隨著網(wǎng)絡(luò)學(xué)習(xí)的興起，校園惡霸逐漸淡出人們的視野

隨著網(wǎng)絡(luò)學(xué)習(xí)的興起，校園惡霸逐漸淡出人們的視野

Online school has created an environment that in some cases has simplified social dynamics for students, providing relief from class bullies and social media pressure.

網(wǎng)絡(luò)學(xué)校創(chuàng)造了一種環(huán)境，在某些情況下簡(jiǎn)化了學(xué)生的社交動(dòng)態(tài)，緩解了課堂上的惡霸和社交媒體的壓力。

When she was in brick-and-mortar school, many girls, and some boys, taunted Angelina Fusco. Her "friends," as she thought of them, told her she was clingy, annoying and rude.

當(dāng)她在實(shí)體學(xué)校時(shí)，許多女孩和一些男孩嘲笑安吉麗娜·福斯科。正如她所想，她的“朋友”，告訴她，她粘人，惱人和粗魯。

They made plans in front of her, without inviting her. They'd ask her, "Why do you read so much? Why do you dress like that?"

他們當(dāng)著她的面制定計(jì)劃，卻沒(méi)有邀請(qǐng)她。他們會(huì)問(wèn)她，“你為什么讀這么多書(shū)?”你為什么穿成那樣?”

"I would typically let people walk all over me and say what they wanted, and even if they hurt me, I wouldn't confront them," Fusco, 14, said. She liked her actual schoolwork, but navigating the friendship scene was painful and overwhelming, and teachers who tried to intervene proved ineffectual. Finally, in January, she'd had enough.

14歲的福斯科說(shuō):“我通常會(huì)讓別人踩著我，說(shuō)他們想說(shuō)的話，即使他們傷害了我，我也不會(huì)反抗他們。”她喜歡自己的課堂作業(yè)，但在友誼的舞臺(tái)上表演是痛苦的，難以承受的，而老師們?cè)噲D干預(yù)的結(jié)果是無(wú)效的。終于，在一月份，她受夠了。

Even before the pandemic shuttered most brick-and-mortar schools, Fusco, with the help of her parents, enrolled in an online school called Western Christian Academy. There, she's able to learn at her own pace, with no bullying kids to distract or upset her.

甚至在流行病導(dǎo)致大多數(shù)實(shí)體學(xué)校關(guān)閉之前，福斯科就在父母的幫助下，注冊(cè)了一所名為西方基督教學(xué)院的在線學(xué)校。在那里，她可以按照自己的節(jié)奏學(xué)習(xí)，不會(huì)因?yàn)楹⒆拥钠哿瓒中幕蛐臒┮鈦y。

The rapid transition to online school — for those who hadn't made that choice themselves — has come with many downsides, in which children lose some of this year's learning, becoming less prepared to advance.

對(duì)于那些沒(méi)有自己做出選擇的人來(lái)說(shuō)，迅速過(guò)渡到在線學(xué)校帶來(lái)了許多負(fù)面影響，即孩子們失去了今年的一些學(xué)習(xí)機(jī)會(huì)，沒(méi)準(zhǔn)備好升學(xué)。

But after millions of schoolchildren suddenly transferred to cyber school, some are finding a surprising upside: Complicated social dynamics can simplify, sometimes evaporate, as they learn online.

但在數(shù)百萬(wàn)學(xué)童突然轉(zhuǎn)入網(wǎng)絡(luò)學(xué)校后，一些人發(fā)現(xiàn)了一個(gè)令人驚訝的好處:當(dāng)他們?cè)诰W(wǎng)上學(xué)習(xí)時(shí)，復(fù)雜的社會(huì)動(dòng)態(tài)可以簡(jiǎn)化，有時(shí)甚至消失。

Such behavior may be in decline simply because kids aren't in the same spaces.

這種行為的減少可能只是因?yàn)楹⒆觽儾辉谕粋€(gè)空間里。

"During this pandemic, I have heard countless examples of good behaviors occurring, children exhibiting increased empathy for others," Stacey Kite, a professor in the College of Arts & Sciences at Johnson & Wales University, and an expert on bullying, said.

約翰遜和威爾士大學(xué)藝術(shù)與科學(xué)學(xué)院教授、欺凌問(wèn)題專家斯泰西·凱特說(shuō):“在這次流行病期間，我聽(tīng)到了無(wú)數(shù)發(fā)生良好行為的例子，孩子們對(duì)他人表現(xiàn)出更強(qiáng)的同情心。”

One reason: Absence makes the heart grow fonder. "Kids are craving their peers and they're missing people they weren't even that close with before," Graber said.

原因之一是:別離情更深。格雷伯說(shuō):“孩子們渴望他們的同齡人，他們想念他們以前甚至不太親近的人。”