網(wǎng)絡(luò)欺凌仍然是個(gè)問(wèn)題

秦虞

Step 1? ?感知·閱讀導(dǎo)航

話題導(dǎo)入

《網(wǎng)絡(luò)欺凌仍然是個(gè)問(wèn)題》是一篇時(shí)事類說(shuō)明文，文章以一個(gè)名為Sophie的女孩因遭受網(wǎng)絡(luò)欺凌學(xué)習(xí)興趣銳減并變得孤獨(dú)抑郁的例子開(kāi)篇，引出網(wǎng)絡(luò)欺凌這一現(xiàn)象，并引用了許多數(shù)據(jù)和專家觀點(diǎn)來(lái)闡釋網(wǎng)絡(luò)欺凌在年輕人中的普遍性和嚴(yán)重性，之后介紹網(wǎng)絡(luò)欺凌帶來(lái)的嚴(yán)重后果，最后從國(guó)家、教師和家長(zhǎng)三個(gè)層面提出解決措施。文章具備一些時(shí)事類說(shuō)明文的典型特征，如標(biāo)題簡(jiǎn)潔直接，篇章結(jié)構(gòu)分明（問(wèn)題解決型模式），以例子作為開(kāi)頭引入話題，通過(guò)引用數(shù)據(jù)、專家觀點(diǎn)和對(duì)比等方式說(shuō)明事實(shí)，從不同層面提出解決措施等。

全文367詞，建議用時(shí)7分鐘。

閱讀目標(biāo)

1. 了解問(wèn)題解決型說(shuō)明文的篇章結(jié)構(gòu)，熟悉時(shí)事類說(shuō)明文的典型寫(xiě)作手法。

2. 學(xué)會(huì)應(yīng)對(duì)網(wǎng)絡(luò)欺凌，保護(hù)自己。

3. 思考作為個(gè)體如何盡己所能創(chuàng)造文明和諧的網(wǎng)絡(luò)環(huán)境和校園環(huán)境。

Sophie， a 14-year-old British girl， suddenly changed her behavior in class. She lost interest in studies and would sit in the corner with her head mostly down.

Ethan Miller， one of Sophie's teachers， discovered the reason： Sophie had been bullied online. Sophie was receiving abusive messages on her phone and on Facebook. Miller shared Sophie's story on the official website of The Children's Society， a children's charity in the United Kingdom.

Sophie was not alone. One in three teenagers， in 30 countries， said they have been victims of online bullying. Twenty percent of those bullied students reported skipping school because of it， according to a report by the UN Children's Fund （UNICEF） and the UN Special Representative on Violence against Children in September. The study surveyed more than 170，000 young people aged 13 to 24 from countries in Europe， Asia， Africa and South America.

Three-quarters of those surveyed said social media， like Facebook and Twitter， are the most common places for online bullying.

According to the UK's The Daily Telegraph， the growth of social media has left many young people vulnerable to online bullying， which includes threatening and humiliating messages， comments and images.

“The new generation was born in a digital world of constant connectivity， but there are clear risks for young people as well as benefits—and it is surprising that online bullying troubles many young people more than drug abuse，” Andrew Dunnett， the director of the Vodafone Foundation， a UK charity， told The Guardian.

Meanwhile， online bullying could have serious consequences for young people.

Cyberbullying makes young people more than twice as likely to self-harm or attempt suicide， according to a 2018 study by the University of Oxford， UK. The research also found that young people who suffered from online bullying were less likely to seek help than those victimized by more traditional means.

To deal with the problem， UNICEF has called for national helplines to support those affected， along with training for teachers and parents to prevent and deal with online bullying.

“Improving young people's education experience means accounting for the environment they encounter online as well as offline，” said Henrietta Fore， UNICEF's Executive Director， in a news release.

Step 2 理解·文本解讀

目錄呈現(xiàn)

Ⅰ. Understand the title.

What features do newspaper article titles have？

Ⅱ. Grasp the main content.

What is the passage mainly about？

A. The types of online bullying.

B. The origin and impact of online bullying.

C. The analysis and solutions to online bullying.

D. The reasons and consequences of online bullying.

Ⅲ. Understand the structure.

Ⅳ. Complete the mind map.

【點(diǎn)石成金】思維導(dǎo)圖把主題關(guān)鍵詞與圖像、顏色等建立起記憶鏈。利用思維導(dǎo)圖指導(dǎo)學(xué)生進(jìn)行英語(yǔ)閱讀是新課程背景下的有效閱讀方法。在閱讀教學(xué)中使用思維導(dǎo)圖，不僅可以幫助學(xué)生克服記憶方面的問(wèn)題，還能調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性，更好地激發(fā)學(xué)生思考與課文內(nèi)容相關(guān)的信息，從而拓展文本的深度和廣度。

Step 3 運(yùn)用·讀寫(xiě)整合

1. If there were a Sophie， how would you help her？

2. How could you keep yourself safe on the Internet？

3. How can we create harmonious and civilized online environment？

4. How can we create harmonious and civilized campus environment？

Step 4 提升·素養(yǎng)建構(gòu)

Ⅰ. Identify writing techniques and functions.

【點(diǎn)石成金】說(shuō)明文中的常見(jiàn)寫(xiě)作手法是閱讀策略的重要部分，常見(jiàn)于閱讀理解試題，學(xué)生對(duì)常見(jiàn)寫(xiě)作手法的理解既有助于其理解文章的行文思路和內(nèi)在邏輯，又能促使其關(guān)注段落之間、句與句之間的銜接和連貫，同時(shí)為寫(xiě)作訓(xùn)練提供了良好的范例，有助于學(xué)生清晰、連貫、有邏輯地進(jìn)行書(shū)面表達(dá)。

Ⅱ. Continuation task

Recently， school bullying is a hot topic again. Students showed their fear and parents and teachers also express their great concern about it. Our class had a heated discussion and we have reached agreement on how to solve the problem.

Please write an article of about 200 words for your school website with the title “Say NO to school bullying”. The following information should be included：

1） the consequences of bullying;

2） suggestions as to how to stop school bullying;

3） suggestions as to how to create harmonious campus environment.

【點(diǎn)石成金】續(xù)寫(xiě)活動(dòng)是閱讀課的有效拓展方式之一。從思維訓(xùn)練的角度看，讀是感受別人的局部形象思維成果，又是自己形象思維的觸發(fā)點(diǎn)以及進(jìn)一步展開(kāi)的起點(diǎn)，而寫(xiě)則是自己形象思維成果的外化。讀孕育寫(xiě)，帶動(dòng)寫(xiě);而寫(xiě)是讀的繼續(xù)和深化，寫(xiě)促進(jìn)了讀，二者緊密結(jié)合。同時(shí)，在續(xù)寫(xiě)的過(guò)程中，學(xué)生會(huì)再次深刻理解文本，從而抓住線索，構(gòu)思續(xù)文，此時(shí)，學(xué)生的腦海中各種創(chuàng)造性的情節(jié)不斷涌現(xiàn)。經(jīng)過(guò)這種思維訓(xùn)練，學(xué)生的形象思維能力和邏輯思維能力都得到了有效提高。

延伸閱讀：

What is bullying

Bullying is unwanted， aggressive behavior among school age children that involves a real or perceived power imbalance. The behavior is repeated， or has the potential to be repeated， over time. Both kids who are bullied and who bully others may have serious， lasting problems.

In order to be considered bullying， the behavior must be aggressive and include：

An imbalance of power： Kids who bully use their power—such as physical strength， access to embarrassing information， or popularity—to control or harm others. Power imbalances can change over time and in different situations， even if they involve the same people.

Repetition： Bullying behaviors happen more than once or have the potential to happen more than once.

Bullying includes actions such as making threats， spreading rumors， attacking someone physically or verbally， and excluding someone from a group on purpose.

主題閱讀

草長(zhǎng)鶯飛放紙鳶

主題感知·素養(yǎng)解讀

“兒童散學(xué)歸來(lái)早，忙趁東風(fēng)放紙鳶?！眱汕Ф嗄甑娘L(fēng)箏歷史，一直融在中國(guó)傳統(tǒng)文化中，受其熏陶，國(guó)人將美好寓意寄托在抽象的圖案中，放飛在藍(lán)天之上。

“銀線連四海，風(fēng)箏傳友誼?！蔽L(fēng)起，紙鳶飛。中國(guó)人通過(guò)風(fēng)箏這些愛(ài)的使者將深厚的情誼傳遞到了世界的每一個(gè)角落。

追風(fēng)箏，也是追逐另一種人生。每個(gè)人的命運(yùn)就像風(fēng)箏一樣，它飛往更高、更遠(yuǎn)的天空，但卻受著那根細(xì)細(xì)絲線的牽引。但也正是這根絲線的牽引，它才不至于跌落塵埃。而當(dāng)這根絲線被割斷時(shí)，我們要鼓起勇氣去追尋那飄落在遠(yuǎn)方的風(fēng)箏，這樣才能獲得內(nèi)心的安寧。