教学过程通常是以圆桌的形式开展，而不是课桌，此举是为了更多地培养学生的主动探讨能力，更少的接受式学习。

And classes are always heldaround tables — not at desks — to foster more discussion and less lecturing.

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运用研究式教学，除了更新观念，把握适度原则以外，还要注意处理好研究式学习与接受式学习之间的关系。

We must renew those traditional ideas, maintain the principle of moderate degree, and deal with the relations between inquiry learning and acceptance learning.

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笔者以数学课教学为例，结合个人的教学实践，对高中课程中合理整合接受式学习与研究性学习的策略进行了探讨。

The paper USES a maths class as a case and does research on the strategy of combination of traditional and research learning in senior high school curriculum through personal teaching practice.

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