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
50
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.
A suitable title for the passage can be " ______ ".
选项
A、Teach Science Through Drama
B、Developing Students’ Imagination
C、Expressive Arts in the Science Classroom
D、Creative Ways of Teaching Science
答案
D
解析
文章主旨题。文章的第一段就提出科学知识的教学中学生不感兴趣的问题,纵观全文,所介绍的新的教授科学方法如:戏剧法,其目的是培养学生学习科学知识的兴趣,戏剧教学手段是一种突破传统的创新尝试,既有优点也有缺点,A 、B 和C 不能对全文加以概括,所以答案应为D 。
转载请注明原文地址:https://kaotiyun.com/show/YUTK777K
0
专业英语四级
相关试题推荐
Thesubjectyouaregoodatinschoolmay________.
Ifthereisabuilding—suchastheEiffelTowerforFranceandSydneyOperaHouseforAustralia—【C1】______symbolizesacountr
Whatpeculiarproblemisthetelecommunicationsindustrycurrentlyfacing?
Don’tbetoo______onthem;afterall,theyareonlylittlechildren.
Inadditiontotheirmilitaryrole,thefoalsofthenineteenthcenturyprovidednumerousotherbenefitsfortheAmericanWest.
Unlessallthemembersagreeto______totheplantheremaybefurtherdevelopmentinthecourseofaction.
Israeliarchaeologistshavediscoveredhumanremainsdatingfrom400,000yearsago,(1)______conventionalwisdomthatHomosapie
Teachersneedtobeawareoftheemotional,intellectual,andphysicalchangesthatyoungadultsexperience.Andtheyalsoneed
Atschoolwewentoveroursocialnetworkingguidelines.(1)_____theobvious—don’tbeinappropriatewithstudentsthroughtextin
______theadvancesofscientificforecasting,inspiteofthethousandsofdailybulletinsandadvisoriesthatgetflashedabou
随机试题
自国家产生以后,任何国家其国家职权主要分为三部分:议事立法权、行政管理指挥权、司法权,并依此设立三大国家机关:_________、_________、_________。
肾综合征出血热患者病程第6天,每天尿量100ml,血压170/118mmHg,脉洪大,面浮肿,体表静脉充盈,两肺底有散在湿哕音,该患者应采用下列何组最佳治疗措施
FIDIC合同条件规定,合同工期是指( )。
屋顶采用钢结构,其他主要承重构件采用钢筋混凝土结构的是()。
有学者说:“无论我们选教何种学科,都务必使学生理解该学科的基本结构。”依此而建立的课程理论是()。
孔子的“有教无类”是真正的教育平等思想。()
请根据图(A)所示网络结构回答问题。填写路由器RG中相关的路由表项
Ahistoryoflongandeffortlesssuccesscanbeadreadfulhandicap,but,ifproperlyhandled,itmaybecomeadrivingforce.Wh
A、$80.B、$60.C、$90.D、$15.BM:Whichcoatdidyoufinallydecidetobuy?W:Well,Iwouldhavelikedtobuythegreenone,but
TheHealthBenefitsofKnittingA)About15yearsago,Iwasinvitedtojoinaknittinggroup.Iagreedtogiveitatry.B)My
最新回复
(
0
)