學(xué)生,接著在世界上使用。 當(dāng)我還小的時候， 我們家里有一套百科全書。 從我一出生就買了這套書， 而那是非常了不起的事情， 因為我不需要等著去圖書館取得這些知識， 這些信息就在我的屋子里 而那真是太棒了。 這是 和過去相比,是非常不同的 這改變了我和信息互動的方式 即便改變的幅度很小。 但這些知識卻離我更近了。 我可以隨時獲取它們。
1:34
在過去的這幾年間 從我還在念高中 到我開始教書的時候， 我們真的親眼目睹網(wǎng)絡(luò)的發(fā)展。 就在網(wǎng)絡(luò)開始 作為教學(xué)用的工具發(fā)展的時候， 我離開威斯康辛州 搬到勘薩斯州,一個叫勘薩斯的小鎮(zhèn) 在那里我有機會 在一個小而美麗的勘薩斯的鄉(xiāng)村學(xué)區(qū) 教書， 教我最喜歡的學(xué)科 "美國政府" 那是我教書的第一年,充滿熱情,準(zhǔn)備教"美國政府" 我當(dāng)時熱愛教政治體系。 這些十二年級的孩子 對于美國政府體系 并不完全充滿熱情。 開始教書的第二年,我學(xué)到了一些事情,讓我改變了教學(xué)方針。 我提供他們一個真實體驗的機會 讓他們可以自主學(xué)習(xí)。 我沒有告訴他們得做什么,或是要怎么做。 我只是在他們面前提出一個問題， 要他們在自己的社區(qū)設(shè)立一個選舉論壇。
2:27
他們散布傳單,聯(lián)絡(luò)各個選舉辦公室， 他們和秘書排定行程， 他們設(shè)計了一本選舉論壇手冊 提供給全鎮(zhèn)的鎮(zhèn)民讓他們更了解這些候選人。 他們邀請所有的人到學(xué)校 參與晚上的座談 談?wù)撜驼?還有鎮(zhèn)里的每條街是不是都修建完善， 學(xué)生們真的得到強大的體驗式學(xué)習(xí)。 學(xué)校里比較資深年長的老師 看著我說 "喔,看她,多天真呀,竟想試著這么做。" (大笑)
"她不知道她把自己陷入怎么樣的局面" 但我知道孩子們會出席 而我真的這樣相信。 每個禮拜我都對他們說我是如何期待他們的表現(xiàn)。 而那天晚上,全部九十個孩子 每個人的穿戴整齊,各司其職,完全掌握論壇 我只需要坐在一旁看著。 那是屬于他們的夜晚,那是經(jīng)驗,那是實在的經(jīng)驗。 那對他們來說具有意義。 而他們將會更加努力。
3:17
離開堪薩斯后,我搬到美麗的亞利桑納州， 我在Flagstaff小鎮(zhèn)教了幾年書， 這次是教初中的學(xué)生。 幸運的,我這次不用教美國政治。 這次我教的是更令人興奮的地理。 再一次,非常期待的要學(xué)習(xí)。 但有趣的是 我發(fā)現(xiàn)在這個亞歷桑納州的教職 我所面對的 是一群非常多樣化的,彼此之間差異懸殊的孩子們 在一所真正的公立學(xué)校。 在那里,有些時候,我們會得到了一些機會。 其中一個機會是 我們得以和Paul Russabagina見面， 這位先生 正是電影"盧安達飯店"根據(jù)描述的那位主人翁 他當(dāng)時正要到隔壁的高中演講 我們可以步行到那所學(xué)校,我們甚至不用坐公共汽車 完全不需要額外的支出,非常完美的校外教學(xué)
4:04
然后接著的問題是 你要怎么和七八年級的學(xué)生談?wù)摲N族屠殺 用怎么樣的方式來處理這個問題 才是一種負責(zé)任和尊重的方式， 讓學(xué)生們知道該怎么面對這個問題。 所以我們決定去觀察PaulRusesabagina是怎么做的 把他當(dāng)作一個例子 一個平凡人如何利用自己的生命做些積極的事情的例子。 接著,我挑戰(zhàn)這些孩子,要他們?nèi)フ页?在他們的生命里,在他們自己的故事中,或是在他們自己的世界里， 找出那些他們認為也做過類似事情的人。 我要他們?yōu)檫@些人和事跡制作一部短片。 這是我們第一次嘗試制作短片。 沒有人真的知道如何利用電腦制作短片。 但他們非常投入,我要他們在片子里用自己的聲音。 那實在是最棒的啟發(fā)方式 當(dāng)你要孩子們用他們自己的聲音 當(dāng)你要他們?yōu)樽约赫f話， 說那些他們愿意分享的故事。 這項作業(yè)的最后一個問題是 你打算怎么利用你自己的生命 去正面的影響其他人 孩子們說出來的那些話 在你詢問他們后并花時間傾聽那些話后 是非常了不起的。
5:05
快進到賓州,我現(xiàn)在住的地方。 我在科學(xué)領(lǐng)導(dǎo)學(xué)院教書， 它是富蘭克林學(xué)院 和費城學(xué)區(qū)協(xié)同的合辦的。 我們是一間9年級到12年級的公立高中， 但我們的教學(xué)方式很不一樣。 我起初搬到那里 是為了親身參與一個教學(xué)環(huán)境 一個可以證實我所理解孩子可以有效學(xué)習(xí)方式的方式， 一個愿意探索 所有可能性的教學(xué)環(huán)境 當(dāng)你愿意放棄 一些過去的標(biāo)準(zhǔn)模式， 放棄我祖母和我父親上學(xué)的那個年代 甚至是我自己念書的那個年代，因為信息的稀缺， 到一個我們正處于信息過剩的時代。 所以你該怎么處理那些環(huán)繞在四周的知識你為什么要孩子們來學(xué)校如果他們再也不需要特意到學(xué)校獲得這些知識
5:51
在賓州,我們有一個人人有筆記本的項目， 所以這些孩子每天帶著他們筆記本電腦， 帶著電腦回家,隨時學(xué)習(xí)知識。 有一件事你需要學(xué)著適應(yīng)的是 當(dāng)你給了學(xué)生工具 讓他們可以自主取得知識， 你得適應(yīng)一個想法 那就是允許孩子失敗 把失敗視為學(xué)習(xí)的一部分。 我們現(xiàn)在面對教育大環(huán)境 帶著一種 迷戀單一解答的文化 一種靠選擇題折優(yōu)的文化， 而我在這里要告訴你們， 這不是學(xué)習(xí)。 這絕對是個錯誤 去要求孩子們永遠不可以犯錯。 要求他們永遠都要有正確的解答 而不允許他們?nèi)W(xué)習(xí)。 所以我們實施了這個項目， 這就是這個項目中一件作品。 我?guī)缀鯊膩頉]有展示過這些 因為我們對于錯誤與失敗的觀念。
篇二：TED演講吸引人的秘密
Why TED talks are better than the last speech you sat through
世上最好的演講：TED演講吸引人的秘密
Think about the last time you heard someone give a speech, or any formal presentation. Maybe it was so long that you were either overwhelmed with data, or you just tuned the speaker out. If PowerPoint was involved, each slide was probably loaded with at least 40 words or figures, and odds are that you don't remember more than a tiny bit of what they were supposed to show.
回想一下你上次聆聽某人發(fā)表演講或任何正式陳述的情形。它也許太長了，以至于你被各種數(shù)據(jù)搞得頭昏腦脹，甚或干脆不理會演講者。如果演講者使用了PPT文檔，那么每張幻燈片很可能塞入了至少40個單詞或數(shù)字，但你現(xiàn)在或許只記得一丁點內(nèi)容。
Pretty uninspiring, huhTalk Like TED: 9 Public-Speaking Secrets of The World's Best Mindsexamines why in prose that's as lively and appealing as, well, a TED talk. Timed to coincide with the 30th anniversary in March of those now-legendary TED conferences, the book draws on current brain science to explain what wins over, and fires up, an audience -- and what doesn't. Author Carmine Gallo also studied more than 500 of the most popular TED speeches (there have been about 1,500 so far) and interviewed scores of the people who gave them.
相當(dāng)平淡，是吧？《像TED那樣演講：全球頂級人才九大演講秘訣》(Talk Like TED: 9 Public-Speaking Secrets of The World's Best Minds)一書以流暢的文筆審視了為什么TED演講如此生動，如此引人入勝。出版方有意安排在今年3月份發(fā)行此書，以慶賀如今已成為經(jīng)典的TED大會成立30周年。這部著作借鑒當(dāng)代腦科學(xué)解釋了什么樣的演講能夠說服聽眾、鼓舞聽眾，什么樣的演講無法產(chǎn)生這種效果。
Much of what he found out is surprising. Consider, for instance, the fact that each TED talk is limited to 18 minutes. That might sound too short to convey much. Yet TED curator Chris Anderson imposed the time limit, he told Gallo, because it's "long enough to be serious and short enough to hold people's attention ... By forcing speakers who are used to going on for 45 minutes to bring it down to 18, you get them to think about what they really want to say." It's also the perfect length if you want your message to go viral, Anderson says.
他挖出了不少令人吃驚的演講策略。例如，每場TED演講都被限制在18分鐘以內(nèi)。聽起來太過短暫，似乎無法傳達足夠多訊息。然而，TED大會策辦人克里斯安德森決議推行這項時間限制規(guī)則，因為“這個時間長度足夠莊重，同時又足夠短，能夠吸引人們的注意力。通過迫使那些習(xí)慣于滔滔不絕講上45分鐘的嘉賓把演講時間壓縮至18分鐘，你就可以讓他們認真思考他們真正想說的話，”他對加洛說。此外，安德森說，如果你希望你的訊息像病毒般擴散，這也是一個完美的時間長度。
Recent neuroscience shows why the time limit works so well: People listening to a presentation are storing data for retrieval in the future, and too much information leads to "cognitive overload," which gives rise to elevated levels of anxiety -- meaning that, if you go on and on, your audience will start to resist you. Even worse, they won't recall a single point you were trying to make.
最近的神經(jīng)科學(xué)研究說明了為什么這項時間限制產(chǎn)生如此好的效果：聆聽陳述的人們往往會存儲相關(guān)數(shù)據(jù)，以備未來檢索之用，而太多的信息會導(dǎo)致“認知超負荷”，進而推升聽眾的焦慮度。它意味著，如果你說個沒完沒了，聽眾就會開始抗拒你。更糟糕的是，他們不會記得你努力希望傳遞的信息點，甚至可能一個都記不住。
"Albert Einstein once said, 'If you can't explain it simply, you don't understand it well enough,'
" Gallo writes, adding that the physicist would have applauded astronomer David Christian who, at TED in 2011, narrated the complete history of the universe -- and Earth's place in it -- in 17 minutes and 40 seconds.
“愛因斯坦曾經(jīng)說過，‘要是你不能言簡意賅地解釋某種理論，那就說明你自己都還沒有理解透徹，’”加羅寫道。他還舉例說，物理學(xué)家或許會大加贊賞天文學(xué)家大衛(wèi)克里斯蒂安在2011年TED大會上發(fā)表的演講�？死锼沟侔苍谶@個演講中完整地講述了宇宙史及地球在宇宙的地位，整場演講用時只有17分40秒。
Gallo offers some tips on how to boil a complex presentation down to 18 minutes or so, including what he calls the "rule of three," or condensing a plethora of ideas into three main points, as many top TED talkers do. He also notes that, even if a speech just can't be squeezed down that far, the effort alone is bound to improve it: "Your presentation will be far more creative and impactful simply by going through the exercise."
如何把一個復(fù)雜的陳述壓縮至18分鐘左右？加洛就這個問題提供了一些小建議，其中包括他所稱的“三的法則”。具體說就是，把大量觀點高度濃縮為三大要點。TED大會上的許多演講高手就是這樣做的。他還指出，即使一篇演講無法提煉到這樣的程度，單是這番努力也一定能改善演講的效果：“僅僅通過這番提煉，你就可以大大增強陳述的創(chuàng)造性和影響力�！�
Then there's PowerPoint. "TED represents the end of PowerPoint as we know it," writes Gallo. He hastens to add that there's nothing wrong with PowerPoint as a tool, but that most speakers unwittingly make it work against them by cluttering up their slides with way too many words (40, on average) and numbers.
另一個建議與PPT文檔有關(guān)�！癟ED大會象征著我們所知的PPT文檔正走向終結(jié)，”加洛寫道。他隨后又馬上補充說，作為工具的PowerPoint本身并沒有什么錯，但大多數(shù)演講者為他們的幻燈片塞進了太多的單詞（平均40個）和數(shù)字，讓這種工具不經(jīng)意間帶來了消極影響。
The remedy for that, based on the most riveting TED talks: If you must use slides, fill them with a lot more images. Once again, research backs this up, with something academics call the Picture Superiority Effect: Three days after hearing or reading a set of facts, most people will remember about 10% of the information. Add a photo or a drawing, and recall jumps to 65%.
最吸引人的TED演講為我們提供了一個補救策略：如果你必須使用幻燈片，務(wù)必記得要大量運用圖像資源。這種做法同樣有科學(xué)依據(jù)，它就是研究人員所稱的“圖優(yōu)效應(yīng)”(Picture Superiority Effect)：聽到或讀到一組事實三天后，大多數(shù)人會記得大約10%的信息。而添加一張照片或圖片后，記憶率將躍升至65%。
One study, by molecular biologist John Medina at the University of Washington School of Medicine, found that not only could people recall more than 2,500 pictures with at least 90% accuracy several days later, but accuracy a whole year afterward was still at about 63%.
華盛頓大學(xué)醫(yī)學(xué)院(University of Washington School of Medicine)分子生物學(xué)家約翰梅迪納主持的研究發(fā)現(xiàn)，幾天后，人們能夠回想起超過2,500張圖片，準(zhǔn)確率至少達到90%；一年后的準(zhǔn)確率依然保持在63%左右。
That result "demolishes" print and speech, both of which were tested on the same group of subjects, Medina's study indicated, which is something worth bearing in mind for anybody hoping that his or her ideas will be remembered.
梅迪納的研究表明，這個結(jié)果“完勝”印刷品和演講的.記憶效果（由同一組受試者測試）。任何一位希望自己的思想被聽眾銘記在心的演講者或許都應(yīng)該記住這一點。
篇三：TED演講話題匯總
TED（指technology, entertainment, design在英語中的縮寫，即技術(shù)、娛樂、設(shè)計）是美國的一家私有非營利機構(gòu)，該機構(gòu)以它組織的TED大會著稱。TED誕生於1984年，其發(fā)起人是里查德·沃曼。
【TED01】Chris Anderson：談科技的長尾理論2013-09-10
【TED02】Frederick Balagadde：談微芯片上的生物實驗室2013-09-11
【TED03】Jimmy Wales：關(guān)于維基百科誕生的演講2013-09-12
【TED04】Gary Wolf：數(shù)據(jù)化的自我2013-09-13
【TED05】Peter Gabrie：用視頻與不公平作斗爭2013-09-14
【TED06】Derek Sivers：下定的目標(biāo)可別告訴別人2013-09-15
【TED07】Seth Priebatsch：世界第一的遊戲社交圈2013-09-18
【TED08】Julian Treasure：保持聽力的八個步驟2013-09-19
【TED09】Mechai Viravaidya：保險套先生如何讓泰國變得更好2013-09-20
【TED10】Steven Johnson：偉大創(chuàng)新的誕生2013-09-21
【TED11】Ze Frank's：傑·法蘭克大玩網(wǎng)路2013-09-22
【TED12】Craig Vente：克萊格-溫特爾揭開合成生命的面紗2013-09-23
【TED13】Eric Mead：安慰劑魔法2013-09-24
【TED14】Lee Hotz：帶你走入南極的時光機中2013-09-25
【TED15】NicMarks：快樂星球指數(shù)2013-09-26
【TED16】Seth.Berkley：愛滋病病毒與流感.—.疫苗的策略2013-09-27
【TED17】Jessa Gamble：我們的自然睡眠周期2013-09-28
【TED18】StanleyMcChrystal：聆聽,學(xué)習(xí)...才能領(lǐng)導(dǎo)2013-09-29
【TED19】Graham Hill：我為什麼要在上班日吃素2013-09-30
【TED20】Ken Robinson：推動學(xué)習(xí)革命2013-10-01
【TED21】Fabian Hemmert：未來手機的形狀變化2013-10-02
【TED22】弗蘭斯·德瓦爾：動物中道德行為2013-10-03
【TED23】布萊恩·高德曼：我們能否談?wù)撫t(yī)生所犯的錯誤2013-10-04
【TED24】Sheryl WuDunn：本世紀(jì)最大的不公平2013-10-05
【TED25】Dan Cobley：物理教我有關(guān)行銷的事2013-10-08
【TED26】Carne Ross：獨立外交組織2013-10-09
【TED27】Kevin Stone：生物性關(guān)節(jié)置換的未來2013-10-10
【TED28】Matt Ridley：當(dāng)腦中的概念交配起來2013-10-11
【TED29】Caroline Phillips：絞弦琴入門2013-10-14
【TED30】Dimitar Sasselov：發(fā)現(xiàn)數(shù)百顆類似地球的行星2013-10-15
【TED31】Jason Clay：知名品牌如何幫助拯救生物多樣性2013-10-16
【TED32】Chris Anderson：線上影片如何驅(qū)動創(chuàng)新2013-10-17
【TED33】Ellen Gustafson：肥胖.颻餓=全球糧食議題2013-10-18
【TED34】Tan Le：解讀腦電波的頭戴式耳機2013-10-19
【TED35】Rory Sutherland：思考角度決定一切2013-10-25
【TED36】Andy Puddicombe：只需專注10分鐘2013-10-26
【TED37】Lisa Bu：書籍如何成為心靈解藥2013-10-27
【TED38】Ramsey激發(fā)學(xué)習(xí)興趣的3條黃金法則2013-10-28
【TED39】Marcel Dicke：我們?yōu)槭裁床皇秤美ハx呢？2013-10-29
【TED40】薛曉嵐：輕松學(xué)習(xí)閱讀漢字！2013-10-30
【TED41】馬特·卡茨：嘗試做新事情30天2013-10-31
【TED42】馬特：想更幸福嗎？留在那一刻2013-11-01
【TED43】貝基·布蘭頓：我無家可歸的一年2013-11-02
【TED44】凱瑟琳·舒爾茨：犯錯的價值2013-11-03
【TED45】Stefan Sagmeister：休假的力量2013-11-04
【TED46】蘇珊·凱恩：內(nèi)向性格的力量2013-11-05
【TED47】Diana Laufenberg：怎樣從錯誤中學(xué)習(xí)2013-11-06
【TED48】羅恩·古特曼：微笑背后隱藏的力量2013-11-07
【TED49】阿曼達·帕爾默：請求的藝術(shù)2013-11-08
【TED50】德雷克·西弗斯：如何發(fā)起一場運動2013-11-09
【TED51】坎迪·張：在死之前，我想......2013-11-10
【TED52】Kiran Bir Sethi：讓小孩學(xué)會承擔(dān)2013-11-11
【TED53】比班·基德龍：電影世界共通的奇跡2013-11-12
【TED54】提姆·哈福德：試驗，排除錯誤和萬能神力2013-11-13
【TED55】Alexander Tsiaras ：可視化記錄嬰兒受孕到出生2013-11-14
【TED56】Larry Smith：你為何不會成就偉業(yè)2013-11-15
【TED57】Keith Chen：你存錢的能力跟你用的語言有關(guān)？2013-11-16
【TED58】Cesar Kuriyama：每天一秒鐘2013-11-17
【TED59】Michael Norton：如何買到幸福2013-11-18
【TED60】奈吉爾·馬什：如何實現(xiàn)工作與生活的平衡2013-11-19
【TED61】羅茲·薩維奇：我為什么劃船橫渡太平洋2013-11-20
【TED62】Jay Walker：世界英語熱2013-11-21
【TED63】帕特里夏·瑞安：不要固執(zhí)于英語！2013-11-22
【TED64】皮柯·耶爾：家在何方？2013-11-23
【TED65】Charmian Gooch：認識世界級貪腐的幕后黑手2013-11-24
【TED66】Richard St. John：8個成功秘笈2013-11-25
【TED67】Judy MacDonald Johnston：為生命的終結(jié)做好準(zhǔn)備2013-11-26
【TED68】Sherry Turkle：保持聯(lián)系卻仍舊孤單2013-11-27
【TED69】利普·辛巴杜：健康的時間觀念2013-11-28
【TED70】David Pogue：十條黃金省時技巧小貼士2013-11-29
【TED71】Philip Zimbardo：男性的衰落？2013-12-01
【TED72】Rives 的凌晨4點2013-12-02
【TED73】Reggie Watts：用最有趣的方法讓你暈頭轉(zhuǎn)向2013-12-03
【TED74】丹·丹尼特：我們的意識2013-12-04
【TED75】丹尼爾·科恩：為了更好地辯論2013-12-05
【TED76】邁克爾·桑德爾：失落了的民主辯論藝術(shù)2013-12-06
【TED77】Hadyn Parry：通過基因重組用蚊子抗擊疾病2013-12-07
【TED78】Hannah Brencher：給陌生人的情信2013-12-08
【TED79】Ivan Krastev：沒有信任，民主能繼續(xù)存在么？2013-12-09
【TED80】Arianna Huffington：睡眠促進成功2013-12-10
【TED81】尼克·博斯特羅姆：我們的大問題2013-12-11
【TED82】Dan Barber：我如何愛上一條魚2013-12-12
【TED83】Miguel Nicolelis：一只猴子用意念控制一個機器人2013-12-13
【TED84】Kakenya Ntaiya：一位要求學(xué)校教育的女孩2013-12-14
【TED85】Kevin Breel：一個抑郁喜劇演員的自白2013-12-15
【TED86】萊斯莉·黑索頓：懷疑乃信仰之關(guān)鍵2013-12-16
【TED87】比爾迪曼：我的多調(diào)人聲2013-12-17
【TED88】布萊恩·格林恩：談“弦理論”2013-12-18
【TED89】Jacqueline Novogratz：過一種沉浸的人生2013-12-19
【TED90】Ben Dunlap：談對人生的熱情2013-12-20
【TED91】博妮·柏索：細菌是怎樣交流的？2013-12-21
【TED92】大衛(wèi)·克里斯�。汉暧^歷史2013-12-22
【TED93】Christien Meindertsma：一頭豬的全球化旅程2013-12-23
【TED94】大衛(wèi)·布萊恩：我如何做到水下屏氣17分鐘2013-12-24
【TED95】包拉托：錯覺中的視覺真相2013-12-25
【TED96】Read Montague：我們從5000個大腦中學(xué)到了什么2013-12-26
【TED97】鄒奇奇：大人能從小孩身上學(xué)到什么2013-12-27
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