Eating ice lollies 'should be part of school curriculum', experts urge
专家呼吁，吃冰棍“应纳入学校课程”
Four major science bodies have urged the government to include a series of "essential experiences" in plans for three to 11-year-olds, along with playing with shadows, digging in soil, visiting garden centres, recycling and playing musical instruments.
四个主要的科学机构敦促政府将一系列“基本经验”纳入3至11岁儿童的教育计划中，包括玩影子游戏、挖土、参观园艺中心、回收和演奏乐器。
The Royal Society of Chemistry, the Institute of Physics, the Royal Society of Biology and the Association for Science Education have published recommendations for reforming the primary school curriculum in a bid to reduce inequalities in science, technology, engineering and mathematics (Stem) education.
英国皇家化学学会、物理学会、 皇家生物学会和科学教育协会已发布改革小学课程的建议，旨在减少科学、技术、工程和数学（Stem）教育方面的不平等。
Children with limited first-hand experiences are "undeniably at a disadvantage", the report suggested. It said: "This is a fundamental equity issue, and the provision of rich essential experiences for children (particularly in the early and lower primary years) will go some way in addressing this.
报告指出，缺乏第一手经验的儿童“无疑处于不利地位”。报告指出：“这是一个基本的公平问题，为儿童（特别是在小学低年级阶段）提供丰富的基本经验，将有助于解决这一问题。”
These concrete experiences form a basis from which children can draw evidence for their ideas, making children ready for the more abstract learning they will encounter at secondary school.
这些具体的经验为孩子们提供了素材，使他们能够为自己的想法找到支撑的证据，为他们在中学时遇到的更抽象的学习做好准备。
Aylin Ozkan, a teacher and education policy specialist at the Royal Society of Chemistry, said: "One of the recommendations for chemistry is that by the age of 11, all children should start to understand how temperature works and how heating and cooling can change things. What better prop is there for a teacher to help explain this than an ice lolly?"
英国皇家化学学会的教师和教育政策专家艾琳·奥兹坎表示：“化学方面的建议之一是，到11岁时，所有儿童都应该开始了解温度的工作原理以及加热和冷却如何改变事物。对于老师来说，还有什么比冰棍更好的道具来解释这一点呢？”
"It's a cheap solution, and will allow children the opportunity to develop their scientific confidence whatever their background". Charles Tracy, senior adviser in learning and skills at the Institute of Physics, said all students should be given access to "genuine scientific experiences that are currently the preserve of a lucky few".
这是一个成本低廉的解决方案，无论孩子们的背景如何，都将为他们提供发展科学自信心的机会。英国物理学会学习和技能高级顾问查尔斯·特雷西表示，所有学生都应该有机会获得“目前只有少数幸运儿才能获得的真正科学体验”。
Lauren McLeod, head of education policy at the Royal Society of Biology, said: "Not all children have access to a garden or school fields and we want children to experience the world around them while empowering teachers to bring science in to everyday activities."
英国皇家生物学会教育政策主管劳伦·麦克劳德表示：“并非所有孩子都能接触到花园或学校操场，我们希望孩子们在体验周围世界的同时，也能让老师们将科学融入日常活动中。”
Sarah Hannafin, head of policy at school leaders' union the NAHT, said: "Using real-life scenarios and objects can help bring science to life for pupils, and this happens in schools across the country, even under the current curriculum."
全国校长协会政策主管莎拉·汉纳芬表示：“使用现实生活中的场景和物品可以帮助学生们让科学活起来，在全国各地的学校中都是如此，即使是在当前的教学大纲下。”
Pepe Di'Iasio, general secretary of the Association of School and College Leaders (ASCL), said: "Making science relatable to children's real-world experiences in a hands-on way is an excellent approach to learning and something that primary schools are pretty good at doing.
学校与学院领导者协会（ASCL）秘书长佩佩·迪亚西奥表示：“将科学与儿童的实际生活体验相结合，通过亲身实践的方式让儿童学习，这是一种极好的学习方法，也是小学非常擅长做的事情。
A DfE spokesperson said the curriculum and assessment review will "consider how to ensure young people get the opportunity to access a broad and balanced curriculum, as well as the crucial work and life skills necessary to succeed in both the workplace and throughout their lives."
教育部的一位发言人表示，课程和评估审查将“考虑如何确保年轻人有机会获得广泛而均衡的课程，以及在工作场所和整个生活中取得成功所需的关键工作和生活技能。”
推荐阅读：
苏格拉底有一句名言：我知我无知。说的是，当你认识到的东西越多就越发现自己无知。苏格拉底认为，人对于客观世界的认识是有限的，且不可能完全认识客观世界，并且不应对客观世界刨根究底。神对于世界的规划自有安排，若人一意孤行地探索世界和自然的奥秘，则最终将亵渎甚至触怒神明。正因为人对神所构建的世界不可能实现完全认知，因此那些宣称自己能够认识和改造世界的人，本身便是无知的代言。尽管苏格拉底的关于“ 我知我无知”的观念的解读，在现在看来有失客观科学。但至少苏格拉底告诫人们，人的认知是有限的，现有的知识甚至可能存在错误和疏漏。因此，无论任何时代，我们都必须对自己的无知加以认识并通过不懈的开拓，去更新甚至颠覆固有的知识结构。我们在求学之路上也要报以我知我不知的心态，才能走得更远、终有所成。最后，祝愿每一位考研学子都能顺利上岸！
