Third , the way of experiment , with the planned education experiment ( such as , compared close - book examination in 2000 with open - book examination in 2001 ) , i tested and verified the subject and make a great progress in prospecting effect (三)实验研究法：通过有计划的教育实验(如， 2000年兰州市中考闭卷考试与2001年兰州市中考开卷考试的比较) ，对本研究课题所设定的改革效果进行了实际的验证。
Part v studies the educational practice on it - assisted teaching mode of general physics course , through experiments in that way , and , after the discussion and analysis on the result of the experiments , a reasonable proposal is finally lodged 第五部分，是普通物理课程网络辅助教学模式的实践研究，设计网络辅助教学模式的教育实验，实施实验并对实验结论进行分析和讨论，最终提出合理的教学建议。
The second part is about the testing of students " learning level before developing inquiry learning . the author carries out educational experiment in grade one of senior high school , and tests the real level of the whole grade one of senior high school before experiment , compares the experimental class with the relative class by pedagogical stat and measure , confirms that their learning level is almost equal 第二部分是开展研究性学习前的学生学习水平的测试，在高一年级进行教育实验，实验前先对整个高一年级进行摸底考试，将选出的实验班和对照班利用教育统计测量方法进行比较，确定它们的学习水平没有显著差异。
Haidian has been cited as the model district in the area of public education by the municipal government , and as the model district for children s work on the national level , the pilot district for computer education among her elementary and middle schools , and last but not least , as a model district for national family education plus special education 海淀区被评为北京市教育先进区、全国少年儿童工作先进区、全国中小学计算机教育试验区、全国家庭教育、特殊教育先进区。 1994年8月19日被市委市政府确认为北京市教育改革实验区。 1997年国家教委认定海淀为北京市首批推进素质教育实验联系区。
On the basis of a rational review of the current situation of physics teaching and feature of inquiry learning , the dissertation tries to explore the way and approach of inquiry learning for students in physics teaching , and explore practice by educational experiment with two classes of grade one of senior high school , and analyses the results after two months , aiming at enhancing physics efficiency of teaching and learning , proposing to change the study mode of students and the education idea of students as the subjects of inquiry learning so as to accomplish the ideology of " everything for the development of students " , developing students " created consciousness and practical ability , improve their literacy of science , foster their view of lifelong learning 本文试图在对物理教学现状进行理性反思，研究性学习的理论、目标和特点深入探讨的基础上，探索在物理教学中培养学生进行研究性学习的方法和途径，并采用教育实验的方法进行实践探索：选择高一年级两个班进行教育实验，经过两个多月的实践探索，将结果进行比较分析，目的在于改变物理教学效率低的状况，并倡导改变学生的学习方式以及学生作为研究主体的教育理念，实现“以学生发展为本”的思想；培养学生的创新意识和实践能力，提高科学素养，树立终身学习观。
The results of this educational experiment indicate that : improving the students " study strategy level through basic knowledge education is able to significantly improve the academic performance of geography ; education on how to optimize the study strategy is most effective to mid - level students 教育实验的结果表明: 1 、通过元认知训练提高学生地理学习策略水平可明显提高学生的地理学习成绩。 2 、优化地理学习策略的教学对中等水平的学生帮助最大，差生成绩的提高不如中等生明显，分析认为原因是差生地理基础知识掌握的太少。
From the research of the subjective education theory to its experiments , the theory has taken a large step forwards . the experiments began in primary schools in the early 1990s and ended in the late 1990s , which has n ' t expanded to junior middle schools and senior middle schools . we all know that senior middle schools are a period that has become a focus of nearly all social contradictions in education , really an area heavily afflicted by the examination - oriented education 从主体性教育理论的研究到教育理论的实验，又使主体性教育向前跨了一大步。主体性教育实验从小学开始，始于90年代初，终于90年代末。但初中和高中都还未真正开始主体性教育实验研究。
Under the philosophy of constructivism , this research takes the methods of educational experiment , document searching , questionnaire investigation , mathematical statistics , and applies the basic program of teaching mode of constructivism ( background setting , questions raising ; learning independently , conclusions drawing ; cooperative study , conversational communication ; teacher ' s 本课题采用教育实验、文献资料、问卷调查及数理统计等方法进行研究，在建构主义教学的理念下，采用建构主义教学模式基本程序（创设情境、提出问题；自主学习、得出结论；协作学习、会话交流；教师诱导、归纳总结）及其形成的教学方法（支架式、抛锚式、随即进入教学等） ，作为对试验组的施加因素。
After carrying out moderate criterion devise in the experiments of mathematical teaching , the author make amazing discovery that two classes with the same lever pre - experiment turn out to be no striking difference pro - experiment . . . accordingly , the two different lever classes pre - experiment have no marked difference or they minimize the difference pro - experiment 利用数学教育实验中的准试验设计，发现试验前同一水平的两班，在试验后有显著差异；试验前有差异的两个班，在试验后没有显著差异或差异度减小。
The first step is to teach the students necessary study methods and basic knowledge so that the students learn how to select appropriate study methods based on their own characteristics and the study program . the second step is to provide the students with chances and conditions for flexibly using study methods in order for the students to develop the ability of strategic study . the third step is to strengthen the students " ability of self - supervision on study so that the students are able to voluntarily and unconsciously develop the ability of control and adjustment of their study strategies , i . e . , to develop a mechanism of adjustment and control of study 教育实验分三步进行：第一步，教给学生必要的学习方法及元认知知识，使学生知道如何根据个人特点、学习任务特点选择相应的学习方法；第二步，给学生提供灵活使用学习方法的机会和条件，以形成策略性学习的能力；第三步，加强培养学生自我监控学习的能力，使学生能够自觉地和自发地对所掌握的学习策略在使用中产生内在的调节和控制，即形成学习的调节与控制机制。
