In a new article, Zehr, a professor at the University of Victoria, Victoria, British Columbia, describes his success in using the Caped Crusader (披篷騎士) to engage students in the study of physiology.
"Batman (蝙蝠俠) has such powerful influence on readers because he is a fictional human with superpowers that seem within reach if we only work at it," writes Zehr, in a new article published in Advances in Physiology Education, a journal of the American Physiological Society. Zehr believes that it is not Batman's vast wealth that allows him to protect the citizens of Gotham City (哥譚市) , but his dedication to developing a wide range of physical skills.
Zehr uses Batman to establish a framework, grounded in his fictional universe as well as our real one, in order to discuss the various components of exercise and physical training and illustrate how the body's physiological systems respond. His experiences in teaching undergraduate courses in physiology and neurophysiology made him realize that connecting science to popular culture helped students understand the lessons better.
He first presented a formal analysis of the personal and physical discipline that would be required to transform an ordinary person into a superhero in his book, Becoming Batman: The Possibility of a Superhero. The book drew on Zehr's understanding and work in human movement and the plasticity of nerves and muscles associated with exercise. By coincidence, the book was published in the wake of The Dark Knight, the blockbuster movie which recounts Batman and his arch-enemy, the Joker.
With the casting almost complete for the sequel(續(xù)集), The Dark Knight Rises, Dr. Zehr writes about his experiences connecting science to popular culture, which is captured in the Advances, article, "A Personal View: From Claude Bernard to the Batcave and Beyond: Using Batman as a hook for physiology education."
【小題1】In Zehr's opinion, what makes Batman be able to defend his citizens?
| A．his large amount of fortune | B．his devotion to developing varieties of physical skills |
| C．his habit of wearing a cape | D．his developing so wide range of magic power |
| A．Students of physiology and neurophysiology should have more physical training |
| B．To become a batman needs developing a wide range of physical skills |
| C．Only Batman can illustrate the respond of the body’s physiological system |
| D．combining science with popular culture can be beneficial to students’ study |
| A．set up his theoretical principles of teaching physiology |
| B．discuss the different components of physical training |
| C．illustrate the ways of body’s physiology system responding |
| D．perform many physiology experiments on the body movement |
| A．Dr. Zehr’s formal analyses of the body's movement rules |
| B．the flexibility of nerves and muscles when being trained well |
| C．the physical training conducted by Dr. Zehr |
| D．the final influence of Batman on one person |
| A．Batman’seducation significance in physiology | B．introduction to Zehr’ s books on physiology |
| C．how to become a superhero like Batman | D．Batman’s powerful effects on the readers |
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The measure of a man's real character is what he would do if he knew he would never be found out.
Some thirty years ago, I was studying in a public school in New York. One day , Mrs Nanette O'Neill gave an arithmetic 1 to our class. When the papers were 2 , she discovered that twelve boys had made exactly the 3 mistakes throughout the test.
This is nothing really new about 4 in exams. Perhaps that was why Mrs O'Neill 5 even say a word about it . She only asked the twelve boys to 6 after class. I was one of the twelve.
Mrs o'Neill asked 7 questions, and she didn't 8 us either. Instead , she wrote on the blackboard the 9 words by Thomas Macaulay. She then ordered us to 10 these words into exercise - books one hundred times.
I don't 11 about the other eleven boys. Speaking for 12 I can say : it was the most important single 13 of my life. Thirty years after being 14 to Macaulay's words, they 15 seen to me the best Yardstick (準(zhǔn)繩) , because they give us a 16 to measure ourselves rather than others.
17 of us are asked to make 18 decisions about nations going to war or armies going to battle.
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