VOA教育报道--报告调查了11个国家在新冠肺炎期间的教学和学习情况

Report Examines Teaching¹, Learning² During COVID in 11 Countries

How to keep students learning during school closures and other disruptions has been one of the most difficult questions of the pandemic. April 2020 data from the United Nations Educational, Scientific, and Cultural Organization (UNESCO) found that at least 1.1 billion students in 114 countries were affected⁴ by the pandemic and school closures.

But inequality among families, schools, and countries means that some students were better prepared to succeed during the disruptions than others.

A new study looks at the teaching and learning methods used in 11 countries during the pandemic. The study was carried out by the International Association⁵ of Educational Achievement (IEA) and UNESCO.

The survey included more than 1,500 school leaders, 15,000 teachers and 21,000 students. The large survey received responses from four countries in Africa, three countries in Europe, two in Asia and one in South America and the Middle East. They were a mix of developed and developing countries.

When schools closed, countries' teaching and learning methods differed greatly around the world. Some countries were able to quickly move to online learning. But others were simply not able to make that change.

In the European countries Denmark and Slovenia, for example, more than 95 percent of students had access to laptop computers for schoolwork. But in the African countries of Burkina Faso, Ethiopia and Kenya, fewer than 10 percent of students had laptops.

Overall⁶, 10 percent of students said they did not have the resources to complete their schoolwork, at least most of the time.

Countries that did not have digital resources had other ways to reach students outside the classroom. Educational television and radio broadcasts increased in some places, including Rwanda, Kenya and Russia.

But when schools closed, many students went through long periods of time without any schooling⁷ at all. Most students in Burkina Faso, about half of students in Ethiopia, and about one-fifth of students in Kenya did not do any schoolwork for at least four months.

Dirk Hastedt is the executive⁸ director of IEA, one of the organizations that led the study. He said that in all countries, there was concern for the most poor and vulnerable⁹ students. Poorer students and students already struggling were the ones who suffered the most during school disruptions. Many could not access digital resources. Many students' families suffered financially from the pandemic, which likely affected their schooling. Some had to spend time caring for family members.

In Kenya, for example, 63 percent of students said one of their parents lost their job during the pandemic. And in Ethiopia, almost half of students reported that they had to care for brothers and sisters at home. That likely left them with less time for schoolwork.

Hastedt said policymakers need to find a way to reach the students hurting the most.

"The task for the future... is how can we get these students up to speed again so we don't lose them completely and they fall behind even more," Hastedt said.

The pandemic has also brought attention to student and teacher mental health. A majority of students in eight countries surveyed said their emotional¹⁰ well-being¹¹ suffered during the pandemic.

Teachers also felt the emotional effects of the pandemic. In India, for example, 85 percent of teachers said they needed additional¹² mental health support. In Russia, 64 percent of teachers reported feeling tired most of the time. And a majority of teachers in several of the countries were afraid of being infected with COVID while working.

Many countries are listening to what teachers and students say they need. In most countries surveyed, 50 percent of schools increased support for students and teachers. Many school leaders reported an increase in the use of school guidance counselors¹³ and other mental health resources during the pandemic. Teachers also provided¹⁴ more help to students with their emotional and physical health.

Hastedt said the study shows how schools are more than just places for learning.

"We saw that schools have a role beyond teaching and learning," Hastedt said. "It's also a matter of the people's wellbeing. It's a structure in their life."

Words in This Story

disrupt³ — v. to cause (something) to be unable to continue in the normal way

survey — n. an activity in which many people are asked a question or a series of questions in order to gather information about what most people do or think about something

response — n. something that is said or written as a reply to something

access — n. a way of getting near, at, or to something or someone

laptop — n. a small computer that is designed to be easily carried

vulnerable — adj. easily hurt or harmed physically¹⁵, mentally, or emotionally¹⁶

advantage — n. something that helps to make someone or something better or more likely to succeed than others

role — n. the part that someone has in a family, society, or other group

1 teaching   

n.教学，执教，任教，讲授；(复数)教诲

参考例句：

• We all agree in adopting the new teaching method. 我们一致同意采取新的教学方法。
• He created a new system of teaching foreign languages.他创造了一种新的外语教学体系。

2 learning   

n.学问，学识，学习；动词learn的现在分词

参考例句：

• When you are learning to ride a bicycle,you often fall off.初学骑自行车时，常会从车上掉下来。
• Learning languages isn't just a matter of remembering words.学习语言不仅仅是记些单词的事。

3 disrupt   

adj.分裂的，分散的；vt.使分裂，使瓦解

参考例句：

• The war seemed likely to disrupt the state.战争可能使这个国家分裂。
• The conflict seemed likely to disrupt the government.这场冲突可能使政府垮台。

4 affected   

adj.不自然的，假装的

参考例句：

• She showed an affected interest in our subject.她假装对我们的课题感到兴趣。
• His manners are affected.他的态度不自然。

5 association   

n.联盟，协会，社团；交往，联合；联想

参考例句：

• Our long association with your company has brought great benefits.我方和贵公司的长期合作带来了巨大的利益。
• I broke away from the association ten years ago.我10年前就脱离了那个团体。

6 overall   

n.工作服，工装裤；全面的，全体的

参考例句：

• The shop assistant was wearing a white overall.那店员穿着白色的工作服。
• How much will it cost overall?一共多少钱？

7 schooling   

n.教育；正规学校教育

参考例句：

• A child's access to schooling varies greatly from area to area.孩子获得学校教育的机会因地区不同而大相径庭。
• Backward children need a special kind of schooling.天赋差的孩子需要特殊的教育。

8 executive   

adj.执行的，行政的；n.执行者，行政官，经理

参考例句：

• A good executive usually gets on well with people.一个好的高级管理人员通常与人们相处得很好。
• He is a man of great executive ability.他是个具有极高管理能力的人。

9 vulnerable   

adj.易受伤的，脆弱的，易受攻击的

参考例句：

• He volunteered to protect her as she looked so vulnerable.她看上去很脆弱，他就主动去保护她。
• The company is in an economically vulnerable position.该公司目前经济状况不稳定。

10 emotional   

adj.令人动情的；易动感情的；感情(上)的

参考例句：

• Emotional people don't stop to calculate.感情容易冲动的人做事往往不加考虑。
• This is an emotional scene in the play.这是剧中动人的一幕。

11 well-being   

n.安康，安乐，幸福

参考例句：

• He always has the well-being of the masses at heart.他总是把群众的疾苦挂在心上。
• My concern for their well-being was misunderstood as interference.我关心他们的幸福，却被误解为多管闲事。

12 additional   

adj.添加的，额外的，另外的

参考例句：

• It is necessary to set down these additional rules.有必要制定这些补充规则。
• I think we can fit in an additional room.我想我们可以再加建一间房子。

13 counselors   

n.顾问( counselor的名词复数 )；律师；（使馆等的）参赞；（协助学生解决问题的）指导老师

参考例句：

• Counselors began an inquiry into industrial needs. 顾问们开始调查工业方面的需要。 来自《现代英汉综合大词典》
• We have experienced counselors available day and night. ) 这里有经验的法律顾问全天候值班。） 来自超越目标英语 第4册

14 provided   

conj.假如，若是；adj.预备好的，由...供给的

参考例句：

• Provided it's fine we will have a pleasant holiday.如果天气良好，我们的假日将过得非常愉快。
• I will come provided that it's not raining tomorrow.如果明天不下雨，我就来。

15 physically   

adj.物质上，体格上，身体上，按自然规律

参考例句：

• He was out of sorts physically,as well as disordered mentally.他浑身不舒服，心绪也很乱。
• Every time I think about it I feel physically sick.一想起那件事我就感到极恶心。

16 emotionally   

adv.感情上，情绪上，冲动地

参考例句：

• a special school for emotionally disturbed children 为精神异常儿童开办的特殊学校
• A wide range of emotionally stressful events may trigger a relapse. 多种令人情绪紧张的事情都可能引起旧病复发。 来自《简明英汉词典》