题目内容
Learning science helps children to develop ways of understanding the world around them. For this they have to build up concepts which help them link their experiences together, they must learn ways of gaining and organizing information and of applying and testing ideas. This contributes not only to children's ability to make better sense of things around them, but prepares them to deal more effectively with wider decision-making and problem-solving in their lives. Science is as basic a part of education as numeracy and literacy, it daily becomes more important as the complexity of technology increases and touches every part of our lives.
Learning science can bring a double benefit because science is both a method and a set of ideas, both a process and product. The processes of science provide a way of finding out information, testing ideas and see- king explanations. The products of science are ideas which can be applied in helping to understand new experiences. The word "can" is used advisedly here, it indicates that there is the potential to bring these benefits but no guarantee that they will be realized without taking the appropriate steps. In learning science the development of the process side and the product side must go hand in hand, they are totally interdependent. This has important implications for the kinds of activities children need to encounter in their education But before pursuing these implications, there are still two further important points which underline the value of including science in primary education.
The first is that whether we teach children science or not, they will ha developing ideas about the world around from their earliest years. If these ideas are based on casual observation, non-investigated events and the acceptance of hearsay, than they are likely to be non-scientific. "everyday" ideas. There are plenty of such ideas around for children to pick up. My mother believed (and perhaps still does despite my efforts) that if the sun shines through the window on to the fire it puts the fire out, that cheese maggots f a common encounter in her youth when food was sold unwrapped) are made of cheese and develop spontaneously from it, that placing a lid on a pan of boiling water makes it boil at a lower temperature, that electricity travels more easily if the wires are not twisted. Similar myths still abound and no doubt influence children's attempts to make sense of their experience. As well as hearsay, left to themselves, children will also form. some ideas which seem unscientific; for example, that to make something move requires a force but to stop it needs no force. All these ideas could easily be put to the test; children's science education should make children want to do it. Then they not only have the chance to modify their ideas, but they learn to be sceptical about so-called "truths" until these have been put to the test. Eventually they will realize that all ideas are working hypotheses which can never be proved right, but are useful as long as they fit the evidence of experience and experiment.
The importance of beginning this learning early in children's education is twofold. On the one hand the children begin to realize that useful ideas must fit the evidence; on the other hand they are less likely to form. and to accept everyday ideas which can be shown to be in direct conflict with evidence and scientific concepts. There are research findings to show that the longer the non-scientific ideas have been held, the more difficult they are to change. Many children come to secondary science, not merely lacking the scientific ideas they need, but possessing alternative ideas which are a barrier to understanding their science lessons.
The second point about starting to learn science, and to learn scientifically, at the primary level is connect- ed with attitudes to the subject. There is evidence that attitudes to science seem t
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Which of the following is NOT a way to punish the one who commits a crime？
Dr. Jeol Hiderbrattd's interest in chemistry began at an early age. In an interview, he once said that his interest formed because he was fortunate enough to be born before there was a television, so he had to make his own decisions about what to pay attention to. Even as a student in high school, Dr. Jeol Hiderbrand had the reputation as the one who learned more chemistry than his teacher knew. As a result he was given the keys to the high school chemistry lab, and there he discovered that the correct formula for a certain chemical compound was not the one given in his chemistry book but a totally different one. Dr. Jeol Hiderbrand went on to teach at the University of California at Berkeley and remained there for almost forty years.
During that time, Dr. Jeol Hiderbrand discovered that the gas helium could be combined with oxygen for use as diving gas to allow divers to dive deeper and take the great pressure of the water without the physical discomforts that had been experienced when they used another gas, nitrogen. The use of helium (氦气) for deep-sea diving is now standard practice.
Dr. Jeol Hiderbrand was also valuable to his country during both World Wars. In World War I he analyzed the poisonous gases used on the battlefield and helped develop a truck that could clean and treat soldiers' clothes, which had been contaminated by poisonous gases during fighting. In World War Ⅱ, he helped develop a type of the snowmobile, a vehicle used to carry soldiers through the snow in northern countries.
Dr. Jeol Hiderbrand's retirement from teaching at the age of seventy was required by state law in California. He objected to this, joking that he thought a teacher's time of retirement ought to be determined not by age but by how many of that teacher's students were still awake after the first fifteen minutes of class! Dr. Jeol Hiderbrand's career continued, however, and was still going strong at the age of 100, when he published an article on the theory of chemical solutions. Dr. Jeol Hiderbrand's love of life and his interest in it were an inspiration to all who knew him. When asked once how he could have such ageless energy and vigor, he said, "I chose my ancestors carefully.
Which of the followings is the main idea of the passage？
Part A
Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D . Mark your answers on ANSWER SHEET 1.
The health-care economy is filled with unusual and even unique economic relationships. One of the least understood involves the peculiar roles of producer of "provider" and purchaser of "consumer" in the typical doctor-patient relationship. In most sectors of the economy, it is the seller who attempts to attract a potential buyer with various inducements of price, quality, and utility, and it is the buyer who makes the decision. Such condition, however, does not prevail in most of the health-care industry.
In the health-care industry, the doctor-patient relationship is the mirror image of the ordinary relationship between producer and consumer. Once an individual has chosen to see a physician—and even then there may be no real choice—it is the physician who usually makes all significant purchasing decisions: whether the patient should return "next Wednesday", whether X-rays are needed, whether drugs should be prescribed, etc. It is a rare and sophisticated patient who will challenge such professional decisions or raise in advance questions about price, especially when the disease is regarded as serious.
This is particularly significant in relation to hospital care. The physician must certify the need for hospitalization, determine what procedures will be performed, and announce when the patient may be discharged. The patient may be consulted about some of these decisions, but it is the doctor's judgments that are final. Little wonder then that in the eyes of the hospital it is the physician who is the real "consumer". As a consequence, the medical staff represents the "power center" in hospital policy and decision-making, not the administration.
Although usually there are in this situation four identifiable participants—the hospital, the physician, the patient, and the payer (generally an insurance carder or government )—the physician makes the essential for all of them. The hospital becomes an extension of the physician; the payer generally meets most of the bills generated by the physician / hospital, and for the most part the patient plays a passive role. We estimate that about 75-80 percent of health-care expenditures are determined, by physicians, not patients. For this reason, economy directed at patients or the general are relatively ineffective.
The author's primary purpose is to
A recent survey of over 16,000 children made by the National Child Development Study in London revealed that children whose fathers came to school conferences and accompanied their children on outing did measurably better in school than those children whose fathers were not involved in those activities. The study, which monitored children born during a week in March, 1992, from the time of their birth through the years of their early schooling, further revealed that the children of actively involved fathers scored much higher in reading and math than those children whose only involved parent was the mother. The purpose of the study was to evaluate the role played by fathers in the raising of a child. It indicated a much higher level of parental involvement by the father than had been anticipated. Over 66% of the fathers were said to have played a major role in parental responsibility.
The study also suggested that the greatest level of paternal parenting took place in the families of only child. As the number of children and financial obligations increases, the father's apparent interest and involvement with the children decreased. However, no matter what the size or financial condition of the family, a father's active participation in the child's development made a definite difference in the child's progress.
The study further revealed that while the frequency of overnight absences reflected a corresponding deficiency of the child's level in math and reading, a father's employment on night shifts appeared to have little effect on the child's academic progress. The data from the study was obtained primarily through interviews from parents, teachers and physicians. The information evaluating the level of the father's parenting performance was elicited primarily from the admittedly (公认的) subjective observations of their wives.
The main discovery made in the study was that
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