there are advanced skills like gymn

there are advanced skills like gymnastics or
woodwork or piano playing. It doesn’t make
much sense to talk about jumping ‘well’
unless you mean jumping a significant
distance, or clearing a high bar, or
somersaulting in mid-air and landing on
your feet. There has to be a degree of
challenge in the task. But even when the
challenge is met, there is still more to be said
about the quality of the performance. One
gymnast may look clumsy and untidy,
another perfectly controlled and balanced.
Both have performed the somersault, but one
has done it better than the other: with more
economy of effort, and more skilfully.
The first of these two criteria also applies to
thinking. Once we have learned to count and
add, tell the time, read and understand a text,
recognise shapes, and so on, we do these
things without further thought, and we don’t
really regard them as skilled. You don’t have
to think ‘hard’ unless there is a hard problem
to solve, a decision to make, or a difficult
concept to understand. So, as with physical
performance, we judge thinking partly by the
degree of challenge posed by the task. If a
student can solve a difficult problem, within
a set time, that is usually judged as a sign of
greater skill than solving an easier one.
However, when it comes to assessing the
quality of someone’s thinking, matters are
more complicated. Mental performance is
largely hidden inside a person’s head, unlike
physical performance which is very visible. If
two students give the same right answer to a
question, there is no telling from the answer
alone how it was reached. One of the two
may simply have known the answer, or have
learned a mechanical way to obtain it – or

Kết quả (Việt) 1:

there are advanced skills like gymnastics orwoodwork or piano playing. It doesn’t makemuch sense to talk about jumping ‘well’unless you mean jumping a significantdistance, or clearing a high bar, orsomersaulting in mid-air and landing onyour feet. There has to be a degree ofchallenge in the task. But even when thechallenge is met, there is still more to be saidabout the quality of the performance. Onegymnast may look clumsy and untidy,another perfectly controlled and balanced.Both have performed the somersault, but onehas done it better than the other: with moreeconomy of effort, and more skilfully.The first of these two criteria also applies tothinking. Once we have learned to count andadd, tell the time, read and understand a text,recognise shapes, and so on, we do thesethings without further thought, and we don’treally regard them as skilled. You don’t haveto think ‘hard’ unless there is a hard problemto solve, a decision to make, or a difficultconcept to understand. So, as with physicalperformance, we judge thinking partly by thedegree of challenge posed by the task. If astudent can solve a difficult problem, withina set time, that is usually judged as a sign ofgreater skill than solving an easier one.However, when it comes to assessing thequality of someone’s thinking, matters aremore complicated. Mental performance islargely hidden inside a person’s head, unlikehiệu suất vật chất mà là rất rõ ràng. Nếuhai học sinh cung cấp cho cùng một câu trả lời đúng cho mộtcâu hỏi, không có nói từ câu trả lờimột mình như thế nào nó đã đạt được. Một trong haicó thể chỉ đơn giản là đã biết câu trả lời, hoặc cóbiết được một cách cơ học để có được nó- hay