流程圖的注意事項：

1、注意表示時間的連接詞的使用。不要總是使用first, second, finally這樣的低級連接詞，更不要用firstly, secondly這種在大作文中使用的列舉連接詞。

2、 使用被動語態(tài)。不要使用動詞開頭的句型（祈使句）。

3、注意一些專門動詞的使用。例如：收集collect，流動flow, 流入run into,倒入pour into，過濾filter，凈化purify，用泵抽pump等。

4、通篇使用一般現(xiàn)在時。

Report的結(jié)構(gòu)非常簡單，只要按照題目中的要求，文章分四段，正文第一段寫原因，第二段寫影響就可以了。另外，結(jié)論段可以簡單地交代一下解決方法。

參考論點：

原因：

1、論點：中學(xué)里教條式的教學(xué)方法dogmatic teaching approach扼殺學(xué)生對理科的學(xué)習(xí)興趣stifle students’ interest/ passion towards science subjects。
論據(jù)：中學(xué)教師通常只是照本宣科地灌輸理論知識和公式，而不是通過激發(fā)學(xué)生的興趣來幫助學(xué)生學(xué)習(xí)科學(xué)理論。School teachers usually instill/ inculcate/ force-feed pre-digested theoretical knowledge and formulae into/to students, rather than inspiring their craving mind through experimentation and observation.

2、論點：相對于其他專業(yè)人士，科學(xué)家的收入和社會地位不高。Scientists do not enjoy a high social status and a decent income compared with other professionals. 社會公眾對科學(xué)家往往沒有好感。Studies report that the general public does not generally have positive feelings toward science and scientists.
論據(jù)：相反，那些賺大錢的往往是那些金融家，企業(yè)家。On the contrary, it is often bankers and entrepreneurs who earn the highest income. 有些學(xué)生，特別是出生在貧困家庭的孩子往往會因為這些社會現(xiàn)實而改變專業(yè)選擇。Therefore, these social facts often have a huge influence on children’s choice of majors, especially those from poor family backgrounds.

影響：

1、學(xué)習(xí)理科的人數(shù)量減少將會直接導(dǎo)致未來科學(xué)家的減少，從而導(dǎo)致人類很多領(lǐng)域很難取得進步。The decrease of science students will directly lead to the reduction in the number of scientists, which may slow down the progress in various fields such as genetic engineering, global warming, animal extinction and the finding of vaccines.

2、論點：缺乏理科教育的學(xué)生將很難擁有批判性思維能力，此外也會影響他們對于其它科目的研究。In addition, Students without science education are less likely to form critical thinking ability, which will have a negative influence on their studies on other subjects.
論據(jù)：Science is a way of knowing and understanding through the exercise of reason, a construction of the mind based on actual observation to explain natural phenomena. The mental discipline and rational approach of "the scientific method" have been successfully adopted in many other disciplines, such as business, law, the social sciences, and others. People use the methods and principles of scientific thinking in everyday life, such as when studying history or literature, investigating societies or governments, seeking solutions to problems of economics or philosophy, or just trying to answer personal questions about oneself or the meaning of existence.

3、論點：這對于未來人們對科學(xué)的態(tài)度也會產(chǎn)生不利影響，從而進一步阻礙科技發(fā)展。Moreover, this phenomenon may also negatively affect people’s attitudes toward science, which may inhibit the scientific advancement in the future.
論據(jù)：Since non-science majors are potential lawyers, presidents and managers of companies, politicians, and civic leaders, they will influence how research and development funds are spent, how scientific discoveries and technological innovations are implemented, and how scientific evidence is used in courts and other social organizations. The future of our society will be determined by citizens who are able to understand and help shape the complex influences of science and technology on our world.
結(jié)論段：It is therefore in the interests of society, and the responsibility of educators, to encourage more students to learn science subjects and to prepare students to live in a highly scientific and technological society. It is highly suggested that more funds should be allocated on scientific research and university students who study science.

Improving Students’ Attitude Toward Science Through Blended Learning

Farahnaz Movahedzadeh, Ph.D., Department of Biological Sciences, Harold Washington Collegehttp://seceij.net/seceij/summer11/movahedzadeh_im.html

精彩節(jié)選：

學(xué)生不愿意選擇理科的原因：Several reasons have been suggested for these negative attitudes including students' undesirable experiences in previous science courses and with instructors, lack of needed skills to learn and apply scientific concepts, lack of motivation to work hard in science classes, home backgrounds, school and classroom environments, biases of peer groups, the media's portrayal of scientists, and students' perceptions of rewards associated with learning, to name a few (Rogers and Ford 1997).

The way science is taught, both at the high school and college level, also plays a major role in shaping students' attitudes toward science. According to a study by Cherif and Wideen (1992), which addresses the question of whether a problem exists for science students moving from high school to the university, students are being presented with selected aspects of scientific dogma at the high school and university levels rather than being taught the innovative and visionary character of science and the value that such knowledge has to the educational process. Some of the students in this study reported that they were confused because the information they learned in college contradicted the information they gained in their high school science classes. As the study concluded, this dogmatic approach to teaching science, coupled with the drastic cultural changes that students undergo as they transition from high school to college, affect students' attitudes toward and performance in college-level science courses.

對社會造成的影響（其實就是學(xué)習(xí)理科的好處）Regardless of one's major or profession, science plays an enormous role in everyone's life. From discovering cures for diseases, to creating innovative technologies, to teaching us how to think critically, science has become an indispensable feature of modern society. Controversial issues such as global warming, evolution, vaccination, HIV/AIDS, and the right to one's own DNA information are only a few of the issues being debated. Biology in particular has generated its share of controversies, including evolution, cloning and genetic engineering, global warming, premature species extinction, animal rights and animal suffering, human overpopulation, and the right to determine the timing and means of one's own death, to name a few (Leonard, 2010).

Scientific discoveries shape the way we view the world and influence our decisions. Indeed, as reported in Discover (2010, 1) magazine, the scientific discoveries in the last thirty years have "touched nearly every aspect of our daily lives." Science teaches people how to think critically about not just scientific subjects, but all subjects. As Schafersman (1994; 1997) explains, the scientific method has proven to be "the most reliable and successful method of thinking that "results in the acquisition of reliable knowledge" (1997, ¶ 2), and therefore scientific thinking can and should be used in other human endeavors. People use the methods and principles of scientific thinking in everyday life, such as "when studying history or literature, investigating societies or governments, seeking solutions to problems of economics or philosophy, or just trying to answer personal questions about oneself or the meaning of existence" (Schafersman, 1994; 1997, ¶ 4). In short, whether we are aware of it or not, science is an integral part of our lives—even if we are non-science majors.

Since non-science majors are potential lawyers, presidents and managers of companies, politicians, and civic leaders, they will influence how research and development funds are spent, how scientific discoveries and technological innovations are implemented, and how scientific evidence is used in courts and other social organizations. An appreciation of science may provide a positive influence on these decisions (Rogers and Ford, 1997).

In addition, a positive attitude toward science may improve students' academic performance in not only science classes, but in other classes as well. Why should this be so? Science is a way of knowing and understanding through the exercise of reason, a construction of the mind based on actual observation to explain natural phenomena. Science, by choice, "is limited to questions that can be approached by the use of reason, questions that can be answered by the discovery of objective knowledge and the elucidation of natural laws of causation" (Futuyma 1983, 170). The practice of the discovery of objective knowledge involves observation of events (or the acquisition of data), followed by inference regarding possible causes (forming alternative hypotheses), and, finally, testing to select the best explanations (Cherif et al. 2001; Moore 1993). The mental discipline and rational approach of "the scientific method" have been successfully adopted in many other disciplines, such as business, law, the social sciences, and others.