中文：李娜；英文：沈紫烟

人们的生活一直深受媒介的影响，每一种媒介都会为思考、表达思想和抒发情感的方式提供新的定位，创造出独特的话语符号，同时对文化进行再创造。

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.

现在的我们处在一个怎样的时代？互联网有取代电视之势，既打破了媒介之间的壁垒，消融了媒体介质之间、传播者与接受者之间的边界，又布满了各种声音和论调。面对纷繁复杂的媒介信息无时无刻不席卷而来，我们该何去何从？

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?

基于社会热点和学生兴趣，学生在苏城外国际高中的中文课上，了解新闻的文体知识，思考新闻的价值、伦理和精神；甄别谣言现象，并结合文学文本阅读，建立文本与全球性问题的逻辑联系。

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、 体会新闻精神

Appreciate the spirit of news

对待任何一个传媒的现象，都需超越表面去探查这些现象背后更为复杂的社会构成和文化形态。主流媒体的历史叙述方式多强调国家命运、民族命运的宏大叙事，而所有人又都是个体的存在，个人的喜怒哀乐需要大量诉说。IB课程鼓励学生找寻新闻中的个体生命叙事，关注灾害本身对于个体的影响和伤痛。

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.

即使有些报道只是客观描绘了疫情中的情景和故事，但听着学生略带哽咽的讲述，我们明白，这些苦痛、温情一定会在凝结成集体记忆，成为这个国家发展进步过程中必需的精神财富。

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.

老师引导学生反思对新闻精神的理解：

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

学生感受到，我们今天整个新闻行业都在进步，大众不再只是新闻的受众，而是作为历史的见证者，更多的参与到了新闻内容的生产中。报道的题材和主题也大大丰富，为社会提供了更多元的视角，增加了人文关怀。

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、 树立体裁意识

Establish the awareness of genres

我们也关注《人民日报》这类传统主流媒体转战新媒体市场，在深度挖掘自身优势上下功夫，在融合发展中寻求精准定位的大趋势。

 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.

同学们撰写口头表述大纲，进行全班口头分享，接受其他同学的评价并回应质疑。

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

这个过程中既有个人的安静思考，也能够被其他同学的想法激发。他们欣喜地发现，在别人间歇性自上而下划动屏幕、心满意足地刷新闻而不知其所以然时，自己可以从学术角度对媒介的深层结构进行探究，对报道形态，主题倾向和叙事方式上的特点侃侃而谈。

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、提升媒介素养

Improve media literacy

新冠肺炎疫情的蔓延导致谣言满天飞， “在信息的海洋中，却找不到一点有用的信息”，形象生动地描述了我们这个时代的状况。

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

一则漏洞百出的谣言却引起了网友大量转发传播，就连专家官方发布的消息也会造成误读，形成谣言扩散。媒介素养在后真相时代更成为了青少年们必须具备的能力。师生们共同探讨了谣言文本在话语修辞、传播结构方面的特点。

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绝，还应将其和社会做一个紧密的结合。同学们研究谣言指向的受众和群体，以及背后有着怎样的话语权力结构和深层利益关系。

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.  

谣言扮演的“社会货币”价值

The value of rumour as “Social currency”

勒庞《乌合之众》

The Crowd, Gustave Le Bon

三、 关注全球问题

Focus on global issues

随着讨论的推进和深入，老师补充更多的文学文本资料，让学生有意识的去关注和讨论这类问题的普遍性，思考其中呈现的全球性问题，比如对弱势群体的关注，公民的知情权和言论自由，政府部门在公共卫生事件中的职能，团结与歧视等。

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.

围绕探究问题，学生讨论作品在呈现全球性问题方式上的异同，同侪交流，老师点评并进一步提出补充思考问题：

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

在展示全球问题的时候，文学和非文学文本有何不同特点？

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

如何选取恰当的角度，发现常人忽略或极少关注的生活真实？

How to choose an appropriate aspect that most people will often neglect or pay little attention to?
   基于现实培养批判性思维、塑造他们对全球性问题的看法也贯穿于苏城外国际高中的每节课之上，落实在每一次的讨论中。

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.

从感性认识到理性分析，再回归感性描述，学生感受到文字的力量和个人的成长，在充满思辨性的课堂上收获满满。作为总结性评作业，学生需要将有影响力的成果融汇到社区实践中，向自己所在的社群（同学群、家庭群、其他社会关系网络）中进行关于如何鉴别虚假新闻/谣言的信息素养推广，这无疑对学生提出了更高的学术要求，也可以培养学生独到深刻的学术眼光。

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.