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So the idea of mastery learning is to do the exact opposite.
然而掌握式教育的觀念就是反其道而行之。
Instead of artificially constraining, fixing when and how long you work on something,
將人為的限制、僵化、何時學習和學多久、
pretty much ensuring that variable outcome, the A, B, C, D, F -- do it the other way around.
把結果按Ａ、B、C、D、F分級的行為，轉換成另一種方式。
What's variable is when and how long a student actually has to work on something,
學生之間的差異應該是何時以及多久可以掌握好一門知識，
and what's fixed is that they actually master the material.
要堅持一致的是學生真的掌握了這門知識。
And it's important to realize that not only will this make the student learn their exponents better,
我們必須意識到它的重要性，這樣不僅可以讓學生更好地掌握指數函數，
but it'll reinforce the right mindset muscles.
同時也可以培養一種正確的思維方式。
It makes them realize that if you got 20 percent wrong on something,
這可以讓他們認識到如果他們答錯了20%，
it doesn't mean that you have a C branded in your DNA somehow.
不代表他們天生就只有C的水平，
It means that you should just keep working on it.
而是說明他們還需要在這個內容上繼續努力、
You should have grit; you should have perseverance; you should take agency over your learning.
堅持不懈、迎難而上，拿出熱情克服學習中的障礙。
Now, a lot of skeptics might say, well, hey, this is all great, philosophically,
現在，很多懷疑者可能會說，這聽起來不錯，理論上來說，
this whole idea of mastery-based learning and its connection to mindset, students taking agency over their learning.
這套以掌握為目的教學方式以及與思維方式的連結，可以讓學生積極克服學習中的障礙。
It makes a lot of sense, but it seems impractical. To actually do it, every student would be on their own track.
這聽起來很有道理，但不太實際。要實現一點，每個學生都必須遵循自己的學習進度。
It would have to be personalized, you'd have to have private tutors and worksheets for every student.
必須有個性化的教學方式，一對一輔導和有針對性的練習題。
And these aren't new ideas -- there were experiments in Winnetka, Illinois, 100 years ago,
但這并不是什么新觀念，在100年前的伊利諾伊州，溫內特卡市就有這樣的實踐：
where they did mastery-based learning and saw great results,
他們嘗試了這種以掌握為目的的教學，成果很顯著，
but they said it wouldn't scale because it was logistically difficult.
但是他們表示很難大面積推廣，畢竟可行性太低了。
The teacher had to give different worksheets to every student, give on-demand assessments.
老師要給每個學生不同的試題，視情況打分。
But now today, it's no longer impractical. We have the tools to do it.
但如今，這已經不再是空想了。我們有了輔助工具。
Students see an explanation at their own time and pace? There's on-demand video for that.
學生可以通過看分類視頻，按照自己的進度去尋找解答。
They need practice? They need feedback? There's adaptive exercises readily available for students.
他們需要練習嗎？需要反饋嗎？學生很容易就能進行適應性練習。
