Based on the idea, inquiry teaching is launched extensively in every discipline teaching.
在此理念下，探究教学在各学科教学中广泛开展。
Looking forwards to create enough hours for the inquiry teaching, make the teaching efficient.
期望通过这些途径，可以为探究式教学创造充足的时间，保证教学的有效进行。
Scientific inquiry teaching has become one of the hot issues in the field of scientific education.
科学探究教学已经成为当前科学教育领域热点问题之一。
The deep integration of technology and mathematics curriculum can be achieved by inquiry teaching;
信息技术与数学课程的深层次整合可以通过探究式教学实现；
However, in rural areas, the inquiry teaching has not successfully implemented for various reasons.
但在农村地区，由于多方面的原因，探究式教学还未能顺利实施。
The third part mainly probes the scarcity of the teacher's role in inquiry teaching and its reason.
第三部分着重阐述我国探究教学中教师角色的缺位及其原因。
The perspective of the epistemology is helpful to deepen the cognition of mathematics inquiry teaching.
教学是一种特殊的认识活动，认识论的视角有助于深化对数学探究教学的认识。
Meanwhile, the inquiry teaching has been employed in the physics exercises class of the senior high school.
并通过具体的教学实践，来论证了“探究式”教学模式在高中物理习题课教学中的适用性。
In this paper, the analytic result and some representative cases of chemistry inquiry teaching are presented.
论文中展示了调查问卷的分析结果以及一些实践中的典型案例。
Problem contexts and the creating of the problem contexts are of great importance in physics inquiry teaching.
分析了创设问题情境在高中物理新课程中具有的意义，以及新课程对创设问题情境提出的要求。
However, one of the most important factors influencing inquiry teaching is teachers scientific inquiry ability.
教师自身的科学探究能力是影响教师进行探究教学的一个重要的因素。
The main productions of this research are as follows:(1) The meaning of chemistry inquiry teaching is mentioned.
提出进行有效的探究式中等化学教学的意义。
As an integration of natural science, to develop inquiry teaching has more significant meaning in teaching science.
作为自然科学的综合课程，在《科学》课程中开展探究教学更具有重要意义。
The last part gives some advice and strategy on thinking of orientation of Chinese teacher's role in inquiry teaching.
第四部分针对上述种种问题提出转变探究教学教师角色的策略，并希望借此给广大的教育工作者以参考。
Applying inquiry teaching method, the experiment of transient state process of rc circuit is designed and completed by students.
运用探究式实验教学方法，由学生自行设计完成了RC电路的暂态过程实验。
Geography inquiry teaching design plays a role of a bridge and link between the teaching theory and practice of teaching geography.
地理探究式教学设计，在探究教学理论与地理教学实践之间起着桥梁和纽带的作用。
Guided inquiry teaching is much more helpful for students to memorize physics knowledge, and to comprehend, apply physics knowledge.
引导探究型教学模式较传统讲授教学法更能帮助学生对物理知识的识记、理解、应用和运算能力的增强；
However, there are several factors influenced implementing inquiry teaching effectively, classroom environment is a no slighting one.
然而有效的实施探究教学要受到很多因素的影响，课堂环境就是一个不容忽视的因素。
The present study has expounded the inquiry teaching and discussed on the application of it to the teaching of sports specialized English.
阐释探究性教学，论述其在体育院校硕士研究生体育专业英语课教学中的应用。
Inquiry teaching has no fixed mode of instruction. It varies with the content, objectives, situation and educator involved in the teaching.
探究式教学没有固定的教学模式，它随教学内容、教学对象、教学情境、教学者的不同而不同。
In this paper, the teaching of history in the understanding of inquiry teaching, and the experience of trying to lower some of their own understanding.
本文对历史教学中探究式教学的认识、尝试以及体会浅谈下自己的一些认识。
This dissertation focuses on the application and the effectiveness after applying the experimental inquiry teaching in chemistry in junior middle school.
本论文重点探讨的是实验探究式教学在初中化学教学中的理论与实践之间的研究。
This research is intended to provide theoretic support and practical reference to implement the Guided Inquiry Teaching in high school physics education.
本研究目的是为引导探究型教学模式在高中物理教学中的实施提供理论支持和实践参考。
Elicitation Xi 'an Normal inquiry teaching is more than twenty years of painstaking research Professor Zhang Xiongfei crystallization of teaching methods.
诱思探究教学法是西安师大张熊飞教授潜心研究二十余年教学方法的结晶。
Part three: Summarize the inquiry learning's meaning and character. And based on the challenge that inquiry teaching proposes to build inquiry teaching structure.
第三部分：论述了探究教学能力内涵及其特点，以探究教学对物理教师提出的挑战为基点建构探究教学能力结构。
Part three: Summarize the inquiry learning's meaning and character. And based on the challenge that inquiry teaching proposes to build inquiry teaching structure.
第三部分：论述了探究教学能力内涵及其特点，以探究教学对物理教师提出的挑战为基点建构探究教学能力结构。
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