摘要：本文以探究教学理论为例，分四块内容研究外国教育思想本土化的过程。首先是外国探究教学模式的形成和发展，分别从20世纪20年代、20世纪60年代、20世纪90年代三个阶段分别阐述探究教学理论的形成、发展与成熟；其次，外国教育思想传入中国以及中国对探究教学的认识，是从20世纪30、20世纪70年代、20世纪90年代三个阶段研究探究教学理论的引入与在中国的发展；再次，探究教学在中国的实施，以诱思探究和分层探究这两个本土化的探究模式为例，对比国内外探究模式的区别和探究教学理论本土化已取得的成果；最后，从我国教育传统、教育知识、教育实践和影响我国教育理论发展的要素出发，进行阐述如何把探究式教学结合中国传统式教学进行本土化。
关键词 探究教学；本土化；诱思探究教学
Abstract：This paper takes Inquiry teaching as an example, and discusses its localization from four aspects. Inquiry teaching formed in early 20th century and developed in the mid-20th century and is still a valuable education theory at the present stage. In section one， the formation and development of inquiry teaching are introduced form three periods, that is twenty years, sixty years and ninety years of 20th century. Then the afferent and acquaint of foreign educational theories are presented from three periods of thirty years, seventy years and ninety years of 20th century. Section three takes the localization of induced inquiry and layered inquiry as an example to compare the differences of teaching theory models between domestic and foreign, the achieved of localization of foreign educational theories can also been perceived from this section. Section four from education tradition, education knowledge, education practice and the impacts on education development to explain how to realize the localization of inquiry teaching.
Keywords: inquiry teaching; localization; induced inquiry teaching
