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?