| 1. | An experimental study on meta - cognition development based on problem - solving study
基于问题解决学习的元认知开发实验研究 |
| 2. | Inquiry is an essential way for the problem - solving and lies in each step more or less . the meaning construction of chemistry knowledge is our aim
知识的意义建构是问题解决学习的结果，在问题解决的各个阶段都会发生知识的意义建构。 |
| 3. | The various forms of constructivism teaching process - explorative learning , cooperative learning , context learning and problem - solving learning - all accord with the essential characteristics of constructivism teaching process
建构主义教学过程的不同形式? ?探究性学习、合作性学习、情境学习和问题解决学习的教学过程? ?都符合建构主义教学过程的本质特征。 |
| 4. | In the fifth section , for the purpose of application , the general model and the template of rbtl and two typical templates - - problem - solving learning and webquest , and some relevant cases are provided
第五章在充分讨论基于资源的主题学习结构的基础上，综合归纳了基于资源的主题学习模式，并为教学的实践应用开发了两种典型的设计模板? ?问题解决学习和webquest ，且提供了相关案例。 |
| 5. | The second part discusses the problem - solving based learning and summarizes its characters and our blind sides in this field , and then develops our purposes of the thesis . the third part introduces two theoretic bases , problem - solving theory and constructivism
第二部分在综述问题解决学习研究历史的基础上，总结了问题解决学习的特点，分析了我国有关问题解决学习的研究现状，提出本研究的目的和任务。 |
| 6. | And then it illustrates the principles and the area to choose the contents for inquiry learning and form three ways of inquiry learning for senior biology teaching , based on it : inquiry and discovery learning , problem - settled learning and inquiry experiment design
然后阐明了探究内容选择的原则和范围，并以此为基础构建了高中生物探究式教学的三条重要路径：探究发现学习、问题解决学习和探究实验设计。 |
| 7. | At present our research on the problem - solving based learning is not systemic , and research on chemistry is much less . in view of these , we select this topic and expect to improve the research on the education theory and practice through our work
目前我国对问题解决学习的研究缺乏系统性，对化学学科问题解决学习的研究则更少，鉴于此，我们选择了这个题目，期望能促进化学教学理论与实践研究的进一步发展。 |
| 8. | So , it is very important to adjust and control their cognition and emotion to cause physics problem solve better , and then deepen physics problem - solving instruction it , as a tool to construct a learning environment to help learners walk out this hard period in physics problem - solving , can utilize its unique function
因此，如何调节、控制学习者在这困难叼期的认知洒动和悄感体验，从l ( lj ’促使学习者更好地解决物理问题，把物理问题解决教学引向深化，则是十分关键的。信息技术作为物理问题解决学习环境的构建工具在这方面可以发挥其独特的作用。 |
| 9. | The essay widely observes features and problems of the pursuit of our country ' s new curriculum integration , in comparison with integrated curriculum ' s development path and implementation ( experiment ) in america and japan . in comparison with special curriculum , it makes a mid - cosmic and microcosmic research on the integrated currivulum ' s teaching features . it has an initial try to build the model of teaching of the " problem - based learning "
本文通过与美国、日本的综合课程的发展路径与课程实施（实验）的比较，宏观审视我国新一轮课程综合化追求的特征及问题；进而通过与分科课程的比较，在中观和微观层面探析综合课程的教学特征，初步尝试构建综合课程的“基于问题解决学习”的教学模式。 |
| 10. | In order to probe into the intension of innovative mathematical study , three works have been done . first , we analysized a series of conceptions closed to innovative mathematical study such as " research study " at home and " investigate study " , " discovery study " and " problem solution study " at abroad , at the same time , i analysized the local scholars " three kinds of definition about innovative mathematical study . through distinguishing , comparing and refine , the definition of innovative mathematical study has been appeared
为了探讨创新性数学学习的内涵，本研究做了三项工作：首先，本文对与创新性学习相近的一系列概念，如国内正在推行的“研究性学习” ，国外的“探究学习” 、 “发现学习”和“问题解决学习”等，进行了逐一辨析，同时分析了国内学者对“创新性学习”的三种定义，通过鉴别、比较与提炼，结合数学学习的学科特点，给出了创新性数学学习的定义。 |
