第二部分介绍了课堂教学情境设计的理论依据，通过建构主义对学习的基本解释。
The second part describes the design of classroom teaching situations the theoretical basis, through the constructivist learning basic interpretation.
变换群是一类重要的群，按照创设问题情境、猜测、验证、反驳、再猜测、再验证的探究思路，给出了变换群基本定理的一个具体探究教学设计。
Along the way of creating problem situation, guessing, testifying, refuting, re-guessing and re-testifying, a case of explorative teaching on a basic theorem of transformation group is given.
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.
本文以路基原材料检测学习情境为例，系统地阐述了“任务驱动”教学模式的教学设计和使用中应注意的问题。
As example of subgrade material inspection, this paper described the "Task-driven" Pedagogic Method in teaching and the problem in use.
第四部分：探讨了诱思探究教学的方法，教学分析，诱思探究教学的情境设计以及教学实施的基本流程。
Part iv: explore the methods, including developing students ideation, teaching principles of the Theory, specific problems in teaching, instructional designs and how to perform seminars effectively.
将魔术引入课堂一直是物理教学努力的一个方向之一，然而如何才能设计出比较好的物理教学魔术以及如何利用魔术来创设物理教学的情境是件不容易的事情。
Bringing magic into classrooms is always one of hard efforts in physics teaching, but it is not easy to design better magic for physics teaching and to create scenes for it by performing magic.
将魔术引入课堂一直是物理教学努力的一个方向之一，然而如何才能设计出比较好的物理教学魔术以及如何利用魔术来创设物理教学的情境是件不容易的事情。
Bringing magic into classrooms is always one of hard efforts in physics teaching, but it is not easy to design better magic for physics teaching and to create scenes for it by performing magic.
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