随着社会进入21世纪信息时代，问题探究式教学被赋予了新的精神和内涵，并将成为当今学校教学中占主导地位的教学方式。
As we are entering information age of the 21 st century, the question-inquiry teaching has been endowed with new spirit and content, and will become a leading way of teaching in the school education.
探究式学习往往是一个问题解决的过程。
本文结合《机械制图》教学中的几个实例，从探究式教学、问题式教学、辩论式教学、分层次教学等几个方面进行了论述。
The idea is presented through some examples in practical teaching, illustrating such approaches as exploring, problem solving, debating, multi-level teaching, etc.
如何进行有效的探究式教学，处理好教学效率与教学速度之间的关系是本论文拟解决的问题。
How to make the inquiry teaching effective and how to deal with the relation of the teaching speed and the teaching hour is the problem that this paper wants to resolve.
探究式学习过程环节是提出问题、决定探究方向、组织探究、搜集资料、得出结论、采取社会行动。
The process of exploring mode learning is: raising questions, deciding the direction to explore, organizing research, searching information, drawing conclusions and taking social action.
包括主问题式、读悟式、质疑探究式、辩论式对话教学。
Including the main question type, reads becomes aware the type, the question inquires into the type, the debate type dialogue teaching.
整个教学过程围绕探究式学习的提出问题、提供学习资料、提出假设、假设的检验、得出结论、迁移应用等六个环节的教学功能自然展开。
The teaching process develop circling these six parts which are promoting question, providing study materials, giving assumption, checking assumption, drawing conclusion, transplanting and using.
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 fifth part discusses my inquiry learning research and puts up some further discussing questions.
本文关于“问题一探究”式教学模式的研究，对如何改进传统教学方式、有效提高课堂教学效率、提高教育教学质量等问题，应具有一定的参考价值。
In this paper, the study on "Problem-Inquiry" model has certain reference value for how to reform traditional teaching pattern, effectively improve teaching effect in class and educational quality.
体育课探究式教学的基本教学程序有：创设情境，提出问题；
Research-based Teaching in physical education has some essential teaching programmer.
笔者从整合课程资源、创设问题情境、优化教学过程几方面入手构建探究式物理课堂。
The writer has constructed the exploratory physics classroom from some aspects such as adjusting and combining the course resource, building the question condition and optimizing the teaching course.
主要研究了以下几方面的问题：分析国外与国内基于网络的探究式学习的研究现状，并深入分析相关的主题网站；
The primary studies as follows: Analyse the abroad and domestic existing status of the web-based inquiry learning fashion;
如何在各学科中进行自主、合作、探究式教学成为每位教师要认真思考的问题。
How to proceeds in each courses independence, cooperation, investigates type the teaching become each teacher to want hard problem that considers.
为了检验问题探究式教学对高中化学教学产生的影响。
In order to test it's effect to chemistry teaching in senior middle school.
同时提出了农村高中地理探究式学习应注意的问题。
At the same time, offered the problems of geography inquisitive learning in rural high school, which should be paid more attention.
通过探究式学习四个设计环节的分析，对牵涉教学实施相关的理论和实践问题进行了详细梳理。
The third part gathers up the theoretical and practical problems probably occurred in the implement of inquiring learning by analyzing the four designing steps of inquiring learning.
最后对探究式课堂教学实施过程中应注意的问题提出了个人的看法和建议。
Finally I put forward some personal viewpoints and the suggestion on some problems which should be paid attention to in the implementation process of the inquiry-based classroom teaching.
本文就该方案的三个问题进行了探究：（1）分布式计算求解器的体系结构；
The paper researches the three problems of the scheme: (1) the architecture of distribution computation solver;
在高中物理教学中，大部分教师对探究式教学进行了积极的尝试，在一定程度上促进了学生学习方式的转变，但同时也暴露出了一些问题。
Most senior high school teachers have taken the initiative exploration and research of inquiry teaching. In some extent accelerate students transform their ways of learning.
本文的独特之处在于把问题意识的培养放在互动式教学情境中，在具体的案例教学或案例设计中探究问题意识培养的教学方法。
In this paper, the problem lies in the unique training on interactive teaching situational awareness, teaching cases in a specific case or design your problem awareness training teaching methods.
探究式学习是一种以现代教育思想、教育理论和教学实践经验为基础，以问题解决为核心，通过归纳、演绎的方法设计出来的一种学习方式。
Based on contemporary thoughts, theory and experience and focusing on the solving of problem, the probing study is a kind of study method which adopts generalization and deduction.
归纳探究式教学模式通过创设问题情境---提出问题---收集事实和材料---得出结论---表达和交流等环节来进行概念教学；
The links are creating environment---proving hypothesis---summarizing and including---obtaining conclusion---removing. the active subject teaching is finishing by inquiring questions model.
归纳探究式教学模式通过创设问题情境---提出问题---收集事实和材料---得出结论---表达和交流等环节来进行概念教学；
The links are creating environment---proving hypothesis---summarizing and including---obtaining conclusion---removing. the active subject teaching is finishing by inquiring questions model.
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