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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”
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