一、随机通达教学的理论基础及其内涵认知灵活性理论指出学习是一个不断深化的过程,为了灵活地运用知识解决各种问题,仅仅理解事物的表层意义和识记零碎的知识概念是远远不够的,还必须对事物进行深层次的解构和认知。斯皮罗(Spiro,1991)等人针对此问题提出了结构良好领域 First, the theoretical basis of random access teaching and its connotation Cognitive flexibility theory that learning is a continuous deepening process, in order to flexibly use knowledge to solve various problems, just to understand the surface meaning of things and knowledge of the concept of fragmentation is far Too far, but also must be deep deconstruction of things and cognitive. Spiro (1991) and others proposed a well-structured area for this issue