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Treatment of Fragile Knowledge Syndrome（第2页）

Circle“Yes”or“hesestatements。

Q3:Whieofthefollowiappliestothestifictheoryofevolution?

&heoryotbebelievedbecauseitisnotpossibletoseespeging。

&heoryofevolutionispossibleforanimalsbutotbeappliedtohumans。

&ionisastifictheorythatistlybasedoensiveevidence。

&iohasbeeruebystificexperiments。

Obviously，itisdiffiswerthesequestionswithoutdeepuaion。

&opromoteteagfordeepuandingirytostructtheevaluatio。

2。3。Learatoofastforthestudentstouand

&heoryarethekernelofaheimportahemwillbemehefollowingpart。Thiskindofknowledgeisdifferentfromstatemeheyhavecharactersofetery，abstradgeiohestatementknowledgewhibelearhroughdemonstratiohedtheorylybegraspedbydeepe，experimentandthinkinghardabstrag。Singofthemisnotonlyknowingthemeaningofwords，butalsogaihinkaboutthecepts，withoutthis，itmaybemiredinadople，wewaasuchas“system”。Welykionof“system”。Asitisandingof“system”ifloysystematig。

&selfahiowhicharethesurfaething，anditwillbemorediffidtakemoretimetogaier。Piagetarguesthatuandingisdiscovery。。。Childwillkeeptheknowledgeifheshegaihroughuedsurveyandvoluntaryhardw。Andheshewilllearhodologyafromitihtheiostudy。Atleast，doingthisavoidherationalthinkingandoveremphasizingthegfortest。。。Thepurposeofiualeduisihefactsalreadyexisted，butlearsbythemselves。Itisiingtimebecauseofgthewrongway（quotedinFeden＆Vogel，2002）。[11]

Uistoooftenthatteachersarelaoughpatieingemphasisos'deepuandingaemoretimeforit。Mostofthembelieveihierandpragmore”。Thepragheremeaofexersteadofgstudents'abilityofthoughtandprastruowledge。Itmightbenamedas“lieawhitsimethekers，nusethoseflexible>

Oppositely，thereisaparabolig，whichisakindofstudeeag。Atthebeginning，progressisslow:teachersshouldperceivethepriorcept，getotheproblematicthosepriorakestudentsrealizewheretheproblemisarucept。。。Thiskindofteagprogressesslowatthebeginning，butitissuffitforstudentstograspthekeraihefollorogress。Paraboligfo“qualityismoreimportantthay”，“uandiantthanrememberingandfeeling”，couldwegaiionfromthisandaddsomethihemodeof“speakingpithierandpragmore”?

2。4。Thetofcourseistoomiseoustodevelopdeeplearning

Thefollowisshowhowthefluencesdeeplearning。

2。4。1。ceptsaresubmergedbydetails

&soffaeachsubjedtherearesomeeachsubject，thefollowihedifferes。[12]

Examplesofdifferes

&ionalwayofcurriculumdesigalotofthemesandfaphasisonthemaisandpriheceptsgetlostinsubstarivial（orthereisinthemindofthecurriculumdesigoomuaydisturbdeeplearnis。Forexample，studemanythingsaboutpeasantsuprising，ahem，butiftheydidherelationshipofthosefactswiththeflitswerestilloahereasosuprising;toomaailsmayeashavefewopportuhinkaboutthecept。

2。4。2。Textbooksaretoobrieftobeuoodbystudents

Itishereasonthattoftextbooksforesestudentsareciseduetothesideratioificperspectivesorreduofpublishingparedwithtextbooksabroad，thewordsibooksarereallysuportasarebrieflyintroduly。Let'smakeaparisonaboutthefollowingt>

&yofsubstahaunitofcubageisyofsubstaheformulais:ρ=mV。

·Iransportation:Ifyouhaveeverriddehemountain，youmustknowthatyouridefastwithoutmuergy，butitisdifficulttobebaountaintop。Tocells，bydiffusingandsinkingjustlikeridingdowain，nywouldbecost。Passivetransportationisakindoftransportationwhichmakessubstahroughmembrayenergy。[13]

&exampleisbrief，butitseemstobelaples，itisadversetoself-studyianding。Thesepleseemshasthefaultatexcesswe，butitlinkswithstudents'experiencesabike，employingthesimilarityofbabikedowainandsinkingergy，therefore，itcouldhelpthestudeaiveknowledge。

2。4。3。Expressiiive>

&isimpossibletograsptheove，thusthedesignersofcoursesshouldhemiiveways。However，itseemstohavemahiskindihemaistudentsarepumpedintomuddeprivedofopportunitiesknowledge。Herearesomeexamples。

&aimststudents'inquiringabilitythroughuheexternalofseedgerminatioalproggseeds，settialobjetrolinallyshouldbedesigudehedesigbook。Obviously，theopportunitieshypotheses，desigandprovingthefindihatmeasmisstheopportunitytopracticetheirthoughtandhavedeepuanding。

&isnoteverypieowledgeobeuooddeeply，itjusttakeplaatinypartofo。WigginsandMcTighe（1998）proposeagraphshowihetoptimizatioheyassertthatthesmallestroundshouldbethekeypoiudentsshouldhaveeteraheparenchymaorspiritofthoseimportas[14]。

Osofthetofthecurriculumthatshouldbepermalyuoodisappropriatetouseparabolicway，itisadvisabletosidertheformsofexpressionastodotheleastpossiblethedefiherwise，studentswillhemomentofilluminatioanding，asgeandinglinksthoughtandfeeling，mindandbodywithan“aha!”intheirinsight。

&herfactorofcurriculumobstaclesthedeepuanding，namelyasde-textualizatioio。

&sileknowledgesyndrome”

&ileknowledgesyopromotedeepuaishardtogethesituationonlyfotheteag。Thetreatmentileknowledgesyndromeisasystematieeringwhichshouldbestartedbasedonmulti-dimensioives。

3。1。Followingouttheprincipleof“lessismore”incurriculumdesign

Firstly，weshouldadheretoonepriyofknowledgeismuportantthay。

Thephilosophyofcurriculumdesignshouldturnfrom“awidthofonemileahofoo“awidthofoneindadepthofohisideaofthenewcurriotatallexpedienttoresponse“Knowledgeexplosion”，particularly，isanewideaofcurriculumdesigyseleshouldbethetopofthepyramidofknoriios，rulesandtheories（Eri，2002）[15]。

&hesekindofknowledgeascept。Itisdefihosedeclarativeknowledge，arerequiredtoberememberedaoodbyteadstillcouldbeappliedafterhavingfottenallofthenoion。Althoughtosomeextent，theceptisthekernelofsomekeveryoneacceptthiskindofkheyhavebeeandithalongperiod。

&masineachsubject，buttheyareveryimportant。Theceptisimportantinthatitcouldbetraherefore，studentskgobeyoopidfastaudeheessenceofwar，notonlytheyuandhowthewaroccurs，howtoavoidthewar，butalsthemthemethodsofanalyzingwarsiaure，evenhowtolookosinourdailylifewhibeviewedas“Micro->

Sedly，weshouldpaymoreattentioiosas。

Payiiosdoesn'tmeanignoffacts。Oppositely，weshouldpreserveahosefactsthatareofgreatimportaouas。Otherwise，learningofabstraowledgewouldbeatreewithoutrootsaasource。However，faingshouldhepurpose，buttheassistaandi。Whehefacts，weshouldfothewiththecepts。Therightwayisthattraliziualknowledgeahepreheybasedosanddevelwiththehelpoffaple，ifwelookattheAmeriRevolution，thenweetransferablelessonsofhistorythatstudentsapplyiurestudythroughtheceptuallensofdependendence。