第三篇
x AR9* <- Children live in a world in which science has tremendous importance. During
PaYsn *{}) their lifetimes it will affect them more and more. In time, many of them will work at
@phb5 jobs that depend heavily on science --- for example, concerning energy sources,
Ucz`^}+ pollution control, highway safety, wilderness conservation, and population growth,
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and population growth. As taxpayers they will pay for scientific research and
'\.fG\xD exploration. And, as consumers, they will be bombarded (受到轟擊) by advertising,
Qf }b3WEAI much of which is said to be based on science.
8!{F6DG Therefore, it is important that children, the citizens of the future, become
MHkTN functionally acquainted with science---- with the process and spirit of science, as well
3]1 uDgfr as with its facts and principles. Fortunately, science has a natural appeal for
I= 'S). youngsters. They can relate it to so many things that they encounter ---- flashlights,
BiUbg6T.G tools, echoes, and rainbows.
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Besides, science is an excellent medium for teaching far more than content. It
INj2B@_ can help pupils learn to think logically, to organize and analyse ideas. It can provide
w{; esU practice in communication skills and mathematics. In fact, there is no area of the
h"{Z%XPX# curriculum to which science cannot contribute, whether it be geography, history,
RZV 6\ j language arts, music, or art!
R3SAt-IE Above all, good science teaching leads to what might be called a “scientific
gIfl}Jat attitude.” Those who possess it seek answers through observing, experimenting, and
E c^x reasoning, rather than blindly accepting the pronouncements of others. They weigh
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