用教师学生框架让自动驾驶模型边推理边开车，提升准确率与可解释性。

End-to-end (E2E) autonomous driving aims to learn a direct mapping from visual observations to control actions. However, these E2E models often act as black boxes and struggle with complex scenarios. To address this, recent works incorporate Vision-Language Models (VLMs) to provide explicit reasoning, enhancing both interpretability and driving robustness. These approaches typically rely on pre-generated annotations, which suffer from potentially flawed labels and require costly human labor. In this work, we propose a new framework that integrates structured reasoning and geometric precision through a teacher-student architecture. The teacher model introduces reflective reasoning, where the VLM generates logical explanations and then reflectively refines the reasoning under the supervision of ground-truth action. This enhances zero-shot generalization without intermediate labels. The student model distills the teacher's reasoning capabilities via supervised fine-tuning. We also design a separate waypoint decoder that interprets textual reasoning into continuous trajectories. Our proposed solution integrates two goals: providing explicit reasoning for interpretability and delivering robust and accurate driving performance. It leverages the synergy between these two objectives within a staged inference engine to enhance driving performance and explicitly uses the reasoning to guide driving prediction. Evaluated on Waymo benchmarks, our framework outperforms classical reasoning-based baselines in zero-shot reasoning, waypoint accuracy, and inference efficiency. Our experiments validate this design, demonstrating that the reasoning text makes a significant contribution to driving inference, resulting in around a 24% improvement in performance compared to an identical model that lacks reasoning. Our work advances reasoning-driven autonomous driving toward interpretable and deployable systems.