5 . For many years we have talked about education in a changing society but have done little to educate for uncertainty. Perhaps the best insurance we can offer for this uncertainty is the presence of a good mind. To develop a good mind the student must learn how to learn and develop a taste for learning. The world of tomorrow needs flexible individuals, intelligently mobile individuals, individuals who can land on their feet when their jobs become technologically outdated, and individuals who can deal with the unexpected.

To educate for flexibility we must distinguish between training and education. To train is to emphasize immediate goals to neglect (忽视) the long-term growth. To educate, however, is to foster (培养) limitless growth to develop the good mind.

An inevitable element in education for flexibility is an attitude favorable to change. This is hard to develop. It requires faith in oneself and in the future. Then, what can the school and college do to build an attitude more favorable to change? Certainly they can and must develop the self-confidence of students, and build them up with repeated success instead of constant failure. Schools and colleges can help students admire what is admirable and provide continuing guidance in how to become a real person having faith in the future and having a good mind of his own.

To meet the striking social changes of the future, continuing education is a necessity. As Native Americans noted, you should keep on learning as long as you're ignorant. The flexibly educated person knows that today's fact may be tomorrow's misconception. So we should raise awareness of lifelong learning.

The test of a modern society capable of meeting change with accelerated (加速的) evolution instead of revolution does not lie in asking, “Is everybody learning?” To be learning is not only a condition for survival; it is also the basis for being richly alive.

6 . New York City public schools will ban students and teachers from using ChatGPT, a powerful new AI chatbot (聊天机器人) tool, on the district’s networks and devices, an official confirmed to CNN on Thursday.

The move comes amid educators’ growing concerns that the tool, which generates frighteningly convincing responses and even essays in response to user prompts (提示), could make it easier for students to cheat on assignments. Some also worry that ChatGPT could be used to spread incorrect information.

“Due to concerns about negative impacts on student learning, and concerns regarding the safety and accuracy of content, access to ChatGPT is restricted on New York City Public Schools’ networks and devices,” Jenna Lyle, the deputy press secretary for the New York public schools, said in a statement.

“While the tool may be able to provide quick and easy answers to questions, it does not build critical-thinking and problem-solving skills, which are essential for academic and lifelong success.”

OpenAI opened up access to ChatGPT in late November. It is able to provide lengthy, thoughtful and thorough responses to questions and prompts, ranging from factual questions like “Who was the president of the United States in 1955” to more open-ended questions such as “What’s the meaning of life?”

ChatGPT went viral just days after its launch. But many educators fear students will use the tool to cheat on assignments. One user, for example, fed ChatGPT an AP English exam question; it responded with a 5-paragraph essay about Wuthering Heights. Another user asked the chatbot to write an essay about the life of William Shakespeare four times; he received a unique version with the same prompt each time.

Darren Hicks, assistant professor of philosophy at Furman University, told CNN it will be harder to prove when a student misuses ChatGPT than with other forms of cheating.

Schools and companies are encouraged to take actions     1     (control) online addictions, Primary and secondary school students should not bring digital devices, including cell phones, to classrooms and students     2     have applied to bring such devices to school should turn them in for custody (保管) , said     3    new notice on Friday. The notice, published     4     the Ministry of Education and five other departments, aims to control online gaming addictions.

School teachers should educate students to prevent them from     5     (enter) Internet cafes and limit developing online addictions through scientific and proper ways. Online gaming companies should     6     (strength) limits for online games, which should not contain unsafe behaviours for students to follow. They should only    7     (strict) offer one hour of service on Fridays, Saturdays, Sundays and public     8     (holiday) to primary and secondary students.

Online addiction prevention for primary and secondary school students     9     (include) in the evaluation standards for local governments     10    schools since the notice came out.

8 . Research suggests public support for spanking (打屁股) has been falling over the years. But surveys also show that 75 percent to nearly 90 percent of parents admit spanking their child at least once.

I was raised in a zero-tolerance home for disrespect, and my parents often turned to physical punishment. And, no, I don’t feel I was damaged by it.

Nothing is more annoying than watching ill-mannered behavior from children.

But two years ago, Newsweek reported that it had found data suggesting that teens whose parents used physical punishment were more likely to become aggressive.

Murray Straus, professor at the University of New Hampshire in America, has studied the topic of children and spanking for decades. He said that children who were physically punished have lower IQs than their peers. It may be that children with lower IQs were more likely to get spanked, but the punishment may have been counterproductive (反作用的) to their mental development, as well.

Some researchers make the argument that occasional open-handed smacks (用巴掌打) on the bottom are not only harmless but can have some benefit.

Last year, Marjorie Gunnoe, a psychologist at Calvin College, studied teens who have never spanked. There are a greater number of children growing up without ever having been physically punished. Gunnoe’s research suggests they don’t turn out any better than those who were sometimes spank.

There are some parents who simply cannot control their tempers. But I still believe that the best parents are the ones who are able to offer fair and firm discipline without ever turning to physical punishment.

10 . A child who suffers bullying(霸凌)usually has low self-esteem and ability to learn and be successful at school is greatly lessened. Therefore, bullying must be stopped.

The best and most obvious way to stop bullying in schools is for parents to change the way they raise their children at home. Of course, this is much easier said than done and everyone raises their children differently. Bullies, however, come from homes where physical punishment is used and children have been taught that physical violence is the way to handle problems and“get their way”. Bullies usually also come from homes where the parents fight a lot, so children have been modeled on such violence. Parental involvement is often lacking in bullies’ lives and there seems to be little warmth.

Early intervention(干预)is truly the best way to stop bullying, but parents of the victims or therapists(治疗师)cannot alter the bully’s home environment. Some things can be done at the school level, however. Most school programs that address bullying apply a multi-faceted method to the problem.

Hand out questionnaires to all students and teachers and discuss if bullying is occurring. Define exactly what constitutes(构成)bullying at school. The questionnaire is a wonderful tool that allows the school to see how widespread bullying is and what forms it is taking. It is a good way to start to solve the problem.

Get the children’s parents involved in a bullying program. If parents of the bullies and the victims are not aware of what is going on at school, then the whole bullying program will not be effective. Stopping bullying in school takes teamwork and concentrated effort on everyone’s part. Bullying also should be discussed during parent-teacher conferences and PTA meetings. Parental awareness is the key.

In the classroom setting. All teachers should work with the students on bullying. Oftentimes even the teacher is being bullied in the classroom and a program should be set up to teach about bullying. Children understand modeling behaviors and role-play and acting out bullying situations is a very effective tool. Have students role-play a bullying situation.