首页
登录
职称英语
One of the aims of teaching science is, through learning, to enable studen
One of the aims of teaching science is, through learning, to enable studen
游客
2023-11-07
48
管理
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. [br] The researcher’s aim is to ______ .
选项
A、facilitate students’ learning by stimulating an emotional response
B、use drama to teach science
C、develop students’ knowledge and abilities through review
D、make it easier for students’ to understand some abstract concepts
答案
A
解析
推理判断题。根据第一段和第二段第一句可知,学生不喜欢科学课的原因是由于没有调动学生学习的教学手段,因此可以判断答案为A 。其他选项是对A 的解释说明。
转载请注明原文地址:http://tihaiku.com/zcyy/3164831.html
相关试题推荐
WhatdidtheInternationalCentersendouttostudents?[br][originaltext]W:A
NowadaysmanycollegestudentsarespendingalotoftimeontheInternet.T
Ilookinthroughthewindowofthekindergartenatmydaughterandmyson,and
Morethanonestudent______everbeentotheGreatWall.A、haveB、hasC、hadD、was
Whydomoststudentsbuymealcontracts?[br][originaltext]Beforewegett
Somestudentstakepartinschoolactivitiesactively,whileothersshowlitt
Theteachertoldthestudentstostayintheclassroomandtheydid______.A、abso
Whatarethetwostudentstalkingabout?[br][originaltext]W:Mmm.Thisisyum
Hisnetworthruns______sevenfigures.A、offB、overC、intoD、throughC题意为:他的资本净
Itisbecauseheisnotproudofhislearning______heisrespectedbyhisstud
随机试题
Americanwomenwilloccasionallywearshortskirts,sleevelessshirts,make
Cultureispassedonfromonegenerationtothenextthroughcommunication.
Recently,acoupleinNewZealandwereforbiddenfromnamingtheirbabyson
土地登记代理人禁止同时在()土地登记代理机构内执业。A.1个 B.2个及
对同一砂类土的大量试验结果表明土的内摩擦角随干密度的增加而()A.减小
用灌砂筒测定压实度时,确定灌砂筒下部圆锥体内砂的质量,应向灌砂筒内装砂至距筒顶的
既祛痰,又解表的药物是A.白前 B.旋覆花 C.前胡 D.柴胡 E.蔓荆
合伙企业与公司的区别主要有()。 Ⅰ.法律地位不同 Ⅱ.财产独立性不同
男,32岁,以咯血为主要表现而入院。拟诊断为支气管扩张症,实施体位引流。体位引流
低压配电线路应装设的保护有()。A.短路保护;B.过负载保护;C.接地故障
最新回复
(
0
)