学习环境的创设是为了激发学习者的自主性、探究性、协作性和反思性，促进学习者的有意义学习。
The launching of the learning environment is to stimulate learners more proactive, exploring, cooperative and introspective so that it can promote meaningful learning.
这部分内容是对传统学习方式和新型学习方式——自主、合作、探究学习方式的介绍。
Main perspectives concerning the traditional learning mode and the new mode-autonomous learning, collaborating learning and inquiry learning are presented in this chapter.
目前远程教育条件下的外国文学课程采用自主学习模式和探究性教学模式教学，对于学生能力的培养具有重要的探索意义。
At present, Foreign Literature Teaching adopt models of self-control and research study has researching significance to forster student's ability.
尝试从不同角度、综合多种知识探究社会问题，提高参与社会实践和自主学习的能力。
Try from a different point of view, a combination of knowledge to explore social issues, to improve participation in social practice and self-learning ability.
这一模式的实施，符合新《大纲》和课程标准积极倡导的自主、合作、探究的学习方式。自主性、合作性、探究性是这一模式的基本理念。
The implementation of this model was fitted to the independent, cooperative and explorative learning ways advocated by the General Outline and the Curriculum Criteria.
任务驱动下的自主性学习是实施探究式教学的一种教学方法，它适用于学习操作类的知识和技能，尤其适用于学习计算机应用方面的知识和技能。
It adapt to learning how to operate the type of knowledge and skills, especially in the application of the knowledge and skills of computer. Concept map is an effective way for teaching and learning.
同时，随着计算机和网络技术步入学校和家庭，更促进了网络环境下开展合作学习、自主探究性学习。
Meanwhile, with the development of computer and network technology coming into schools and families, the network environment can promote cooperative learning, independent inquiry learning.
同时，随着计算机和网络技术步入学校和家庭，更促进了网络环境下开展合作学习、自主探究性学习。
Meanwhile, with the development of computer and network technology coming into schools and families, the network environment can promote cooperative learning, independent inquiry learning.
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