As one kind of study idea, inquiry learning runs through each education stage and different curriculum.
作为一种学习理念，研究性学习贯穿在各个教育阶段和不同的课程当中。
This paper discusses the integration of information technology and inquiry learning curriculum.
本文探讨的是信息技术与研究性学习课程的整合。
In terms of its forms, human learning can be grouped as acceptance learning, experience learning and inquiry learning.
人类学习就其方式而言，可分为接受性学习、体验性学习和探究性学习。
The first chapter outlines the theory bases of geographical inquiry learning from pedagogy, learning psychology and geography.
第一章分别从教育学、学习心理学、地理学三个方面探讨地理研究性学习的理论基础。
It is hoped that through experiments, inquiry learning can be proved effective and feasible when applied in senior biological teaching.
希望能通过教育实验证明在高中生物教学中进行探究性学习是有效和可行的。
Mathematics inquiry learning ultimately takes place in classroom.
数学探究学习最终发生在课堂上。
The problem is the initial point of mathematics inquiry learning.
以问题为起点进行数学探究学习。
Chapter five: On the thinking of geographical science inquiry learning.
第五章：关于中学地理科学探究活动的思考。
Chapter two: the survey of middle school geographical science inquiry learning.
第二章：中学地理学科中开展科学探究活动的调查。
Chapter three: the design of geographical science inquiry learning in middle school.
第三章：中学地理科学探究活动的设计。
The teaching model of inquiry learning is complement for the traditional teaching model.
研究性学习教学是对传统教学方式的补充。
As a new learning style, inquiry learning caused extensive concern in the experimented area.
探究性学习作为一种新的学习方式在实验区备受关注。
Chapter four: the implementation ways of geographical science inquiry learning in middle school.
第四章：中学地理科学探究活动的实施途径。
The fifth part discusses my inquiry learning research and puts up some further discussing questions.
第五部分对探究式学习进行讨论，并提出了几个进一步探讨的问题。
The third part is of learning dimension — the integration of reception learning and inquiry learning.
第三部分，学习方式维度- - -接受学习和探究学习的融合。
However, unsuitable instruction design will cause heavy cognitive load and hinder inquiry learning course.
然而，不适当的教学设计容易引起认知超负荷现象，阻碍探究学习的进程。
A study on inquiry learning of history based on Internet for senior high school is presented in this essay.
本文提出了“基于网络的高中历史研究性学习”的研究课题。
After thorough investigation, the concrete forms of cognitive load in present inquiry learning have been found out.
经过深入调查，了解到目前探究学习中认知超负荷的具体表现形式。
It contains inquiry learning, social practice, community service, training of working skill and information technique.
它分别由研究性学习、社会实践、社区服务、劳动技术教育与信息技术教育构成。
The modern Chinese curriculum educational reform is necessary, the inquiry learning has offered an effective way for us.
现代汉语课程的教学改革是必要的，研究性学习为我们提供了一个有效的途径。
The second part discusses the theoretical bases of the instructional design of the middle school chemistry inquiry learning.
第二部分，探讨了中学化学探究学习教学设计的理论基础。
This paper introduces the construction, the practical meaning and the implying principal of "inquiry learning" model in chemical teaching.
介绍了探究学习教学模式的构建、实践意义以及运用原则。
The rapid development of information technology provides a strong basis and gives important supports for scientific inquiry learning activities.
信息技术的飞速发展，为科学探究学习活动的开展提供了重要的技术支持。
Combined with the hotspots of the educational innovation, the article probes into the construction and carrying out of network inquiry learning environment.
本文结合中学物理教学改革热点，对网络探究性学习环境的建构与实践进行了探讨。
Therefore, modern learning methods like autonomous learning, cooperative learning and inquiry learning are introduced into the middle school chemistry class.
自主学习、合作学习、探究学习等现代学习方式因此而走进中学化学课堂。
The advantage of information technology has not been completely developed from the current situation since the inquiry learning was introduced in our country.
但从我国目前开展的研究性学习来看，信息技术的优势尚未完全发挥。
We must renew those traditional ideas, maintain the principle of moderate degree, and deal with the relations between inquiry learning and acceptance learning.
运用研究式教学，除了更新观念，把握适度原则以外，还要注意处理好研究式学习与接受式学习之间的关系。
Its contents mainly include: information technology education, inquiry learning, community service and social practice as well as Labour and technique education.
其内容主要包括：信息技术教育、研究性学习、社区服务与社会实践以及劳动与技术教育。
The fifth part summarizes some of the principles for constructing the network inquiry learning environment and puts forward the research direction for the future.
第五部分，总结了建构网络探究性学习环境的一些原则，提出今后的研究方向。
The fifth part summarizes some of the principles for constructing the network inquiry learning environment and puts forward the research direction for the future.
第五部分，总结了建构网络探究性学习环境的一些原则，提出今后的研究方向。
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