A Proposal for Teacher Training Program on Reasoning Abilities

该项目高度重视学生的“推理能力”，探索其方法并发展现有课程。我们的分析表明，知识量与学生的认知和推理能力相关，突出了他们在建立连贯的教材观点方面的困难。对教科书阅读及其应用的比较研究清楚地表明了学生的问题：知识越多的学生表现越好。我们的研究为这一发现提供了一个可能但非常重要的解释。可能是因为成绩差的学生坚持熟悉的教学风格，使他们无法更自由地考虑教材。

The project places high priority on “Reasoning Abilities” of students, exploring its methodology and developing the present curriculum. Our analysis shows that the amount of knowledge correlates with the students’ cognitive and reasoning abilities, foregrounding their difficulty in establishing a coherent perspective on teaching materials. The comparative research of school textbook reading and its application clearly denotes students’ problems: those with more knowledge did better performances. Our study provides a possible but highly important explanation for the finding. Presumably, the tendency that less achieved students persist in familiar teaching styles prevents them from freer considerations on teaching materials.