?詼諧的語(yǔ)言，生動(dòng)的內(nèi)容一分鐘快速掌握科技最新動(dòng)態(tài)?

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Teachers Fail Evolution Education

進(jìn)化論革命尚未成功，生物老師仍需努力

High school students flunking biology might take some consolation in knowing that most of their teachers would be, too.So suggests a commentary in the January 28th issue of the journal Science by Michael B.Berkman and Eric Plutzer of Pennsylvania State University, who surveyed more than 900 U.S. high school teachers about how they taught evolution.

如今生物不及格的高中生可以得到一絲安慰了，因?yàn)閾?jù)悉他們的生物老師在教學(xué)上也不及格。1月28日出版的《科學(xué)》雜志上，賓夕法尼亞州立大學(xué)的邁克爾?博克曼和埃里克?普拉茨教授發(fā)表了評(píng)論文章，在調(diào)查了900多名美國(guó)高中老師如何講授進(jìn)化論后得出以上結(jié)論。

Shockingly, they found that only 28 percent of teachers taught evolution effectively, and 13 percent actually advocated for creationism.The roughly 60 percent in the mushy middle steered around conflicts between evolution and creationism or taught both and let students draw their own conclusions.(Always such a good idea….)

令人震驚的是，他們發(fā)現(xiàn)僅有28%的老師深入講述了進(jìn)化論，而13%的老師竟鼓吹神創(chuàng)論。其余約60%的老師要么在進(jìn)化論與神創(chuàng)論間周旋，要么兩者都講授，讓學(xué)生自己去選擇以得出結(jié)論。（看起來(lái)真是不錯(cuò)啊……）

The survey’s crucial insight was that how teachers taught depended far more on their personal beliefs than on the community curriculum standards that have been the focus of battleground court cases, such as Kitzmiller v. Dover from five years ago.

此調(diào)查的深刻主旨在于，老師的教學(xué)方式更多地是取決于他們的個(gè)人信仰，而不是社會(huì)的課程標(biāo)準(zhǔn)，而課程標(biāo)準(zhǔn)往往是法庭交戰(zhàn)的中心問(wèn)題，如五年前的奇茲米勒對(duì)多佛學(xué)區(qū)案。

Berkman and Plutzer recommend requiring all biology teachers to take a prep course in evolution as part of their training: A little extra homework might help timid teachers feel more confident about an idea that’s been a cornerstone of science for more than 150 years.

博克曼和普拉茨教授建議所有生物老師參加一個(gè)關(guān)于進(jìn)化論的培訓(xùn)課程。這一工作之余的培訓(xùn)可以幫助那些膽小的老師樹(shù)立信心，去講授已成為人類(lèi)科學(xué)基石150多年的進(jìn)化論。

—John Rennie

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