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Unless you spend much time sitting in a college classroom or browsing through certain areas of the Internet, it's possible that you had not heard of trigger warnings until a few weeks ago, when they made an appearance in the Times. The newspaper explained that the term refers to preemptive alerts, issued by a professor or an institution at the request of students, indicating that material presented in class might be sufficiently graphic to spark symptoms of post-traumatic-stress disorder.
The term seems to have originated in online feminist forums, where trigger warnings have for some years been used to flag discussions of rape or other sexual violence. The Times piece, which was skeptically titled "Warning: The Literary Canon Could Make Students Squirm," suggested that trigger warnings are moving from the online fringes to the classroom, and might be more broadly applied to highlight in advance the distress or offense that a work of literature might cause.
"Huckleberry Finn" would come with a warning for those who have experienced racism; "The Merchant of Venice" would have an anti-Semitism warning attached. The call from students for trigger warnings was spreading on campuses such as Oberlin, where a proposal was drafted that would advise professors to"be aware of racism, classism, sexism, and other issues of privilege and oppression" in devising their syllabi; and Rutgers, where a student argued in the campus newspaper that trigger warnings would contribute to preserving the classroom as a"safe space" for students.
Online discussion of trigger warnings has sometimes been guardedly sympathetic, sometimes critical. Jessica Valenti has noted on The Nation's website that potential triggers for trauma are so manifold as to be beyond the possibility of cataloguing : "There is no trigger warning for living your life." Some have suggested that a professor's ability to teach would be compromised should it become commonplace for"The Great Gatsby" to bear a trigger warning alerting readers to the disgusting characters and incidents within its pages. Others have worried that trigger-warning advocates, in seeking to protect the vulnerable, run the risk of disempowering them instead.
"Bending the world to accommodate our personal frailties does not help us overcome them", Jenny Jarvie wrote on The New Republic's online site.
Jarvie's piece, like many others on the subject, cited the University of California, Santa Barbara, as a campus where champions of trigger warnings have made significant progress. Earlier this year, students at U.C.S.B. agreed upon a resolution recommending that such warnings be issued in instances where classroom materials might touch upon "rape, sexual assault, abuse, self-injurious behavior, suicide, and graphic violence". The resolution was brought by a literature student who said that, as a past victim of sexual violence, she had been shocked when a teacher showed a movie in class which depicted rape, without giving advance notice of the content. The student hoped to spare others the possibility of experiencing a post-traumatic-stress reaction.
The trigger-warning debate may, by comparison, seem hard to understand; but express a larger cultural preoccupation with achieving safety, and a fear of living in its absence. The hope that safety might be found, as in a therapist's office, in a classroom where literature is being taught is in direct contradiction to one purpose of literature, which is to give expression through art to difficultanduncomfortableideas,andtherebytoenlargethereader'sexperienceand comprehension. The classroom can never be an entirely safe space, nor, probably, should it be. But it's difficult to fault those who hope that it might be, when the outside world constantly proves itself pervasively hostile, as well as, on occasion, horrifically violent.
What does the author intend to tell the reader?
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根据文章最后一段最后一句“There were few satisfactory answers to these questm‘ns．”可知A项正确。
请根据《我们的微电影》为课题 1.请写出一篇规范、完整的课时教学简案。2.恰当设定本科的教学目标、教学重点和难点。 3.合理地设计的学习活动和作业要求。4.至少设计三个课堂提问。
案例 王老师在高一素描人物基本结构练习时，发现一位学生方法特殊。他不是按照王老师所要求的以写实性素描进行描绘，而是坚持表现自我主观感受，画面产生了“另类”效果、对此，王老师让该学生在全班同学面前阐述这样画的理由，并介绍自己的体会。 问题: 请对王老师在教学中的做法进行评价和分析。
案例 李老师为《美丽的蓝印花布》单元课教学准备中，创设的“情境”是: 江苏某地地处美丽富饶的长江三角洲冲积平原，气候温宜，山清水秀。在千百年的历史中，当地人民创造并发展了丰富多彩、名扬四方的民间工艺，蓝印花布便是其中最具代表性的民间工艺品之一。为此，当地准备进行一场“传统工艺发布会”以推介蓝印花布。根据上述情境、李老师设计了两个“问题”:蓝印花布是怎么做出来的?有哪些代表性的手工艺人? 问题: 请对李老师创设的“情境”和“问题”进行评价并给出改进意见。
针对“生活中的创意——包装设计”一课描述出三级学业质量水平。
结合《普通高中美术课程标准(2017版2020年修订)》，列举至少3种“现代媒体艺术”模块中常用的学习活动。
以“实验与多元”为题，简述20世纪上半叶西方绘画的艺术特征与表现。
简述中国古代传统花鸟画的艺术特色，并列出至少2件经典作品及其作者。
《斗拱——中国传统建筑瑰宝》—课“学业质量”分为三个水平(如下所示):
①分析斗拱的形制演变、功能及其在中国木建筑中的作用。 ②分析说出斗拱的主要构件和组成部分。 ③能够组装斗拱，描述斗拱的艺术特色。
其由低到高的合理排序是:
关于高中美术“绘画”模块教学，对学生学习评价的主要参考依据是( ) 。
下列线项中，适合作为统整《中国山水画创作》单元内容的“大观念”是（)
