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.
论述了营造建构主义的学习环境对培养学生自由探索精神和意义建构能力的重要性；
It states that building study environment of constructivism is very important to foster free exploring spirit and meaning construction ability of the students;
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。
Combined with the hotspots of the educational innovation, the article probes into the construction and carrying out of network inquiry learning environment.
教师、学生、教材和媒体四要素在建构性教学中相互作用，形成了建构主义学习环境下的教学模式。
Under the teaching mode of constructivism learning environment, teachers, students, teaching materials and media are all interacted among themselves.
并以当代媒体环境、学习者的变化、游戏的特性以及学习理论为基础论述了建构游戏化网络学习环境的必要性与可能性。
While literature review on media culture, Net generation, playing state, learning theories provide theoretic infrastructure to design playful learning environments.
同辈学习环境的作用机制主要有：社会性比较、同辈反馈、观察学习、惰性知识的激活、认知冲突和合作建构等。
The mechanism in peer learning mainly includes social comparison, feedback, modeling, activating inert knowledge, cognitive conflict and co-construction.
同辈学习环境的作用机制主要有：社会性比较、同辈反馈、观察学习、惰性知识的激活、认知冲突和合作建构等。
The mechanism in peer learning mainly includes social comparison, feedback, modeling, activating inert knowledge, cognitive conflict and co-construction.
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