Computer as Condom

The Star Online > Nation

Thursday January 19, 2006

Ping Lian, 12, is autistic and a hit in New York

By JOHAN FERNANDEZ
newsdesk@thestar.com.my

NEW YORK: Malaysian sensation Yeak Ping Lian, a 12-year-old autistic savant, is a hit in the Big Apple where he is holding his debut art exhibition. 

His works were being shown with fellow autistic savant artists Richard Wawro of Edinburgh, Scotland, and Iranian-born Christophe Pillault of Olivet, France. 

Ping Lian was the only artist present at the launch of the exhibition Autistic Savant Artworks: Don’t ‘dis’ the Ability at the Henry Gregg Gallery in Brooklyn on Saturday.  

Italian artist Daniel Rossi was clearly impressed. 

“He draws and paints what he feels. His work is not contaminated by other influences. I just love his work,” said Rossi. 

TALENTED: Ping Lian posing with Dr Becker in front of some of his paintings at the launch of the exhibition at the Henry Gregg Gallery in Brooklyn on Saturday.

He received home tutoring and attended supplementary lessons for children with special needs. 

Lee said Ping Lian was a wonderful child, full of love. She advised parents with special children not to give up.  

“Have faith in your child. Celebrate each small progress as a major achievement. Who knows one day a miracle may happen,” she had once said. 

Dr Laurence Becker of the Creative Learning Environments of Austin, Texas, said artists like Ping Lian, Wawro and Pillault provided a fitting embodiment of the quality and persistence of the human spirit. 

“I’m not an artist but an educationist, and my gift is to share this story, of these wonderful, gifted people,” he said. 

Wawro is known worldwide for his detailed drawings using wax oil crayons; while Pillault, who is unable to talk, walk or feed himself and cannot use his fingers, uses his hands to paint. 

Dr Becker and Dr Rosa Martinez of the Children’s Centre for Early Learning Creative Learning Environments in New York were responsible for organising the exhibition.  

The Chinese eduaction problem.

我曾当过一名初中教师（三年跨头跨科带班，也带过毕业班），到过小学见习和实习过，到过高中观摩过（有同学），现在在读硕士，将来想考博士到大学教书。

我对整个教育的现状不满意：

1.还没有落实2000年承诺的4%的教育拨款；

2.教育城乡二元化严重。去过一些农村，回来后自己哭了——原来认为自己透支体力和脑力一个月只有1000元，而初中毕业的同学都有1800的不甘和失落，统统没有了——人家农村的教师，3、4个人教全校，一个月就350元！每天只能吃2餐！为什么不把支教的钱拿来补贴他们呢？？？

3.富裕的只是少数。以我们这为例（中部的一个大城市）

小学的重点学校（特别是有小班的，小班一年8000-10000的学费，其实就是贵族学校）的领导：透明的收入2000-3000，其他的不好估计

初中20个班以上的中级以上的老师：2000-2500

重点初中学校的老师：2500-3000（其他的不好估计）

高中一般的老师：2500-3000；

重点高中：3500-5000（其他的不好估计）

一般大学文科：副高以下2000-3000

理科2500-3500（其他的不好估计）

副高以上：5000-10000，理科还会更高（其他的不好估计）

国家重点大学：副高以上：月10000起步，好的（理科重点学者）10万看能不能封顶。

灰色收入主要渠道：

小学-送礼，小班，培优，艺体（每月最少300，最多30000）

初中—送礼，培优，艺体（每月最少300，最多20000）

高中-送礼，培优，艺体（每月最少500，最多30000）

大学-艺体，送礼，科研（每月最少500，最多50000）

80%的城市中小学老师和70%的普通大学低职称的老师的月工资在1000——2500之间，只相当于本地普通工人收入或略高点。农村的估计在平均500元左右。

4.教师各有各的累：（班主任、毕业班更累——在好的学校通常比一般老师多300—1000元；差的学校50——300元）小学学生小，屁事多，初中快班要成绩慢班学生气死你，高中高考压力大大学不管你是不是晏才宏，未来评级的标准不会变——论文，论文；科研最后还是论文；要想一堂课1000元以上，就要靠论文提高你的学术地位；有了名，就有了利；为了有名，除了关系就是论文——课上不好，在中小学可以下课；在大学，上得好课不会写论文的要下课！

5.教师一般的身体比工人差，未老先衰的比比皆是职业病的高发人群

6.舆论误导：大部分的教师跟大部分的医生怎么能相比？？？国家在急功近利，你那虚无缥缈的教育怎么会比关怀百家性命的医院更赚钱？

其实，教了这么多年的政治，更多的政治老师更相信：挪威可能早于中国200年到500年成为第一个社会主义国家！

一上网就看见一些吊人的字眼：xxx老师禽兽不如，强暴xxx个幼小的学生，其实，仔细想想就算是真的，在1500万的教师面前这几个又有多大的说服力，难道比禽兽干部或是禽兽医生亦或是禽兽歌星更多？

7.教师在目前的中国是没有吸引力的职业

不要以为中国的学生在外面获了几个金牌就是中国教育莫大的面子，中国没有普及9年教育的地区多得是！大学生就业成问题，缺乏创造，我们的官员还要说中国的高等教育在世界是先进的！你去调查看看：愿意以后当老师的是不是都是最拔尖的那部分人？！是不是很多人看到师范学校不收学费才去读的，在96年以后收费而又后悔没读理工和综合大学的？！

8.地方教育行政部门没有监督不多说，他们是收红包的大户

9.教育法是“软法”，工人打心眼瞧不起你们这些老师原因很简单：他们认为当老师是“坐着拿钱”！为什么不去骂呢？原因也很简单：他们有钱，令人羡慕！而你们教师没钱；或是有一点钱也不知道从哪里猫腻出来的，不稀罕！不就跟咱工人一样吗？只不过是走“资本主义自由化，城府深的”教书匠——一变了名的工匠！

10.教书的未来看不到：没有落实的政策，没有对优秀人才的吸引；没有对蛀虫们的有效制约；没有对农村教育的大力、持续的支持；有的只是对大多数教师的不屑一顾、诽谤、冷眼、以偏盖全！

中国这样的教育是没有未来可言的。我不喜欢日本，但日本在对教育的真正重视上，我们要学习。

大多数的教师过得很一般；农村的教师过得苦。“以后嫁人不要嫁给教书匠！”一位农村父亲的话。让我无语。

猫斯卡(news.mop.com)提醒：以上内容转自论坛，不代表猫扑观点，仅供参考。

为鼓励学生亲身体验外国文化，尽早培养“文化适应性（Cultural Flexibility）”，教育部今年设立了“海外姐妹校基金”，让各校有至少10%学生参与至少一次海外姐妹学校浸濡机会。

早报网 > 留学 > 留学资讯|留学生活   潘星华 (2005-12-10) 　　 　　但南洋女子中学却准备让所有的学生有这个机会，而不是10%的学生。 　　校长麦丽英（46岁）告诉本报说：“海外浸濡有助于拓展学生视野。当她们看到外国学生的自律勤奋、聪明睿智，她们学会谦虚。看到自己的双语和学习环境，相对来说比较优越，她们有了自信。因此，我们正为所有在校四年的学生出国浸濡，做好准备工作。 　　“我们希望60%的学生去中国，其他则去印度、马来西亚、泰国、越南、日本、澳洲、纽西兰、英国和美国。” 　　她说，南中学生去中国后，看到中国朝气蓬勃，人民无论老中青都热爱学习，都有不学习就被淘汰的思想，因此大受刺激，回来完全改变学习态度。她们在今年6月学校举办的“中国论坛”，纷纷发表了发现和反思。 与中国十所学校建立姐妹关系 　　南中已同中国超过10所顶尖中学建立姐妹校关系，让中三学生在假期去浸濡。这10多所名校是北京的清华大学附中、北京师范大学附中、北京第八中学；上海的复旦大学附中、交通大学附中、上海第三女中（宋家三姐妹的学校）、晋元中学、南洋模范中学（尚在接洽中）；宁波的镇海中学、效实中学；无锡的大桥中学、沈阳的东北育才中学、苏州的星海中学、温州的乐清中学等。 　　麦校长特别要求南中学生尽量争取到中国浸濡。她说：“如果作为一所有优秀传统的双语学校，不能把华族文化发扬光大的话，那身为师长是失职的。” 　　在21世纪，麦校长认为身为校长所身负的重任，已经跟从前不同。 　　她说：“我们可以选择闭门守关，对外界事不闻不问，只需搞好会考成绩就行。这样做，我认为是不负责任的。我们一方面要培养优秀的南中学生，一方面要传扬中华文化，唯一途径就是把她们送去中国，让她们从中学会谦虚，又增强自信，往后都能以多角度来看待事物。” 　　为了向外开拓空间，她感慨地表示：“现代校长必须‘长袖善舞，八面玲珑’。我是以‘苦心经营’的认真态度，和每一所外国学校建立关系。我要他们知道，我们是极其尊敬重视和他们之间的来往。有任何需要我在这个方面协助他们，我定当全力以赴。” 　　她说，南中师生必须有最佳状态，才能离开国门。她说：“我告诉教师和学生，你们就是南中大使，到外一举手一投足，不只代表自己，还代表学校，代表国家，责任重大。你们握着南中还能不能跟这所学校继续来往的生杀大权，学妹日后能不能去学习，全看你们的表现。” 　　南中原本只让中三学生到外国浸濡学习，现在开了直通车课程，学生无需参加中四会考，因此从明年起，中四学生也将出外浸濡。 南中学生明年将到日本美国 　　她说：“明年我们的学生将到美国矽谷和日本去。南中有意朝成为区域环境科学中心发展，我们发现世界在进步的同时，却对环境如空气、森林、水流、动植物造成莫大伤害。我们必须在环境科学方面有所突破。到日本去，就是去看他们怎样保护环境，并检讨自己在这方面的任务。” 《联合早报》

Do you agian this ?

（新加坡）联合晚报　(2005-12-13)

　　（北京讯）中国最近将好莱坞电影《铁达尼号》内容编入初中语文教材，课本上还有相关的电影剧照图片。据报道，学生对这种做法表示有趣，指电影剧照缓解了学习上的压力。

　　《黑龙江生活报》报道，除了《铁达尼号》，中国导演张艺谋执导的《一个都不少》、京剧《打渔杀家》、歌剧《白毛女》也被选入中国9年义务教育的初中语文教材。教材由人民教育出版社出版。

　　报道引述黑龙江省一名初三学生张冰说，“每天翻开语文书都会看到这些图片，这些图片让大家感觉到很轻松，缓解了学习上的压力。”

　　许多中学生则对这些电影剧本内容印象深刻。一名中学生说，他平时对语文并不感兴趣，可是看到电影剧本《一个都不少》时，他感到眼前一亮，而且引发他对中国农村贫困地区教育问题的思考。

　　有些学生则表示最喜欢电影《铁达尼号》的主题曲，因此对这篇语文课文特别感兴趣。

　　对于初中语文教材里出现电影内容的现象，专家说，电影内容被编进教材对学生来讲是好事，因为电影影响力大，学生学习起来容易想起连贯的情节，方便记忆。

Young children are missing out on imaginative games in school because of the demands of the curriculum, a study suggests.

But she found the set-up and demands of the classroom mean opportunities for such role-play are limited.

The government insists young children in school are learning through play.

Putting a child through nursery education helps set them up for success in later life, a study suggests

Children who attend nursery school may perform better later in life The Institute of Fiscal Studies (IFS) research found adults with pre-school education were more likely to be employed and earning higher salaries. It also found attending nurseries or playgroups could have "long-lasting" effects on cognitive test scores throughout school years. But opinions on the effects of nursery schooling on behaviour were divided. Some teachers said pupils who had attended a nursery were better "socially adjusted" than others, but some parents reported that they believed it made their child's behaviour worse. Positive results IFS researchers, Alissa Goodman and Barbara Sianesi, said: "Our findings suggest that starting education before the compulsory school starting age at five can have long-lasting, positive impacts on children's lives." In their report the authors said children aged seven who had attended nursery school showed large improvements in cognitive tests, such as maths and reading, and these results remained significant, although diminished, until age 16. "Attendance of pre-school - nursery or playgroup - was found to yield a positive but short-lived impact on test scores," the authors wrote. It also found that adults with a nursery or playgroup background were more likely to have gained qualifications and be in work at the age of 33. "For both pre-compulsory education and pre-school we found evidence of a marginally significant 3-4% wage gain at 33," the report said. Meanwhile, ministers are planning a massive expansion of childcare facilities in England over the next decade. The government aims to make free childcare more available to parents and provide more places in nurseries and children's centres. But plans for a "national curriculum for babies" have been scorned by some parents' groups as "absolute madness". Under the plans, all childminders and nurseries will be expected to teach the curriculum framework to children "from birth".

The world is changing and teachers must keep up with the times. They need to know, and give, what their clients want. WOO TAI KWAN picks up valuable pointers at a conference organised by Microsoft. 

KUSAINI: We have to make schools smart.

This was the question posed to teachers at an international conference recently. 

But what has the world of designer coffee and jeans got to do with the “staid” world of teaching? 

Plenty, the teachers were told – for there are lessons from the corporate world that can be transferred to and applied in schools. 

Global platform 

The event that challenged teachers to rethink their stand on education and look to the boardroom for solutions to classroom-based problems was the Second Innovative Teachers’ Conference held in Seoul, Korea, last month. 

Organised by Microsoft Corporation (Asia Pacific) under its Partners-in-Learning (PiL) programme, the four-day event was co-hosted by the Korea Education and Resource Information Service (Keris) and Korea’s Ministry of Education and Human Resources Development, and supported by the Seoul Metropolitan Office of Education, Unesco and EBS.  

About 150 teachers from 23 countries in the Asia Pacific region – including Taiwan, Japan, India, Sri Lanka, Vietnam and Malaysia – 

attended the conference, which aimed to provide teachers with a global platform to showcase best practices with technology. 

“It is important that we empower teachers to learn innovative teaching methods that can make a difference to how they teach our future generation,” said Korea’s Deputy Prime Minister, and Education and Human Resources Development Minister, Dr Kim Jin-Pyo, who delivered the welcome address.  

Corporate strategies 

What made the conference unique – and different from last year’s inaugural conference in Singapore – was the experiential learning approach that immersed teachers in worlds totally different from teaching. 

In keeping with the theme Changing Contexts: An Experiential Laboratory, the participants – pushed to look for new ideas in diverse worlds such as advertising (Starbucks), media (EBS), hospitality (W Hotel) and the arts (Sheraton Theatre) – sat in on “board meetings”, coffee-tasting sessions, and brainstorming sessions.  

Besides the poster exhibition and talks, the conference participants were also taken on site visits to schools and the Korean University. Kang (centre) shares a happy moment with students of Topyeong High School in Seoul after one such visit.

After watching models take to the catwalk, the teachers were led on the journey taken by LEJ as it sought to make Levi’s “the jeans people wear”. 

“It does not matter what you are selling,” said Levi Straus Korea Ltd marketing manager Kyung Ae Choe. 

“To be successful, your product must be unique. It must appear new – even if is not.  

“Then, there must be a fully-integrated support system. 

“And, you must know your clients,” she added. 

Teach less, listen more 

This message was also echoed by keynote speaker at the plenary, and coordinator of the Unesco Chair in Education in Human Development at the Ayrton Senna Institute in Sao Paolo, Brazil, Prof Eduardo Chaves.  

PROF CHAVES: Teachers must change together with the rest of the world.

“The world is changing, and teachers must change with the rest of the world. 

Prof Chaves described the old era as having a “one-ness” – with people having just one country, neighbourhood, house, job and career – as opposed to the “many-ness” today, with the majority of people now having multiple homes, countries, languages, and even professions. 

“Change is so rapid today; if you are not innovative, you will not be able to cope,” said Prof Chaves.  

“Teachers are not specialists anymore.  

“If before, students were told to ‘check with your teacher’; today, they are more likely to be asked ‘have you checked it over the Internet?’ 

“Learning takes place anytime, anywhere and even anyhow,” he added. 

Nurture innovation  

According to Prof Chaves, using technology in the classroom meant little if it was not used innovatively. 

“For instance, if you used to write on the board but now use PowerPoint to display information, then you have a new tool but the process remains the same.” 

And while schools have creative people, they lack the culture of innovation which can only be nurtured by giving students the freedom to explore. 

“Innovative people take risks, so for schools to be innovative, students must be given the freedom to experiment.  

“Use technology to expand their horizons, break down the walls of the classroom, put them in contact with outside lives,” he added. 

Need to rebrand 

Six teachers represented Malaysia at the conference. All had been selected based on their benchmark practices with technology after attending a two-week course on integrating ICT into classroom instruction, under the PiL programme. 

Noraini Mohamad Seleh, from SMK Datuk Haji Kamaruddin, Selangor, said: “I learnt so much about designing materials which I can use to help students learn without leaving the classroom.”  

“It has been an eye-opening experience,” said Kang Seow Hung from SMK Pasir Panjang, Negeri Sembilan. 

Five of the teachers – including Ho Chai Siong (SMK Chung Cheng, Sarawak), Rosetti Poh Yuen Yi (SMK Taman Molek, Johor Bharu) and Ahmad Radhafizal Che Kassim (SK Penaga, Penang) – had been trained by local training arm Prestariang Technology Sdn Bhd.  

Sia Lay Boey from SJKC Taman Connaught, Kuala Lumpur, attended a technology programme by CSSM Sdn Bhd.  

“I am proud to have been given this chance to come to Korea,” said Sia, after her project (see sidebar) bagged the prize for Malaysia. 

Also present at the conference was delegation head and the Education Ministry's deputy director-general of education Datuk Kusaini Hasbullah.  

Kusaini commended Microsoft for organising a “world-class” conference and urged teachers to use technology as a springboard for innovation. 

“Actually, it’s about rebranding,” he said.  

“The idea is to make schools shift from learning in traditional ways to learning through using ICT. Innovative teachers are those able to make this shift,” he said. 

“I am proud to see that our teachers are as capable as those from other countries,” he added. 

The road ahead 

The road to technology adoption is a difficult one. Our nationwide technology adoption initiative – the Malaysian Smart School Project – is testimony to this.  

The conference offered interesting pointers.  

For one thing, the merit of learning with technology was clearly highlighted by the teachers’ showcases. The exhibits ranged from simple electronic presentations to high-tech uses of mobile phones and wireless technology.  

Students in Korea, Taiwan and Singapore are already using tablet PCs, PDAs, cell phones, digital cameras and other forms of “instant” technology that requires neither walls nor buildings.  

In this sense, construction of computer labs need no longer be the main thrust of a technology initiative as that might be missing the wood for the trees.  

Khusaini put it succinctly when he said, “We have no time to wait for smart schools. We have to ‘smarten schools up’ – make existing schools smart.”  

The conference also showed the value of giving teachers a platform to share ideas. 

“We must remember that most teachers today are digital immigrants,” said Prof Chaves. “They may have migrated into the digital world, but still speak digital with an accent. They use technology in conservative ways and need support.”  

As this goes, the PiL programme is to be lauded as it has benefited over 225,000 teachers and 3.8 million students in the Asia Pacific region since its launch in 2003.  

According to Microsoft Asia Pacific's regional managing director of public sector Peter Moore, Microsoft will be investing US$250mil (RM950mil) in the PiL programme over the next five years. An Innovative Teachers’ Network will soon be set up, with Malaysia a focus area in the first phase.  

But perhaps the strongest message from the conference was simply this – to remain relevant, teachers need to know, and give, what clients want. This is itself a paradigm shift. 

The question is, “Are our teachers ready for this?”  

Related Story:
Best practices from around the world

Aiya, Lucille, it is easy siad than done, if the headmasters and the parents did not pressure for the test scores, i think most teachers love to do something fun. But, can u tell the authorities not to fill the form of cermelang after each test ?

Wednesday December 7, 2005

I’ve just returned from a language conference, one of many in which I encountered language teachers saying how they’d love to carry out fun language learning activities which they’d picked up from such conferences but couldn’t because they had to “cover” the syllabus.  

I’ve now taken to telling them that in their relentless race to “cover” the syllabus, much of what makes learning English appealing to learners remains unrevealed. The learners are deprived of revelling in activities that showcase the multi-faceted use and function of English. 

Of course, teachers are merely operating within what has now (unfortunately) become a prescribed exam-oriented system that often precludes all manner of fun and maximum exposure to the language given the constraints of time.  

Paradoxically, though, this is in direct conflict with the resolute call by the Ministry of Education to make learning English fun!  

In reality, teachers concede that they teach English for exam purposes even if it is against their better judgement because exam scores count more than anything else. Well, then the last count of unemployable graduates must surely count too!  

Ironically, again, it is neither the amount nor completion of syllabus “coverage” that enables students to master the language but the amount and type of “exposure” they gain because English is a dynamic subject that services a universal curriculum. 

Involving students and exposing them to the fun side of learning English appeals to all age groups and is an excellent way to break barriers so that the language becomes accessible to all. It enables teachers to reach especially reluctant learners.  

When learners are having fun, they feel empowered to use the language because of their desire to connect with the happening or learning event.  

As a result of my experience with this approach, I continue to persuade language teachers that if learners enjoy the learning experience, the exam results will naturally be taken care of.  

The use of English must happen in every classroom – try to recover the joy in the teaching and learning process. – Lucille Dass, Penang 

The plural of ‘deer' 

Shouldn’t it be “deers”? – N. Ilyas, Kuantan 

Ed: No. The advertisement is correct. The plural of “deer” is “deer”.

同性恋是一个存在争议的话题，不管大家理不理解，支不支持，他们都是真实地存在着，根据权威的数据，目前，在中国，已经有近3000万同性恋者。

爱白

就在社会对同性恋还在争论中的时候，一对母子，带着平静的微笑，走进了我们《今日一线》的办公室。今天，是一个历史性的时刻，大家看到的，是国内首位公开向公众亮相的同性恋者的母亲，这位勇敢的母亲，用这种形式来表示对儿子的理解和支持。 　　郑远涛 25岁 翻译 广州在电视媒体公开同性恋身份第一人 　　吴幼坚 文学编辑 郑远涛 的母亲 　　作为广州第一个公开的同性恋者，郑远涛曾多次在媒体公开亮相。而这一次，他的母亲——吴幼坚，一位文学编辑，则是在经过深思熟虑之后，愿意用公开露面的方式，来支持自己的儿子。这也是国内第一位通过公众媒体亮相的同性恋者的母亲。 　　 　　1980年，郑远涛出生在广州一个普通的知识分子家庭，慈爱的父母，宽松的家庭氛围让小远涛健康地成长着。中学时候的他活泼，好学，成绩优异，和其他男孩没有任何的不同。 　　然而，进入青春期远涛，却渐渐发现了自己秘密——他首先爱上的，竟然是一个男生。当郑远涛鼓起勇气跟男生告白的时候，那个男同学却因为对同性恋的恐惧而远离了他。这次失败的经历，让远涛备受折磨，但他并没有强迫自己去喜欢女孩子。 　　从初中开始，远涛就很想把自己的这个秘密告诉最信任的妈妈，但他思前想后，还是怕妈妈接受不了。于是，他开始有意地给妈妈，做一些铺垫工作。远涛给妈妈看了方刚、李银河的书，还有一些影视作品，让妈妈也渐渐了解了。这样过了几年，到他读高三，一次与母亲的谈心时，远涛终于说出了自己的秘密。 　　吴幼坚当时听了，也没有觉得什么。但随后，她马上又有了自己的担心。吴幼坚说，她担心的是远涛找不到好的爱人，因为这个群体毕竟人数很少。为了让父母放心，远涛后来把自己的每一段感情历程都向他们交了底。 　　1999年，远涛以优异的成绩考上了广外，在大学期间，他再次寻找同性之间的感情。 　　然而，不是所有的父母都能接受这些，因为对方父母的压力，远涛的爱情一度无疾而终。但是有了父母的理解，远涛觉得少了很多压力。他希望，通过自己的努力，来消除公众对同性恋群体的歧视和误解。 　　2004年，远涛做出了人生的重大决定，为了推动同性恋的维权进程，在一次访谈节目当中，他向社会公开了自己的同性恋身份。而早在2001年，他就开始担任同性恋网站——爱白网的义务编译工作。 　　现在，只要出席公开场合，远涛都勇敢地带上了象征着“同志”身份的彩色旗。通过网络，远涛也再次找到了自己的真爱，而这一次，他更加坦荡地拥抱爱情。远涛开始敢与自己喜欢的人手牵手上街，更不怕别人的笑话。母亲也敢于向身边的人坦白儿子是同性恋的。现在，远涛有了新的计划，就是在明年到北京发展事业，并和他自己的爱人一起生活。而母亲也表示支持，母亲更希望的是，中国的同性恋有可能像异性恋一样，想爱就爱，也可以长久地生活在一起。 　　爱白编辑注：转载本文时一些欠准确的文字已做了修订 　　同性恋者家人亮相广州南方电视台 　　爱白网讯 广州消息 南方电视台17、18日连续两天在重头节目《今日一线》播出同性恋主题的《封面故事》，上集采访了广州公开的男同性恋青年郑远涛的母亲，她成为第一个在中国电视媒体亮相的同志的家人。 　　镜头前，吴幼坚、郑远涛表现得很亲切自在，就像聊家常。吴幼坚曾多年担任文学编辑，给了郑远涛一个宽松自由的成长环境，让他得以早早认识自己的性倾向，并在高三就对母亲坦承。郑的父母都比较轻易地接受了独子，继而接纳了他的男友。吴幼坚在节目中说，她希望有一天人们会把性倾向看成如性别一样自然。 　　以公开的同志身份，郑远涛曾在今年7月作客天津卫视《沟通》节目，并于本月在广州举行性文化节系列活动以后成为多家媒体的采访对象。 　　节目播出后，不少亲友、同事对母子俩的坦然与勇气表示佩服与支持（爱白） 资讯来源：南方电视台 作者译者：记者：黄洋 管焱子 提交时间：2005-11-18 03:11:10 资讯提供：爱白 【返回】【大 中 小】【打印】