Traditional design models lack the effective instructionalstrategy for ill-structured domains instruction, and the students'ability to revolve ill-structured problems is stagnant.
传统教学设计在劣构领域表现出力不从心，学习者劣构问题解决能力停滞不前。
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The paper discusses this point from three aspects which are the definition of instructionalstrategy and the instructional purpose of asking questions as well as the use of the strategy.