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Treatment of Fragile Knowledge Syndrome（第3页）

·Eicreateadependeionuponanother。

·Soic，orpoliticaloppressiooflictorrevolution。

·Anation'sdesireforpolitiiandindependencemayfacilitatealliahernations（Eri，2002）。

Thirdly，ceptshouldnotbeexpressedintheformofdireswer。

Sin'tgetdeepuandinginashorttime，wegetitthrtheinformatifulforindividualsduringtheperiodwithothers，thenweshouldnotexpressthetextbooksiway。“Clever”studentswon'tfihemselvesiftheyhavealreadyknownthe。So，teawritingcurrieedtoidentifyceptualideas，oftenstatedasesseandings，whicharedevelopmentallyappropriatefeleveloftheirstudents。Therefore，incurriculumdesignandinstruajortaskistoaddressclearlythekeydgeions，whichisprioritizedrelatedtothecrititofourdises。Theendeavoroncurriculumdesigningisgatheriumaaysince1950s。

3。2。Turnteagplacetplace

Thereisiowoaeinstru:ledinquirihesayihereareregularsinteagbutnohardandlastrulesonefollowieachperfectly”。Theparabmethodshouldbeemployedofdmakingtheprocessslowly，surelyahekeypoihestudents'realizatioandingistomakethemehelearningactivities。Onlywhenengaginginthelearningactivities，thestudentsgainthefeelingofkionnaturallybutdifficulttoexpress。Aninsight，an“aha。。。”isagestalt。Itistheihoughtsandideasandsensesandimpressioioandlinksthoughtandfeeling，mindandbody。（Eri，2002）[16]

&orshavesimilarfeelinginthispoint，andputforwarddirectly。Theresultwon'tbebadiftheprocessisgood;ifthestudeive，theresultwillbebetter。Asetofteaedatpromotiandingemergedbeand。Forexample，3Elearni-basedlearning，problembasedlearningandsoon。Theyhavereallysimilaritiesinoionalfaith[17]。

1。Kructedbythelearhemselves。

2。Learningofneillbeeffectedalotbytheexistingknowledge。

3。Teachersshouldbethemanagerofasupermarketofbuildingmaterials，whoprovidesstudentsallkindsofbuildingmaterialsahemdesigudentsbuildthehousesoeachersshouldnotbebrokersofrealestatewhobuildthehousefirstaothestudents。

4。Learningi。ceptsshouldbeiandbehahestudents。

5。Learningisnotanindividualactivitybutasocialactivity。Thefolloleswhichillustratetheideatheath，eseliteratureandEnglish。

（1）TeagofBernoulli'slaw（3Elearningcircle）[18]

（2）iohessay[19]——《Myself-painting》

·Whoarethey?

Ais______________reason__________________________________________

Bis______________reason__________________________________________

Fromthis，wetellthatyoudescribeapersonfromprospects。

rospeweuse?Ifyou'tfindany，youtalkwithyourpartner。

·Lookatthefollraphaheyare。Whatdoyouthinkaboutthedes?Pointoutthegoodprospedreviseitifyouthinkitisnotthatgood。

Hehascurlyhairandahorseface。Heoftennarrowshiseyesandopenshismouthwhenheissmiliensays“Yeah”andmakesa“V”gesture。Heisaveryfamoushost。Whoishe?

Hehasamiddlingstatureaasageezer:wearahatunderhiscreasyforehead，ilywithhiskneesbendyandalwayswithhishandsbehindhisbody。Heoftenmakesuslaugh。FatherandIlikehimverymuch。

·parisohediffereweendesgapersandpainting?Youdiscusswithyourfriends。Whichmethoddoyouthier?

·whoisthepersonIwrite?

Agtothesummariesabove，describeateacherwhoyouarefamiliarwith。Thenshareywiththeclassroupahemguesswhothepersonyouwriteis。Iftheygivetherightaely，yousucceed。

（3）Theformatofgthecubageofder

Atthebeginnihclass，teadsoutshttubstothestudentsandsaid:“Wehavealreadylearofgtheareaofround，thecubageofcube。Wearegoiheformatofgthecubageofder，andIwantyoufinditoutyourself。”

Atfirst，studentsjustthoughtaboutfilliwithwaterfirstwhilehavehowtocalculatethecubageofder。Thentheyrecallthewordsoftheteacher:“youhavealreadylearofgthecubageofcube。。。theiplewidthmultipleheight，whatislengthmultiplewidth？Itistheareaofround!Wehavealreadyknowhowtocalculatetheareaoftherouheareaoftheroundmultipleheightisthecubageofcube，howtoproveit?”Themostimportantthoughtappears:usitubasmeasureandputthesameamouoeachtub，thentheundersideareaoftheultipletheheightofwater，iftheresultsarethesameorsimilar，rovetheideaisright。。。

Thisexperimentshowsthatstudents&#stoBernoulli'slalingthemaincharactersofpeopletowriteandtheformulaofthecubageofderarematureandprofound。Teaphasizeuahemselvesthisquestion:hothestudentsjoinintomakesurewegeta?

3。3。Designtexts

Designtexthastwomeanings。Firstly，itisthatlearshouldbeectedwiththeexperienceofclosely。Sedly，itisthatlearshouldbeectedwiththerealworld。Thefirstoneissupposedtosolvetheproblemofmakioftheeanieroneissupposedtosolvetheproblemofthebetweeexperiendirectexperience。

Weusuallyheardtheplaining。WhyshouldIlearnthis?WhatbesIgetfromthisclass?。。。Actually，ifthetofcourseisawayfromtheexperiesortheirlives，itwillbeeaheavyburdessiismeahem。Itisgoodthattheproblemsinthisprospecthavealreadybeennoticedbyeducators，wediththegoftextbooksaeagdesignofteachers:“Measuretheperimeterofyourfistahofyourfeet，whatyoufind?Howtobuyasuitablesockswiththehelp?”“I，youoparetheeffectsoftwodifferentkindsofdisior。”Whenteaewton'sfirstlaw，atthebegieacherask:peoplewhositoshavetomustfaste?gto'sexperiendlifehavebeottoofcurriculardesigning。

Becauseofthecharactersof'sphasisootherealworldinsainlylearninsainlyaresymbols。Theknowledgehadbeeedfromaorsandlearningofitisveryimportant。Butknowledgerepresentedbysymbolsisabstradhardtbecauseitisdivoritsdtexts。Ifwedon'tteaspetexts，studentswouldhavediffiuandihiskeandhowtouseit。So，Deweyclaimedthatcept，skillandbelievewillbemeaningfulandusefulonlyis（Dewey，1938）[20]。Besides，wefindthisteagmethodhavees:aregladtolearrugsbythemselves。learnfuagewellisofusingthelanguage，whichprovethattextsareveryimportantt。WeshouldweareingDewey'sideas。LearniisabsorbstheadvantagesofDewey'sandBruner'stheories。Itsexactdesis:ifwantvaluableandmeaningfullearsmustlearext，evetheylearive，standard，appoiermiside。

&becarefulofwalktotheotherextremitywhenemphasizetexts:simplythinkthatlearningiequaltounitypractice，visit，iheractivities。Don&#et“learningi”also，skillaomakeexperieanding（Dewey，1915）[21]。Therearelotsofeduresourtherealworld。Buttheyarelatentandotbedislessteachersfo。Takeapondforexample，is'vieondisaefilledlaherearemaelementsofmath，say，dimeer，diameter，dsooninmathteacher'seyes。Similarly，thereareotherlatesofzoologyaherealrelationsotbeautomaticallyrevealedunlesscurriculumdesigeachersleadtothat>

&ionoffaguanding

“Teainatioheoldestapothegmintheareaofedu。Sothestrugtheevaluatioandireatmenttileknowledgesyhekeyquestiontheevaluatioandingishowtoguarapeopleotpassexamsonlybyrememberiionwith。

&someadvithestaianding。

Bluedthatweevaluateuandingthroughexplanation，translatioioionisratioionandilluminationofthingswhidealwithk“why”and“hole，“whydoallofthefallishavethesameac?”Translationismeaniion，narratioypically，“givesomeexamples”，“telluswithyourway”areusefulmethtranslationemployedbyeseteaslationalsoiheabilityoftransferringknowledgefromooanotherform。Dedueaiingupthedeffeeohihelearntknowledge。Forexample，calculatetheheightandlooflightsourceagtotheobjedshadow（Bloom，1956）[22]。Bloom'sideahasbeenwidelyusediionsystemofexaminationsina。