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Treatment of Fragile Knowledge Syndrome（第1页）

TreatmentileKnowledgeSyndrome”

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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.