Children start out as natural scientists, eager to look into the world around them. Helping them enjoy science can be easy; there¡¯s no need for a lot of scientific terms or expensive lab equipment. You only have to share your children¡¯s curiosity(ºÃÆæ). Firstly, listen to their questions. I once visited a classroom of seven-year-olds to talk about science as a job. The children asked me ¡°textbook questions¡± about schooling, salary(нˮ) and whether I liked my job. When I finished answering, we sat facing one another in silence. Finally I said, ¡°Now that we¡¯re finished with your lists, do you have questions of your own about science?¡±
After a long pause, a boy raised his hand, ¡°Have you ever seen a grasshopper(òÆòì) eat? When I try eating leaves like that, I get a stomachache. Why?¡±
This began a set of questions that lasted nearly two hours.
Secondly, give them time to think. Studies over the past 30 years have shown that, after asking a question, adults typically wait only one second or less for an answer, no time for a child to think. When adults increase their ¡°wait time¡± to three seconds or more, children give more logical(·ûºÏÂß¼µÄ), complete and creative answers.
Thirdly, watch your language. Once you have a child involved in a science discussion, don¡¯t jump in with ¡°That¡¯s right¡± or ¡°Very good¡±. These words work well when it comes to encouraging good behavior(ÐÐΪ). But in talking about science, quick praise can signal that discussion is over. Instead, keep things going by saying ¡°That¡¯s interesting¡± or ¡°I¡¯d never thought of it that way before¡±, or coming up with more questions or ideas.
Never push a child to ¡°Think¡±. It doesn¡¯t make sense, children are always thinking, without your telling them to. What¡¯s more, this can turn a conversation into a performance. The child will try to find the answer you want, in as few words as possible, so that he will be a smaller target(Ä¿±ê) for your disagreement.
Lastly, show; don¡¯t tell. Real-life impressions of nature are far more impressive than any lesson children can learn from a book or a television program. Let children look at their fingertips through a magnifying glass(·Å´ó¾µ), and they¡¯ll understand why you want them to wash before dinner. Rather than saying that water evaporates(Õô·¢), set a pot of water to boil and let them watch the water level drop.
СÌâ1:According to the passage, children are natural scientists, and to raise their interest, the most important thing for adults to do is _______.
| A£®to let them see the world around |
| B£®to share the children¡¯s curiosity |
| C£®to explain difficult phrases about science |
| D£®to supply the children with lab equipment |
СÌâ2:In the last sentence of the first paragraph, the word ¡°lists¡± could best be replaced by ______.
| A£®any questions | B£®any problems |
| C£®questions from textbooks | D£®any number of questions |
СÌâ3:According to the passage, children can answer questions in a more logical, complete and creative way if adults ________.
| A£®ask them to answer quickly |
| B£®wait for one or two seconds after a question |
| C£®tell them to answer the next day |
| D£®wait at least for three seconds after a question |
СÌâ4:In which of the following paragraph(s) does the author tell us what to say to encourage children in a science discussion?
| A£®The second and third. | B£®The fourth and fifth. |
| C£®The fifth and sixth. | D£®The seventh. |
СÌâ5:The author mentions all of the following techniques for adults to share with their children¡¯s curiosity except that adults should ________.
| A£®tell their children stories instead of reciting(±³ËÐ) facts |
| B£®offer their children chances to see things for themselves |
| C£®be patient enough when their children answer questions |
| D£®encourage their children to ask questions of their own |
