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And in a lot of ways, this is how you would master a lot of things in life.
在很多方面，這也是掌握新技能的一種途徑。
It's the way you would learn a martial art.
好比學(xué)習(xí)武術(shù)。
In a martial art, you would practice the white belt skills as long as necessary,
在武術(shù)當(dāng)中，你往往必須一直練習(xí)白帶(最低等級)的技巧，
and only when you've mastered it you would move on to become a yellow belt.
只有當(dāng)你掌握了它們，你才能進(jìn)階到黃帶。
It's the way you learn a musical instrument: you practice the basic piece over and over again,
這也是你們學(xué)習(xí)樂器的方式：一遍遍練習(xí)最基本的曲目，
and only when you've mastered it, you go on to the more advanced one.
只有掌握了它們，才能去挑戰(zhàn)更難的那些。
But what we point out -- this is not the way a traditional academic model is structured,
但我們要清楚：這并非傳統(tǒng)學(xué)習(xí)模式的構(gòu)成方法，
the type of academic model that most of us grew up in.
并不是我們成長過程中所經(jīng)歷的那種。
In a traditional academic model, we group students together, usually by age,
在一個(gè)傳統(tǒng)學(xué)習(xí)模式當(dāng)中，我們一般會(huì)按年齡將學(xué)生分組，
and around middle school, by age and perceived ability, and we shepherd them all together at the same pace.
在中學(xué)時(shí)期，則是通過年齡和外顯的學(xué)習(xí)能力分組，然后我們以相同的節(jié)奏引領(lǐng)他們。
And what typically happens, let's say we're in a middle school pre-algebra class,
最常見的情況是，假設(shè)我們身處某中學(xué)的代數(shù)預(yù)備課堂，
and the current unit is on exponents, the teacher will give a lecture on exponents, then we'll go home, do some homework.
現(xiàn)在的專題是指數(shù)函數(shù)，老師就此內(nèi)容來上課，然后我們回家，做一些相關(guān)習(xí)題。
The next morning, we'll review the homework, then another lecture, homework, lecture, homework.
第二天早上，我們會(huì)檢查這些作業(yè)。之后又是上課，做作業(yè)，上課，做作業(yè)。
That will continue for about two or three weeks, and then we get a test.
這大概會(huì)持續(xù)兩到三周，就該測驗(yàn)了。
On that test, maybe I get a 75 percent, maybe you get a 90 percent, maybe you get a 95 percent.
在考試中，我也許只會(huì)75%的題目，你也許會(huì)90%，他可能會(huì)95%。
And even though the test identified gaps in our knowledge, I didn't know 25 percent of the material.
即使考試能幫助我們查缺補(bǔ)漏，還是會(huì)有25%的內(nèi)容我沒有掌握。
Even the A student, what was the five percent they didn't know?
就算那些得A的學(xué)生，依舊有5%的內(nèi)容沒搞懂。
Even though we've identified the gaps, the whole class will then move on to the next subject,
即使我們認(rèn)識(shí)到那些漏洞，課堂還是會(huì)繼續(xù)，進(jìn)入下一個(gè)專題，
probably a more advanced subject that's going to build on those gaps. It might be logarithms or negative exponents.
可能是更加復(fù)雜的內(nèi)容，但卻會(huì)建立在我們的知識(shí)漏洞之上。可能會(huì)是對數(shù)函數(shù)，或者是負(fù)指數(shù)函數(shù)。
