·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。