探究式学习往往是一个问题解决的过程。
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.
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.
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.
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.
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.
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.
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;
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.
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.
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