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Treatment of Fragile Knowledge Syndrome（第1页）

TreatmentileKnowledgeSyndrome”

NanjingNormalUyHaoJinghua

“Fragileknowledgesyndrome”[1]，proposedbyDavidPerkiaphoriceptreflectsthatmasteryofknowledgeisihispaper，variousstaedaiologies”ofthissyndromearedisaimstobeputforwardthetreatmehods。

1。Maiileknowledgesyndrome”[2]

Perkins（1992）herearethreenotableissuesonkno>

（1）Iknowledge

Itallowsstudentstorememberinformatiodoesheabilitytoapplyitoutsideof。

（2）Naiveknowledge

&oksstudentrelyoionsorformulastoprovidetheadoesn'trequirethemtoapplyknowledgeinflexible>

（3）Ritualknowledge

Itisasubstitutionofroutiworkwellinaforrealksghthemotioedinschoolbutseenoapplistotheworldbeyondthe。

The“fragileknowledgesyndrome”proposedbyPerkinsisnotonlyrealis'，butstatistiificeobserved。Therearesomeinstancesasfollows。

（1）Takeiknowledgeforanexample。WhenIhavelessoninthem，Iusuallyaskthosestudentstohandupiftheydidnothavebreakfast。Itissurprisingthatmorethahirdofthecollegestudentsdon'thavebreakfast。Evenmoreshogisthatalmostallofthemcouldgivetheexaswersaboutthenutritios，ingcarbohydrates，protein，fat，vitamierandcellulose。

（2）Takenaiveknowledgeforaherearetwoquestions。

①Floatandsinkofapieceofapple—Ifieanappleanddropitintoacupofwater，doesitfloatonthesurfaypeoplethihesizeofthepiece（itmeansthatthebiggeronesuchasalesihesmallos）。

②Thegeofthequalityofthesteelwoolbeforeaislighted—Isthereahequalityofsteelwoolafterinflammation?[3]

（3）TakeRitualknowledgeforahequestiooprimaryschoolstudentswhenIdofieldwork。Schoolbusareeachcapable36persons，thenhowmanybusesareocarry1128studehaudehereshouldbe31buseswith12stude。

&“fragileknowledgesytheprivilegeoftheunderachievers，eveoriousstudents，whodowelliion。Butthereisnomoreevidenceswhichcouldprovethattheystillrememberthosekwoweekslater，withoutmentiontheknowledgeindailylife。Gardneralsorealizedthis:“Everaihgreatpotentials。。。don'tshowtheirderstandierialsaswhichhavebeenfo。”（Gardner，2006）[4]

siderabletialevidetheksarelearninginschile。Itprovesthatstudentsdonotgraspmeaningandotapplywhatisstudied。

Obviileknowledgesytheeffectthatteachersexpected。However，ointoutthatitismaieag。

2。Analysisonthereasoileknowledgesyndrome”

2。1。Misapprehensioanding”

&eaportanderstanding”。Butwhatisualy?I'mafraidthatmostofteachersfeelitdifficulttoexpressinwords。Someexpertsdesderstandingasakindofteaggoalwhich“everyoneisusingwhilenobodyreallyknows”。Since1960s，alongwiththeresearchoftheitivelearningtheupiheoreticalyresearcherswereiedinmeaning”。Whatisuanding？Whypursueuanding?Howtoevaluatewhetherthestudentsactuallyhaduoodornot？Howtoteaderstanding?。。。Ausubel（1967）[5]，Bloom（1956，Krathwohletal。，1964）[6]didgreattributionso“uanding”，WilkinsandMitchell（Hammoal。，1966）[7]alsodidsomedeepresearchaboutthiscept。“HarvardProjectZero”proposedfourdimensionsandtheircharactersab。

Thesefourdimensionsemphasizedonusiandingasatool（sorceptsab）。ResearHarvardpointoutthatiflythis，weodofourwaysoftransformation。Firstly，theswhiallyonlyfotherealityaboutworldshouldbeshiftedtotheetwhichhasmanizedalyreliablesofinstandgeions。Sedividualsshouldstructtheseknowledgebasedoyandvalidationofpublic。Thirdly，itshouldpaymoreattentiontopromsomespecifisandapplyiionofknowledge。Finally，individualsshouldfindappropriatewaysoftransferringandsharingonknowledge。[8]

Thesefisignifieseresearprehehederstanding。Itistellingusthatuandingisabsolutelynotoeralmea。Kselfdoesnotguaraanding。Peopleaatureuaandiheabilitiesofknowingnotonlythephenomealsothereasoyofusihetextofthegeneralsubjedmakegeiohesubjedthecapabilityinvariousways，goingbeyondsuperfiderstanding。

&anderstandingis，asastudyfiytouseknowledgei，thatis，theabilityoftransferringofknowledge，dependstowhatextentwithuanding。

However，eveandingisnardedasimportantalwaysbythedesignersofcurridinstru。

2。2。Misuandingabout“Examination”

Teachersusuallybelievethatag。Wearguethat:thishypothesisisrightoesthasgoodvalidityay。Testsofknowledgereprodulevelotevaluatematureuandipaperisfilledupwithquestionsfnizingandmemknowledge。Forexample，“What'stheboilingpointofwateruandardatmospheriditions?”“Whatarethedifferensbetweenarteriesandveins？”“Whatis‘density’”?“Whatismigration?”。。。

&ionslyreachthegoalsoftestiyofmemorylevelandsuperfiderstanding。Itiseasyforstudentspasstheexambymemtheple，theresearexperiment:Iaskedprimarystudentswhyourhumanbeingwillnotfallintotheuheysaidthatitisbecauseofthegravitatioheodraictureaboutthepeopleoofthemdrawlikethis。

&ureiudentsdonotreallybelievegravitatiohinkthatthereasonwhyourhumanbeingswillnotfallintotheuheearthisholdingus。Itsuggeststhatuameanmemorizeknowledgeandasuofswer。AsNovak（1998）argues，itisdiffioseoutthesuccessfulperformang，leaningandemployiioionsystemonlyfoevaluatingtheknowledgeofsubjedwithmeasuresofquantization。Norwakassertsthat:“Theinappropriatewayofevaluatiarysiddlesgcollegesaies）isabsolutelybarrierstress。”（Mial。，1999）[10]

Tobefair，edudresearchershavemadestresoianding。Typiisoahisfield。Butwiththefurtherprehensioanding，moreaivetoolsandideasareioevaluateuandingisuhereispromisingfutureoiontoolsdevelopedbysomeiionalacademiization。Hereisoneexample。

&inPISA2006——Evolution

Problem:

Mosthorsestodayarestreamlinedandfast。Stistshavefoundthefossilskeletonofanimalsthataresimilartohorses。Theysiderthemtobetheaorsofthepresent-dayhorse。Thestistshavealsobeeermiheperiwhichthefossilspecieswereliving。

&ablebelowprovidesinformatiohesefossilsa-dayhorse。

Q1:whatinformatioableisstropresent-dayhorsesmayhaveevolvedovertimefromtheotherthreeanimals?

Q2:Whatfurtherresearstistsuofindouthowhorseshaveevolvedovertime?