The first part is about discussing theories of inquiry learning , with the current situation of physics teaching , the author expounds the practical significance to change the old study mode of students and train students to put up inquiry learning , compares inquiry learning with reception learning , discusses the theoretical basis of inquiry learning , discovery learning of bruner , significance learning of ausubel and constructivism being the psychological basis , the theory of lifelong education and the theory of principal part being the pedagogical basis 第一部分是关于研究性学习的理论探讨，从物理教学的现状出发，阐述培养学生进行研究性学习的现实意义，将研究性学习与接受性学习作比较，阐明了研究性学习的理论基础，布鲁纳的发现学习理论、奥苏伯尔的有意义学习理论以及建构主义的学习理论是研究性学习的心理学基础，终身教育理论、主体教育理论是研究性学习的教育学基础。
In this paper , i try to construct a new model of mcai , which the core was to create learning environment based on problem exploring , to create problem space , to present and find problem and to explore independently learning by means of researching anchored instruction , generative learning theory , problem - based learning , finding learning and multimedia computer and internet . the design on problem - based exploring mcai base on the newest research of learning theory , instruction design and development soft of cai 问题探索型mcai以“探索性学习”为设计基础，通过对建构主义的“抛锚式”教学法、维特罗克的生成学习理论、布鲁纳的发现式学习和barrow的问题式学习理论等的研究，借助于多媒体计算机网络技术，力图建构以“创设问题探索的学习环境、创建问题空间、呈现或发现问题、学生自主探索”为核心的新型mcai设计模式，通过增加cai课件开发中的探索性学习成分来突破传统cai设计的局限性。
Mainly by using the historically comparative experience method , and in view of chinese linguistics and certain relevant theories like bruners structuralism and modern cognitive theories , and yet on the basis of elaborating on discipline structure of teaching chinese literacy in the primary school and the characteristics of child ' s cognitive development , this thesis reflects upon the practice of teaching chinese literacy in china ' s primary school and emphasizes the importance of good resolutions of the following issues : the relation between chinese literacy teaching and chinese teaching system ; the stages of chinese literacy acquisition and the multiplicity of the approaches to such acquisition ; the issue of chinese phonetic alphabet as the instrument of chinese literacy acquisition or as its goal ; major device and auxiliary devices for the development of chinese literacy , etc . and finally by addressing the essential frameworks of the new curriculum standards , the ultimate aim of chinese literacy teaching as well as the striving direction for china ' s chinese teaching reform is defined as " teaching aims at self - teaching " 在对我国小学语文识字教学历史经验进行回顾的基础上，分析其中的合理性与局限性，找出问题的症结所在，探索如何将汉字构字规律与学生的认知规律有机结合起来，提高识字教学水平，是本文的主要研究目的。本研究主要运用历史经验比较法，借鉴汉语言文字学、布鲁纳的结构主义和现代认知心理学的有关理论，在论述我国小学语文识字教学的学科结构和儿童的认知特点的基础上，反思我国小学语文汉字教学的实践，提出识字教学必须处理好几对矛盾：识字教学与小学语文教学体系、识字的阶段性与识字方法的多样性、拼音是识字教学的手段还是目的、识字的主要方法与次要方法等，结合新课程标准的基本精神，提出“教是为了不教”是识字教学的最终目标，也是我国小学语文教学改革的努力方向。
This article made an tentative investigation and study about the current circumstance of the middle school geographical education by means of questionnaire form . it introduced the developing situation of geographical class at home and abroad , the achievement and contribution of the world famous educational and psychological master - dewey bruner and markaliak and so on , about the field of active subject . besides , it analyses the basis of educational and psychological theories about the practical activities , " expounding the necessity and feasibility to take geographical activities 文中采用了问卷调查法对中学地理教学现状进行了初步调查与了解，介绍了国内外地理活动课的发展情况，介绍了杜威、布鲁纳、马卡连柯等著名教育家、心理学家在活动课领域的成就与贡献，分析了在中学阶段开展实践活动的心理学理论基础和教育学理论基础，阐述了开展地理实践活动的必要性与可行性。
The first part : based on formed and basic concepts of exploratory experiment teaching , physics teaching goals of middle school and functions of exploratory experiments , we have defined the exploratory physical experiment of the middle school , compared exploratory physics experiment and traditional experiments , proceeded from the teaching theory and studying theory , expound the fact that the theory foundation of the exploratory physics : j . piaget " s cognition - development theory , bruner " s cognition - discovery theory and constructionism , combining the teaching goals of middle school experiments , gived the teaching goals of exploratory physics experiment : observation ability , thinking ability , operating ability goal and emotion attitude goal , and explained each goal concretely so that the exploratory physics experiment has an object in view 论文第一部分根据探索性实验教学思想的形成和发展的基本观点、中学物理实验的教学目标以及探索性实验的功能，对中学物理探索性实验作了界定，并对探索性物理实验与传统实验进行比较，并从教育理论和学习理论出发，论述探索性物理实验的理论指导依据：皮亚杰的认知?发展学说、布鲁纳的认知?发现学说以及建构主义的学习理论，同时结合中学物理实验的教学目标探讨了探索性物理实验的教学目标：观察能力、思维能力、操作能力目标和情感态度目标，并且具体外化每个目标，以使探索性物理实验有的放矢。
This paper shows the meaning of mental education and the teaching model of mental education , and introduces several classic teaching models of mental education in western countries , and tells the main traits of the teaching models of mental education 本文探讨了心育与心育教学模式的意义；着重介绍了西方几种有代表性的心育教学模式，即布鲁纳的发现教学法、威廉姆斯的创造与情意教学模式、开放教室的教学模式与勒温的敏感性训练等；并与传统教学模式相比较，分析了西方心育教学模式的主要特征。
These must be got to know and made clear in the first place for any school where a course will be given in the pbl . therefore , the first part of the paper exerts itself to expound the connotation of the pbl , the teaching objectives of the pbl and their comparative research , the characteristics and material requirements of the pbl , the thought origins between the pbl , dewey ' s problem - based teaching , kilpatrick ' s project - based teaching , bmner ' s discovery learning and schwab ' s inquiry learning , and the cause and practical significance of the pbl 为此，本文第一部分先着力阐述了研究性学习的内涵界定，研究性学习的目标定位及其比较研究，研究性学习的特点与内容要求，研究性学习与杜威的“问题教学法” 、克伯屈的“设计教学法” 、布鲁纳的“发现学习”及施瓦布的“探究式学习”的思想渊源，以及实施研究性学习的动因何在、意义何在。
It is mainly based on bruner ' s construction - teaching theory , skiner ' s programmed - teaching theory , ausubel ' s teaching theory of assimilation , broom ' s master - learning theory and rodgers " learner - centered theory . 5 . the purpose of studying individual diversity in senior english teaching . part two : research sketch and its analysis 4 、差异教学的思想理论依据，差异教学的心理学，教育学的理论基础主要有布鲁纳的结构教学理论，斯金纳的程序教学理论，奥苏伯尔的同化教学理论，布鲁姆的掌握学习理论以及罗杰斯的以学习者为中心理论。
