The last part endeavors to analyze the result of the inquiry and explore the practice strategy to improve principals as curriculum leaders.
第四部分对校长作为课程领导者现状的调查结果进行了分析，并尝试提出解决的方法和途径。
Inquiry is a form but a strategy.
探究不是形式而是策略。
The following questions will guide the inquiry: What is grand strategy and what are its critical aspects?
以下问题将会引导整个探究过程：大战略是什么及有什么重要性？
The position analysis and evaluation, salary inquiry and salary strategy, salary structure and performance assessment system have completely been stated.
重点对岗位分析与评价、薪资调查与薪酬策略、薪酬结构及绩效考核体系的设计进行了全面的描述。
The last part gives some advice and strategy on thinking of orientation of Chinese teacher's role in inquiry teaching.
第四部分针对上述种种问题提出转变探究教学教师角色的策略，并希望借此给广大的教育工作者以参考。
The teaching strategy to promote group cooperative inquiry significantly promote student's understanding, practical apply, variable control and experiment design.
旨在促进小组合作探究的教学策略对学生的识记理解、实际应用、变量控制和设计实验表现出显著的促进作用。
An academic investigation strategy to the inquiry of witnesses, questioning suspects, the temptation to detection, controlled delivery and undercover investigation,.
学理上的侦查策略主要有询问证人、讯问犯罪嫌疑人、诱惑侦查、控制下交付和秘密侦查等。
Chapter 4, the strategy is part of Inquiry.
第四章，是策略探究部分。
The strategy of division & reconstruction is originally a method of systematic design, and actually a fundamental rule for inquiry study.
拆分重构策略原本是一种系统设计的方法，却也恰恰是探究性学习的基本规则。
Concrete implementation: 1st, design strategy: the academic society sets up the inquiry spot, and consideration question Difficult and easy degree and density.
具体实施：1、设计策略：学会设立提问点，并考虑问题的难易度和密度。
Last, the writer focally approaches the subject of Classroom Process strategy in inquiry teaching from three angles: preparatory strategy, implementing strategy, evaluating strategy.
最后，笔者从准备策略、实施策略和对学生探究学习的评价策略三个方面，重点探讨了探究教学的课堂教学策略。
Last, the writer focally approaches the subject of Classroom Process strategy in inquiry teaching from three angles: preparatory strategy, implementing strategy, evaluating strategy.
最后，笔者从准备策略、实施策略和对学生探究学习的评价策略三个方面，重点探讨了探究教学的课堂教学策略。
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