遠程學習對一些家長和孩子都不友好

遠程學習對一些家長和孩子都不友好

High school librarian Andrea Kneeland started homeschooling her daughters part time before distance learning was up and running.

高中圖書管理員安德里亞·尼蘭德在遠程學習開始之前就開始在業(yè)余時間讓女兒在家上課。

"I wanted to keep a sense of structure and normalcy because my 8-year-old has anxiety, and I know that not having structure would be worse," said Kneeland, of Oakland, California.

“我想保持一種框架感和常態(tài)感，因為我8歲的孩子有焦慮癥，我知道沒有框架會更糟，”加利福尼亞州奧克蘭的尼蘭德說。

They did math with lemons as they made lemonade. They designed a schedule that permitted Kneeland to work some and them to learn some.

她們在制作檸檬水的時候用檸檬做數學。她們設計了一個時間表，有讓尼蘭德工作的時間和她們學習的時間。

When the barrage of assignments and meeting codes started arriving from school in April, the new regime resurrected that anxiety. "My 5-year-old started flipping out and refusing to do anything and hiding in the closet," Kneeland said.

今年4月，當學校接二連三地送來作業(yè)和會議守則時，新體制又讓這種焦慮死灰復燃。“我5歲的孩子開始暴跳如雷，拒絕做任何事情，躲在壁櫥里，” 尼蘭德說。

Then she realized: "We could do this and have this negative experience. Or I could just let go of it," she said. "For our family, this doesn't work."

然后她意識到:“我們可以這樣做，并經歷這種負面體驗。或者我可以任由這種事發(fā)生，”她說。“對我們家來說，這行不通。”

Megan Kinch, a single parent and electrician in Toronto, decided quickly that two-hour Zoom sessions weren't working for her kindergartner.

梅根·金奇是一名單親母親，在多倫多做電工，她很快就意識到，在Zoom上兩個小時的課程并不適合她上幼兒園的孩子。

Instead, her child is practicing yoga; writing a story about her secret life as a mermaid; working on reading, language and math programs. She's also helping Kinch deliver groceries to elderly neighbors and participate in community organizing.

相反，她的孩子正在練習瑜伽;寫一篇關于她作為美人魚的秘密生活的故事;學習閱讀、語言和數學課程。她還幫助金奇向年邁的鄰居運送食品，并參與社區(qū)組織。

"We're dealing with my kid's emotional needs and the fear and this crazy situation," Kinch said. "That's way more important than keeping up with the curriculum for grade 1."

金奇說：“我們正在處理孩子的情感需求、恐懼和這種瘋狂的情況。”這比跟上一年級的課程更重要。”

"Everyone's contending with this completely impossible situation," Parcak said. "We can't work full time and teach at the same time. It's literally impossible, and I refuse to do it."

“每個人都在與這種完全不可能的情況作斗爭，”帕卡克說。“我們不能一邊做全職工作一邊輔導孩子功課。這幾乎是不可能的，我拒絕這么做。”

As an archaeologist, she's studied childhood in ancient cultures, and she says that at no time in human history have humans been workers, parents and teachers all (literally) at the same moment.

作為一名考古學家，她研究了古代文化中的童年，她說在人類歷史上，從來沒有人同時是工人、父母和教師。

Parcak acknowledged that her son is privileged to opt out in favor of a better solution, not for lack of resources. And Kneeland's job allows her to devote time to her kids' education.

帕卡克承認，她的兒子有權選擇退出，以尋求更好的解決方案，而不是因為缺乏資源。尼蘭德的工作讓她有時間去教育孩子。

"There are so many people out there who can't do that, and I worry about those parents and students," she said. "Obviously the digital divide is magnifying those inequities that are already there."

“有很多人做不到這一點，我擔心那些家長和學生，”她說。“很明顯，數字鴻溝正在放大已經存在的不平等。”

Even kids in relatively stable homes may be struggling right now. Studies have shown that trauma impactsmemory, focus and executive function, among many other skills. "The kids are in crisis because all sense of normalcy has been ripped away from them," Kneeland said.

即使是生活在相對穩(wěn)定的家庭里的孩子現在也可能在掙扎。研究表明，創(chuàng)傷會影響記憶、注意力和執(zhí)行功能，以及其他許多技能。“孩子們處于危機之中，因為所有正常的感覺都被剝奪了，” 尼蘭德說。

Meanwhile, few teachers or students have trained to work remotely. "The tendency for teacher training is still very much face-to-face," Stephanie DeMichele, an Ohio-based digital learning designer and distance learning expert, said. "We're just substituting, taking what we had on paper and just moving it into a Google doc."

與此同時，很少有教師或學生接受過遠程工作培訓。“教師培訓的趨勢仍主要是面對面的，”俄亥俄州數字學習設計師、遠程學習專家斯蒂芬妮·德米謝勒說。“我們只是把紙上的東西換成谷歌文件。”

Some parents of kids with disabilities find those needs just can't be fulfilled virtually. "There are students who have unique needs or impairments such as very low verbal functioning, who are much more engaged in hands-on learning and experiential learning, which makes distance learning with a professional through the computer challenging," said Erin Maguire, president of the Council for Administrators of Special Education.

一些殘疾兒童的父母發(fā)現，這些需求實際上無法得到滿足。”特殊教育行政管理委員會主席艾琳·馬奎爾說：“有些學生有特殊的需求或缺陷，例如語言功能非常低下，他們更適合動手學習和體驗式學習，這使得通過計算機與專業(yè)人士進行遠程學習具有挑戰(zhàn)性。”