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。