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
A.develop students' 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.
第1题
肝糖原可以补充血糖,因为肝有的酶是
A、果糖二磷酸酶
B、葡萄糖激酶
C、磷酸葡萄糖变位酶
D、葡萄糖-6-磷酸酶
E、磷酸己糖异构酶
第2题
肝糖原可以补充血糖,因为肝有的酶是
A、果糖二磷酸酶
B、葡糖激酶
C、磷酸葡萄糖变位酶
D、葡糖-6-磷酸酶
E、磷酸己糖异构酶
第3题
肝糖原可以补充血糖,因为肝含有
A.葡萄糖激酶
B.果糖二磷酸酶
C.磷酸己糖异构酶
D.磷酸葡萄糖变位酶
E.葡萄糖-6-磷酸酶
第4题
肝糖原可以补充血糖,因为肝含有
A.葡萄糖激酶
B.果糖二磷酸酶
C.磷酸己糖异构酶
D.磷酸葡萄糖变位酶
E.葡萄糖-6-磷酸酶
第5题
肝糖原可以补充血糖,因为肝含有
A.葡萄糖激酶
B.果糖二磷酸酶
C.磷酸己糖异构酶
D.磷酸葡萄糖变位酶
E.葡萄糖-6-磷酸酶
第6题
肝糖原可以补充血糖,因为肝脏有
A.果糖二磷酸酶
B.葡萄糖激酶
C.磷酸葡萄糖变位酶
D.葡萄糖-6-磷酸酶
E.磷酸己糖异构酶
第7题
肝糖原可以补充血糖,因为肝脏有
A.果糖二磷酸酶
B.葡萄糖激酶
C.磷酸葡萄糖变位酶
D.葡萄糖-6-磷酸酶
E.磷酸己糖异构酶
为了保护您的账号安全,请在“上学吧”公众号进行验证,点击“官网服务”-“账号验证”后输入验证码“”完成验证,验证成功后方可继续查看答案!