為什麼很多人聽力無法提高？
原因可能有：
▪沒有選對材料，聽過難或簡單的聽力材料；
▪沒有刻意訓練，只是不斷聽，沒有糾正自己的錯誤；
▪大多數人都會涉及到的一個問題，堅持不下來。
關注普特的小夥伴們都知道普特君一直開設聽力訓練營來和大家一起堅持練習聽力，那第六期聽力訓練營（30天聽力進階訓練）也開始了，大家隨時可以加入，打卡30天即可平分契約金，同時只要完成30天打卡的小夥伴都可以獲得普特50元優惠券/一節外教1V1測試課。
30天聽力持續進階訓練：
▪素材節選自每天更新的VOA慢速、常速和BBC中的30s以內的音頻便於聽寫；
▪每天的6句話做到完全聽懂，單詞學會，那在30天解鎖課程中就會得到真正的進階。
識別二維碼即可參與聽寫訓練
More US Schools Teaching Skills to Recognize False News
A growing number of American states are requiring schools to teach students how to judge information on the internet and social media.
California is the latest state to pass such a requirement. Last week, Governor Jerry Brown signed a law aimed at helping educators teach students “media literacy” skills.
Media literacy, also known as news literacy, is the ability to use critical thinking skills to recognize differences between real and “fake” news. Fake news are stories that appear to be news, but are in fact false or misleading.
The new law requires California’s Department of Education to provide materials related to media literacy on its website. The materials are designed to inform teachers and provide tools for them to teach the subject.
California State Senator Bill Dodd proposed the bill, which became law. He said the goal is to give students a set of effective tools to “empower them to make informed decisions.” He added that news literacy is important for students and society to help “safeguard the future of democracy.”
Dodd told VOA that his media literacy efforts were based on a Stanford University study from 2016. It found that 80 percent of U.S. middle school students failed to recognize an advertisement that looked like a real news story. The ad was even identified as “sponsoredcontent.”
The researchers also found that high school students had trouble telling the difference between a real Facebook news website and a fake news site.
The study called for more efforts to help students recognize false information on the internet and social media services. It said that young people also need the skills to find out where news stories come from, and to be able to judge the trustworthiness of sources and writers.
Dodd said he wanted his bill to go even further, and to include the creation of full media literacy training in all classrooms. But he said there was not enough legislative support for providing the money needed for such an effort. Dodd did say he thinks that once the new teaching materials become available, lawmakers will be more willing to expand the program.
Other states have also passed legislation to bring news literacy education to the classroom. Others are considering new measures.
The bill passed in California is similar to one approved last year in Washington State. It created a web-based system of materials for teachers. The Washington law also required education officials to report on how they plan to add media literacy education to local schools.
A bill was under consideration last year in New Mexico. It called for a new “life skills” requirement for those completing their education. The bill would require students to study media literacyas part of a class covering life skills in order to graduate. The state’s House of Representatives has yet to pass the measure.
A proposal before Hawaii’s legislature would develop a statewide plan to teach media literacy skills at all levels in public schools. That bill is still under consideration.
Carolyn Edy is a professor of communication at Appalachian State University in North Carolina. She told VOA she has seen a clear change in her students’ abilities to judge news sources as they have grown on the internet and across social media.
Edy said that when students used to read printed newspapers, it was easier for them to recognize fact from opinion. Now, she finds it necessary to teach students how to fully examine websites.
“It’s a big problem for a lot of people,” she said.
One of Edy’s goals is to teach students how to research the news organizations responsible for the stories they are reading. One way to do this is for students to ask a series of questions.
One example she gives is, “What is the overall mission of the organization?” Another would be, “Do they use professional news gathering and reporting methods?”
Edy says young people also need to judge whether news organizations identify any possible conflicts of interest. Another question to ask is, “What do they do when they get a story wrong?” Responsible and trustworthy news organizations issue corrections if something is falsely reported, she said.
Edy added that one good thing to come out of the rise of misinformation and fake news is that it has made many people seek out good reporting.
“I’ve had some of the most engaged students I’ve ever had. And that’s really exciting,” she said.
I’m Bryan Lynn.
democracy
/dɪˈmɒkrəsi/
n.民主政治; 民主主義; 民主國家; 民眾;
sponsor
/ˈspɒnsə(r)/
n.發起者，主辦者; 擔保者; 倡議者，提案人; 後援組織;
vt.贊助;
literacy
/ˈlɪtərəsi/
n.識字; 有文化; 能讀能寫; 精通文學;
第六期聽力訓練營開始報名啦
每天6組精選內容 持續進階
打卡30天即可平分契約金
快來一起加入聽寫大軍吧~
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