首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
One of the aims of teaching science is, through learning, to enable students to develop a complete personality by creativity, ho
One of the aims of teaching science is, through learning, to enable students to develop a complete personality by creativity, ho
admin
2014-07-20
38
问题
One of the aims of teaching science is, through learning, to enable students to develop a complete personality by creativity, honesty, eagerness to acquire knowledge, freedom of speech and thought, and critical assessment. This is an ambitious aim which we unfortunately, rarely consider. During teaching we de-vote our attention more to the content rather than the aims. We thus see that science is one of the school subjects least favored by students.
The emotional elements of music, dancing, painting, poetry and drama have a strong emotional impact on students. For science to evoke the same feelings, it should be taught with the help of the expressive arts. Unlike traditional didactic approaches, drama also offers a synthesis of visual, kinetic and auditory experiences, apart from the understanding of facts and figures as a result of rational and analytical perception. Drama and other artistic activities can assist in reaching the cognitive goals of the curriculum, as they are effective means of motivation. Isn’t there a better chance that students who have developed a love for science will learn it more easily? Science too can be aesthetic, creative and emotional.
By using drama techniques, we facilitate collaboration between the left and right hemispheres of the brain, whereas traditional techniques of teaching science stress only the use of abilities found in the left hemisphere--that is, the analytical perception of scientific notions and phenomena. We allow students to engage in the learning process as full personalities with all their knowledge and abilities. Thus we develop not only logical and mathematical intelligence, but also a wider spectrum of the students’ abilities. Our educational experience is largely based on a linear perception of the subject. As students, we have not been used to developing ways of creative and intuitive thinking, especially in scientific subjects. This is why combining expressive arts with science is accepted with difficulty by many.
When using drama in teaching science, we meet paradoxes which can, on the one hand, make the use of drama unsuccessful, and, On the other hand, enable the knowledge of science to be integrated into society and social phenomena that is life in general. Science is taught on the basis of scientific discoveries--laws and explanations of phenomena which are clearly defined and allow no individual or sociological interpretations. Drama, however, is based on developing imagination and different individual interpretations of the same event. Stealing a wallet, for example, will be interpreted as something negative by the owner and as something positive by the pickpocket. Drama broadens our imagination, science is said to narrow it. When observing traditional didactic forms of teaching science, we see that students are required to understand very abstract notions. The notion of the atom or the molecule is demonstrated by concrete means including symbols, various types of atom and molecule models, sketches, experiments, photographs and animated films. These help students to develop their imagination and conceptions which can, individually, be very different despite the fact that they were all taught with the same techniques and materials.
These differences arise from the differences in students’ personalities. We must take into account that students have different sensory abilities. They receive information through visual, auditory and kinetic channels of perception with different intensity. They also have different intellectual abilities. Thus it is easy for some students to logically combine scientific laws with scientific phenomena or visualize what the latter looks like.
The fact that students dislike science class is because science classes ______ .
选项
A、develop student’s personality by creativity
B、don’t have freedom of speech
C、concentrate more on knowledge than the development of personality
D、concentrate more on facts than critical assessment
答案
C
解析
事实细节题。由题干中的students dislike science class定位到第一段最后一句。由此结论句往前在文中寻找原因;教学中过分注重内容而忽了教学目的。选项A 、B 和D 只提及了原因的某一个方面,为干扰项。只有C 是正确答案。
转载请注明原文地址:https://kaotiyun.com/show/4UTK777K
0
专业英语四级
相关试题推荐
Thereisabeliefamongmanyeducatorsthatstudentattentionpeaksduringthefirst15minutesofclassroominstruction—a(n)(1)
Whichofthefollowingistherulingparty?.
Thenatureoflightisnotwhollyknown,butitisgenerallybelievedtobematter,asinits(1)______,itobeysthelaws(2)____
Inadditiontotheirmilitaryrole,thefoalsofthenineteenthcenturyprovidednumerousotherbenefitsfortheAmericanWest.
ResearcherssaidMondaythathavingmorechildrenwillrunmorerisksofdeveloping
Outsidemyofficewindow,thereisfire_______ontheright.
Iheardaknockatthedoor.Ipeeredthroughthepeephole,andtherewasmyfather.AsIopenedthedoor,Dadbegantalkingalt
Marriagemayimproveyoursleep,andbettersleepmayimproveyourmarriage,twonewstudiessuggest.Womenwhoaremarried
Peoplethinkingabouttheoriginoflanguageforthefirsttimeusuallyarriveattheconclusionthatitdeveloped(1)_____asa
______theadvancesofscientificforecasting,inspiteofthethousandsofdailybulletinsandadvisoriesthatgetflashedabou
随机试题
男性胚胎的中肾管发育为()
一般特殊作业井的通井规长度应大于下井工具的最大直径()。
生产烟花爆竹的企业在申请出口烟花爆竹的检验时,应提交( )。
甲公司为清偿对乙公司的欠款,开出一张收款人为乙公司的汇票。乙公司不慎将汇票丢失,王某拾得后在汇票上伪造了乙公司的签章,并将该汇票背书转让给不知情的丙公司,用来支付购买丙公司电缆的货款。根据票据法律制度的规定,下列表述中,正确的有()。
下列关于企业手续费及佣金支出税前扣除的表述符合规定的有()。
很多人认为中国企业缺少的是精英、人才。而一位世界500强企业总经理说,中国缺少的是高素质的技术工人。你怎么认为?
根据项目反应理论,项目特征曲线是
甲企业为国家鼓励类的高新技术企业,2011年度生产经营情况如下:(1)取得销售收入8000万元,其他业务收入为300万元;(2)销售成本6000万元,税务机关核定的增值税900万元,销售税金及附加94万元;(3)销售费用1000万元,其中广告费
某二叉树共有12个结点,其中叶子结点只有1个。则该二叉树的深度为(根结点在第1层)
在考生文件夹下,“sampl.accdb”数据库文件中已建立表对象“tEmployee”。试按以下操作要求,完成表的编辑:删除表中职工编号为“000024”和“000028”的两条记录。
最新回复
(
0
)