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
81
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.
According to the text, which of the following is TRUE?
选项
A、Traditional teaching methods expect students to love abstract concepts.
B、The new approach to teaching doesn’t teach abstract concepts.
C、The new approach addresses many different learning styles.
D、Didactic methods teach knowledge, not ability.
答案
C
解析
推理判断题。根据最后一段前三句可以推断学生有不同的学习方法和智力水平,本研究要解决的就是这个问题,因此可以判定C 为正确答案。A 项与文章第二段不相符。B 项是对文章第二段的过度推断,而D 项是对文章第二段第三句的过度推断,可以排除。
转载请注明原文地址:https://kaotiyun.com/show/lUTK777K
0
专业英语四级
相关试题推荐
Wehaveacrisisonourhands.Youmeanglobalwarming?Theworldeconomy?No,thedeclineofreading.Peoplearejustnotdoing
Whichofthefollowingcanbeusedtocomplete"You’dbetterdoitbyyourself,______yon?"
WhatdoesMarythinkissoincredibleandwonderful?
______hasrecentlybeendone,toprovidemoreflatsforthepeople,thehousingprobleminthiscityisstillveryserious.
Pedrowasawonderfulpersonamongallthepeopleoftheranch.Besidesbeingthemostrenownedhunter,hehadseentheworld,
Janethaseventuallydecidedtogoona______.
Itisessentialthattheglass______thickerontheoutsidethanontheinsideandthatthegapbetweenthepanesofglass_____
Highstreetshopsuseavarietyofmeanstoattractshoppers,suchasstrikingwindowdisplays,hugered"Sale"signsandspecia
TherearemanytheoriesaboutthebeginningofdramainancientGreece.Theonemost(1)______acceptedtodayisbasedontheass
Irepliedtohimthus:"Why,sir,itisavaluablething,indeed,tobeaninstrumentinGod’shandto______thirty-sevenheath
随机试题
下列有关时间知觉的表述,错误的是()
关于当今计算机的发展趋势,下面叙述正确的是______。
幼年型类风湿关节炎的治疗首选的药物是
原保险
通常情况下,一个文件的内容可以是()。
客户在办理一般产品业务时,如需要银行提供相关个人理财顾问服务,一般产品销售和服务人员应()。
前期物业服务合同是()订立的。
某市新华街派出所推动“1+3+N”专群联动工作机制,即以新华商圈“大党委”为“1”,通过联合党建活动,联动公安、综合执法、司法“3”部门,深度整合辖区企事业单位、小区物业公司等“N”种社会资源。此外,依据不同区域治安特点,先后形成了新华商圈警企反恐“四联三
“为天地立心,为生民立命,为往圣继绝学.为万世开太平”是张载的座右铭,也被认为是读书人所应担负的历史使命。以下学者,其言行与此最不相符的是()。
求极限
最新回复
(
0
)