2020 Was a Difficult Year for Teachers and Learners
2020年對教師和學生來說都是艱難的一年
At the beginning of 2020, the problems faced by American schools and colleges included issues like slavery, school shooting, sexual assault and the use of technology.
在2020年初，美國中小學和大學面臨的問題包括奴隸制度、校園槍擊、性侵犯和技術使用等問題。
That all changed in March.
三月份一切都變了。
The coronavirus pandemic sent students and teachers home, forcing schools in the U.S. and around the world to move classrooms online.
新冠病毒大流行讓學生和教師都回家了，迫使美國和世界各地的學校將教室搬到網上。
Asha Choksi is head of research for Pearson Education. She saw the move to online learning as a chance to improve higher education. "What it's done is, it's actually given a lot more power to studentsin terms ofhow, when and where they learn," she said.
阿莎·喬是培生教育出版集團的研究主管，她認為在線學習是提高高等教育水平的一個機會。「它所做的實際上是賦予學生更多的權利，選擇怎樣、何時、何地學習
However, Stephanie Hall of the policy research group The Century Foundation argued that online education can never really replace in-person learning in fields like healthcare and teaching.
然而，政策研究組織世紀基金會（theCenturyFoundation）的史蒂芬妮·霍爾認為，在醫療和教學等領域，在線教育永遠無法真正取代面授式教學。
Hall said, "Students need to experience…what it is they're learning about, reading about or hearing about in the classroom. And I don't know yet the degree to which technology can facilitate that."
霍爾說：「學生需要體驗在課堂上學習、閱讀或聽到的內容。我還不知道技術能在多大程度上推動這一點。」
The health crisis also made it difficult for international students to stay in the United States. And it prevented U.S. students from studying in other countries.
健康危機還讓留學生難以留在美國，也使美國學生無法到其他國家學習。
Bryan Alexander is a professor at Georgetown University. He said the experience could push more colleges to develop online education. He warned, however, that might not happen if students have "poor online experiences, or if the coronavirus fades into being just another flu strain."
布萊恩·亞歷山大是喬治敦大學的教授，他說，這一經歷會推動更多大學發展網絡教育。然而，他警告說，如果學生「網絡體驗差，或者新冠病毒逐漸變成另一種流感病毒株」，這種情況則可能不會發生
As the year went on, it became clear that low-income communities and students in rural areas were not equipped for online education.
隨著時間的推移，鄉村地區的低收入社區和學生顯然沒有能力接受在線教育。
Only half of the students in the city of Philadelphia had computers and home internet service. It took some time but officials and businesses finallystepped into provide equipment and service. In rural areas of South Carolina without internet service, the state sent buses equipped with wi-fi internet to help.
費城只有一半的學生有電腦，能在家上網。這花了一些時間，但官員和企業最終介入提供設備和服務。對於南卡羅來納州沒有網際網路服務的鄉村地區，該州派出配備無線網絡連接的公交車提供幫助。
Students around the world faced similar problems.
全世界的學生都面臨著類似的問題。
UNESCO reported in April that only half of the world's learners couldtake part indistance learning. In places like Bangladesh and Afghanistan, lack of electricity and internet service kept students from continuing their studies at home.
聯合國教科文組織在四月份報告表示，世界上只有一半的學生能參加遠程學習。在孟加拉國和阿富汗等地，由於電力和網際網路服務的缺乏，學生們無法在家繼續學習。
Many countries, including Sri Lanka, Columbia, Ecuador, Chile and Haiti used radio and television broadcasts to provide education for at-home students.
包括斯裡蘭卡、哥倫比亞、厄瓜多、智利和海地在內的許多國家，利用廣播和電視廣播為在家學習的學生提供教育。
Diana Lopez is a teacher in Funza, a town near Bogota with 10,000 public school students. She said, "The radio lessons give children a space to develop their reading and writing skills and also show them that their teachers are still with them."
黛安娜·洛佩茲是波哥大附近一個名叫芬扎的小鎮的老師，這個小鎮有一萬名公立學校學生。她說：「廣播課程給孩子們提供了發展閱讀和寫作技能的空間，也向他們表明老師仍然和他們在一起。」
Educators, however, worried about the mental health of students who could not attend school or see their friends.
然而，教育工作者擔心那些不能上學或不能見朋友的學生的心理健康。
Frank Chen is a psychiatrist who has worked with college-age young adults. He said college can be a difficult experience for students with or without mental health issues, as they balance work, studies and personal relationships. A major event like the pandemic makes it very difficult to predict what the long-term psychological effects might be.
弗蘭克·陳是一位精神科醫生，曾與大學年齡段的年輕人共事。他說，不管學生是否患有心理健康問題，大學生活可能是一段艱難的經歷。因為他們要平衡工作、學習和人際關係。像這次的疫情等重大事件，很難預測對學生們產生的長期心理影響。
"I don't think that there's another event in the history of the people who are alive now that can really measure up to this," said Chen.
陳說：「我不認為現在健在的人遇到過有同樣影響的事情。」。
In the state of Virginia, fifth-grade teacher Aileen Watts said she and other teachers built in activities to help students reduce anxiety. Classes took "brain breaks," which meant stopping the lesson to play a short game or even do a dance. And, if a child was feeling anxious, he or she could partner with someone to help calm those emotions.
在維吉尼亞州，五年級教師艾琳·沃茨說，她和其他老師一起設立活動幫助學生減少焦慮。課程採取「腦力休息」的方式，即停止上課，玩一個簡短的遊戲，甚至跳一支舞。而且，如果一個孩子感到焦慮，他或她可以與別人合作，幫助他們平息這些情緒。
In August, parents, teachers and politicians debated on whether U.S. schools should reopen. Meanwhile schools in countries where the pandemic was under more control,such asin Europe, South Korea and Vietnam, were able to reopen successfully.
今年八月，家長、老師和政客們就美國學校是否應該重新開學展開辯論。與此同時，在疫情得到控制的國家，如歐洲、韓國和越南，學校得以順利重新開學。
As U.S. schools reopened, the tragic result was the death of teachers and infection of children with COVID-19. In the state of Mississippi, there were 604 cases among school teachers and workers by mid-September.
隨著美國學校重新開放，悲慘的結果是教師死亡和兒童感染新冠病毒。在密西西比州，截至九月中旬，學校教師和員工中出現604例病例。
Randi Weingarten is president of the American Federation of Teachers. She said, "If community spread is too high, as it is in Missouri and Mississippi, if you don't have the infrastructure of testing, and if you don't have the safeguards that prevent the spread of viruses in the school, we believe that you cannot reopen in person."
蘭迪·溫加滕是美國教師聯合會主席，她說：「社區傳播率太高時，就像密蘇裡州和密西西比州那樣，如果沒有檢測設施，沒有防止病毒在學校傳播的保障措施，我們認為不能重新開學。」
I'm Jill Robbins.
吉爾·羅賓斯報導。
記得點讚哦