Ventilation function and tracer - gas decay theory are applied to design the experiment . in the experiment , velocity and carbon dioxide concentration are measured and carbon dioxide time - levels in different experimental cases are obtained . also , the effect of moving people in experimental room on contaminant field is analyzed and subjective feelings are investigated 本课题首次以旋流通风方式为研究主线，运用通风方程和示踪气体衰减理论设计实验方案，对旋流通风方式下普通会议室的速度、二氧化碳浓度进行了测试，分析了人员随意走动对浓度分布的影响，并调查了受试人员对各工况的主观评价。
This essay distinguishes with inquiry teaching that whether or not students designed experiments themselves to carry out inquiry learning , which is the most different with formers . it is the point of blazing new trails that modern educational technology , especially virtual reality is used in teaching process 把学生是否设计实验进行探究学习作为知识发生过程教学与探究教学的区别是本文突破前人的地方；把现代教育技术，特别是虚拟现实技术运用于知识发生过程教学是本文的创新之处。
Ground on the actual conditions of cai , cse and physical experiment teaching in our country , a new - style simulant physical experiment - teaching mode that based on independent instruments and components is offered in this paper . this mode is devised according to the essential cai educational theory - the constructivism also . the most distinct advantage of this mode is , with enough simulant instruments and components , students can not only implement experiments according to the textbooks , but also design and carry out new experiments by themselves 本文在分析了我国计算机辅助教学( cai ) 、计算机仿真实验和物理实验教学现状的基础上，根据计算机辅助教学的基本教育理论-建构主义，提出了一种全新的仿真物理实验开发模式-基于仪器和元器件的开发模式，指出了其最突出的特点，即在提供充足的实验仪器和元器件的基础上，学生不仅可以按照教材上的实验方案，也可以自己设计实验方案进行实验，甚至还可以自己设计并实施新实验，从而充分调动学生的学习兴趣，并由对仿真实验的兴趣过渡到对实物实验的兴趣，以弥补我国学生实验条件差、实践机会少的缺陷，培养他们的动手能力和创新能力。
The procedure of the discussing mode : questioning to stimulate - guiding self - study - discussing - illumining and intensive teaching - exercising and consolidating - summary ; the procedure of the researching mode : creating physics atmosphere - presenting questions - guessing , then designing the experiment plan , and coming to the conclusion , at last consolidating what they learned 导学?讨论模式的教学程序是:设疑引趣?指导自学?质疑讨论?启发精讲- -一练习应用?小结;诱思?探究模式的教学程序是:创设物理情境，提出问题-一一进行猜想，设计实验方案?验证方案，得出结论?知识应用，巩固提高。
Based on the constructivism theory , following the suggestions and requests in the fully time compulsory education curriculum standards of chemistry ( experiment draft ) , this thesis makes it clear that the experimental inquiry and the investigating inquiry are the main approaches in the inquiry learning activities . after analyzing these two approaches in detail , the author proposes some concrete learning in scientific inquiry activities according to the characteristics of these two inquiry approaches . they are inquiry experiments , observation , designing the experiment , deducing , differentiating and measuring which are based on the experiments ; visiting , reading , collecting materials , asking and investigation which are based on the investigation 本文主要以建构主义理论为依据，以《标准》中对探究学习活动的建议和要求出发，明确了实验探究和调查探究是开展探究学习活动的主要方式，以及两种探究学习方式的特点；并深入分析了实验探究和调查探究，提出了化学教学中具体的探究学习方式，分别为以实验为基础的探究实验、观察、设计实验、推断、鉴别、测定和以调查为基础的参观、查阅、收集及调查，使化学教学中对学生进行探究学习培养具有针对性。
Through the approach of investigative questionnaire and ability examination , considering both teachers " teaching practice in senior high school and students " need in analyzing and resolving problem , taking the method of fixing the quality and quantity , we make a demonstration research . at last , we draw a conclusion that the 19 manifestations of chemistry ability can be reduced to three levels : the basal level , called repeating thinking , includes distinguishing and judging the chemical fact and relations of quantity in chemical reaction , comparing and summarizing the chemistry fundamental knowledge ; innovative thinking level includes illogical thinking and logical thinking . illogical thinking mainly contains intuition , association and space imagination of micro - particle 通过调查问卷、能力测试等途径，结合教师在中学化学的教学实践和学生在分析、解决问题的实际需要，采用定性与定量结合的方法，进行实证研究，得出结论：化学学科能力的19种表现形式归纳为3个层次：最基础的再造性思维能力层次包括对化学事实和化学反应中量的关系的识别和判断、对化学基础知识的比较概括；以培养创新能力为核心的创造性思维层次包括化学直觉思维、联想、对微观粒子的空间想象为主的非逻辑思维和灵活运用已学的化学知识通过分析、综合地解决问题为主的逻辑思维；化学实验能力层次是化学学科能力的最高层次，它以思维能力为基础，集中体现了化学教学的基本特征，实验能力层次包括：选用实验方法和设计实验方案，对实验的评价，研究和处理实验事实、资料、数据，发现规律，表达实验及其结果，最终解决问题的能力和发散思维。
Based on the main idea of " the map display of comgis " , the concept and technological foundation of comgis , the theory of component ( com ) , and component - based development ( cbd ) are discussed separately in this paper ; and some products of comgis in existence are studied . also , system designs and development models of the map display of comgis have been presented based on recent practices , including the structure of data and map symbol library 本文以“组件式地理信息系统的地图显示”为核心，分别阐述了组件、组件gis和组件式软件开发的理论和方法，对现有组件gis产品进行了研究分析，重点设计实现了地图显示的组件，其中涉及到了数据结构的定义和地图符号库的建立，以及导航功能的设计实验等内容。
