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One of the aims of teaching science is, through learning, to enable studen

游客2024-09-29  10
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] Which of the following statements is NOT true?
选项 A、Students find less difficulty in learning science through expressive arts.
B、Expressive arts used in learning science can involve both hemispheres of the brain.
C、Traditional techniques of learning science mainly involve the use of left hemisphere.
D、A large part of our educational experience is based on a linear perception of the subject.
答案 D
解析 推理判断题。根据文章第二段最后两句以及第三段第三句可推断出A 项正确。根据第三段第一句可知B 和C 项正确。只有第四个选项题干中的“A large part of our educational experience”与文章内容不符，而在原文中只是提到largely在很大程度上如何，所以答案为D 。
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