中文：李娜；英文：沈紫煙

人們的生活一直深受媒介的影響，每一種媒介都會(huì)為思考、表達(dá)思想和抒發(fā)情感的方式提供新的定位，創(chuàng)造出獨(dú)特的話語(yǔ)符號(hào)，同時(shí)對(duì)文化進(jìn)行再創(chuàng)造。

Media have been long affecting people’s life. Each medium will provide new ways of thinking and expressing with its unique discourse symbols created, and reproduce the culture at the same time.

現(xiàn)在的我們處在一個(gè)怎樣的時(shí)代？互聯(lián)網(wǎng)有取代電視之勢(shì)，既打破了媒介之間的壁壘，消融了媒體介質(zhì)之間、傳播者與接受者之間的邊界，又布滿了各種聲音和論調(diào)。面對(duì)紛繁復(fù)雜的媒介信息無時(shí)無刻不席卷而來，我們該何去何從？

What kind of era are we in now? The Internet, which could not only break the barriers amongst different media, eliminate the borders between different media, and between disseminators and recipients, but is also bombarded with different opinions, is about to replace television. Confronting a sea of information from various sources, what should we react?

基于社會(huì)熱點(diǎn)和學(xué)生興趣，學(xué)生在蘇城外國(guó)際高中的中文課上，了解新聞的文體知識(shí)，思考新聞的價(jià)值、倫理和精神；甄別謠言現(xiàn)象，并結(jié)合文學(xué)文本閱讀，建立文本與全球性問題的邏輯聯(lián)系。

Based on the hot social issues and students’ interests, students of SCFLS international senior high school get to learn about the stylistics of news, consider their value, ethics and spirit, and learn to identify rumours in their Chinese class. Meanwhile, through combining with the literary text appreciation, the students are able to make a logical connection between the texts and global issues.

一、 體會(huì)新聞精神

Appreciate the spirit of news

對(duì)待任何一個(gè)傳媒的現(xiàn)象，都需超越表面去探查這些現(xiàn)象背后更為復(fù)雜的社會(huì)構(gòu)成和文化形態(tài)。主流媒體的歷史敘述方式多強(qiáng)調(diào)國(guó)家命運(yùn)、民族命運(yùn)的宏大敘事，而所有人又都是個(gè)體的存在，個(gè)人的喜怒哀樂需要大量訴說。IB課程鼓勵(lì)學(xué)生找尋新聞中的個(gè)體生命敘事，關(guān)注災(zāi)害本身對(duì)于個(gè)體的影響和傷痛。

In treating every phenomenon, one should dig into more complex social structures and cultural forms behind these. Major topics such as the fate of a nation and its people are often stressed in a narrative way by popular media, while all humans existing as individuals with large number of personal emotions to be expressed. IB encourages students to look into narrations on individual life in news, focusing on the effect and harm of disasters brought to the individuals.

即使有些報(bào)道只是客觀描繪了疫情中的情景和故事，但聽著學(xué)生略帶哽咽的講述，我們明白，這些苦痛、溫情一定會(huì)在凝結(jié)成集體記憶，成為這個(gè)國(guó)家發(fā)展進(jìn)步過程中必需的精神財(cái)富。

Objective depictions of the stories during the pandemic though some reports are, we realize these touching memories shared by everyone are sure to become an indispensible spiritual wealth for promoting the development of this country while listening to students’ narration with sobs.

老師引導(dǎo)學(xué)生反思對(duì)新聞精神的理解：

Teachers guided the students to reflect on the understanding about spirit of news:

學(xué)生感受到，我們今天整個(gè)新聞行業(yè)都在進(jìn)步，大眾不再只是新聞的受眾，而是作為歷史的見證者，更多的參與到了新聞內(nèi)容的生產(chǎn)中。報(bào)道的題材和主題也大大豐富，為社會(huì)提供了更多元的視角，增加了人文關(guān)懷。

To us, the news industry nowadays is improving. We no longer act as the targets of news, but as the witness of history, participating more actively in producing news. The genres and themes of coverage are greatly enriched, resulting in providing much more diversified perspectives for the general public, and strengthening humanitarian care.   

二、 樹立體裁意識(shí)

Establish the awareness of genres

我們也關(guān)注《人民日?qǐng)?bào)》這類傳統(tǒng)主流媒體轉(zhuǎn)戰(zhàn)新媒體市場(chǎng)，在深度挖掘自身優(yōu)勢(shì)上下功夫，在融合發(fā)展中尋求精準(zhǔn)定位的大趨勢(shì)。

 We also notice the trend that traditional mainstream media such as People’s Daily are transferring to the new media market, paying attention to maximizing their own strengths, and seeking their own positions in the development of integration.

同學(xué)們撰寫口頭表述大綱，進(jìn)行全班口頭分享，接受其他同學(xué)的評(píng)價(jià)并回應(yīng)質(zhì)疑。

The students wrote outline for their oral expression, and conducted peer assessment after sharing in front of the whole class.

這個(gè)過程中既有個(gè)人的安靜思考，也能夠被其他同學(xué)的想法激發(fā)。他們欣喜地發(fā)現(xiàn)，在別人間歇性自上而下劃動(dòng)屏幕、心滿意足地刷新聞而不知其所以然時(shí)，自己可以從學(xué)術(shù)角度對(duì)媒介的深層結(jié)構(gòu)進(jìn)行探究，對(duì)報(bào)道形態(tài)，主題傾向和敘事方式上的特點(diǎn)侃侃而談。

During this process, each student could have their personal thinking time, and could also be motivated by others. They were surprised to find out that they could research into the deeper structure of media from an academic perspective, or talk about the form of coverage, the tendency of themes and ways of narration, while others were only roughly skimming the news without even knowing the contents.

三、提升媒介素養(yǎng)

Improve media literacy

新冠肺炎疫情的蔓延導(dǎo)致謠言滿天飛， “在信息的海洋中，卻找不到一點(diǎn)有用的信息”，形象生動(dòng)地描述了我們這個(gè)時(shí)代的狀況。

The spread of COVID-19 leads to numbers of rumours. “No useful information could be found in this information age” vividly depicts our age.

一則漏洞百出的謠言卻引起了網(wǎng)友大量轉(zhuǎn)發(fā)傳播，就連專家官方發(fā)布的消息也會(huì)造成誤讀，形成謠言擴(kuò)散。媒介素養(yǎng)在后真相時(shí)代更成為了青少年們必須具備的能力。師生們共同探討了謠言文本在話語(yǔ)修辭、傳播結(jié)構(gòu)方面的特點(diǎn)。

A rumour full of loopholes resulted in numbers of repost and spread by netizens. Sometimes, even the official news published by experts could also lead to misinterpretation and thus becoming rumours. In the post-truth era, media literacy has become a necessary skill for all teenagers. Students discussed the rhetoric, and features of spreading structures about rumours along with teachers.

文本分析不是孤立隔絕，還應(yīng)將其和社會(huì)做一個(gè)緊密的結(jié)合。同學(xué)們研究謠言指向的受眾和群體，以及背后有著怎樣的話語(yǔ)權(quán)力結(jié)構(gòu)和深層利益關(guān)系。

Text analysis should never be deprived from the social background. This means that students need to study the targets of rumours, the discourse power and the deeper interest relationship behind these rumours.  

謠言扮演的“社會(huì)貨幣”價(jià)值

The value of rumour as “Social currency”

勒龐《烏合之眾》

The Crowd, Gustave Le Bon

三、 關(guān)注全球問題

Focus on global issues

隨著討論的推進(jìn)和深入，老師補(bǔ)充更多的文學(xué)文本資料，讓學(xué)生有意識(shí)的去關(guān)注和討論這類問題的普遍性，思考其中呈現(xiàn)的全球性問題，比如對(duì)弱勢(shì)群體的關(guān)注，公民的知情權(quán)和言論自由，政府部門在公共衛(wèi)生事件中的職能，團(tuán)結(jié)與歧視等。

With further discussion, the teacher recommended more literary texts to allow students to consciously focus on and discuss the generality of problems of this kind, and to probe into the global issues presented. Such issues as caring for the vulnerable, citizens’ right to learn the truth and freedom of speech, the responsibilities of government in public health emergencies, solidarity and discrimination are included.

圍繞探究問題，學(xué)生討論作品在呈現(xiàn)全球性問題方式上的異同，同儕交流，老師點(diǎn)評(píng)并進(jìn)一步提出補(bǔ)充思考問題：

Centred on the inquiry questions, students’ works on presenting global issues were different. Other questions were raised after teachers’ comments and peer discussion.

在展示全球問題的時(shí)候，文學(xué)和非文學(xué)文本有何不同特點(diǎn)？

What are the different features between literary and non-literary texts while presenting global issues?

如何選取恰當(dāng)?shù)慕嵌?，發(fā)現(xiàn)常人忽略或極少關(guān)注的生活真實(shí)？

How to choose an appropriate aspect that most people will often neglect or pay little attention to?
   基于現(xiàn)實(shí)培養(yǎng)批判性思維、塑造他們對(duì)全球性問題的看法也貫穿于蘇城外國(guó)際高中的每節(jié)課之上，落實(shí)在每一次的討論中。

The practices of cultivating students critical thinking based on real-life events, and shaping their opinions towards global issues are implemented in each discussion during the everyday SCFLS international senior high school.

從感性認(rèn)識(shí)到理性分析，再回歸感性描述，學(xué)生感受到文字的力量和個(gè)人的成長(zhǎng)，在充滿思辨性的課堂上收獲滿滿。作為總結(jié)性評(píng)作業(yè)，學(xué)生需要將有影響力的成果融匯到社區(qū)實(shí)踐中，向自己所在的社群（同學(xué)群、家庭群、其他社會(huì)關(guān)系網(wǎng)絡(luò)）中進(jìn)行關(guān)于如何鑒別虛假新聞/謠言的信息素養(yǎng)推廣，這無疑對(duì)學(xué)生提出了更高的學(xué)術(shù)要求，也可以培養(yǎng)學(xué)生獨(dú)到深刻的學(xué)術(shù)眼光。

From perceptual knowledge to rational analysis, and retrospect to perceptual description, the students could feel the power of words and their personal development, so that they can achieve a lot. As a summative homework, students need to integrate the most influential results into social practice by promoting the ability to identify fake news or rumours in their own community (group chat of their classmates, families and other social networks). Undoubtedly, this poses a higher academic requirement for students, but also cultivates students’ academic appreciation.