CAJ | 학술논문

探究学习在施瓦布第一次提及之后，在全世界科学教育领域引发了深远的影响。我国新课程改革以后，探究学习作为一个外来的教育学说被正式引入进来，受到广泛的关注，成为学习方式改革的一个重要目标。在新课程改革的十余年来，探究学习在中国的理论发展以及教学实践中的真实境遇是：理论上被无限夸大，实践中形同摆设。这其中最大的问题在于：理论上缺乏本土化视角的分析，实践中没有进行本土化的改造。
탐구학습재시와포제일차제급지후，재전세계과학교육영역인발료심원적영향。아국신과정개혁이후，탐구학습작위일개외래적교육학설피정식인입진래，수도엄범적관주，성위학습방식개혁적일개중요목표。재신과정개혁적십여년래，탐구학습재중국적이론발전이급교학실천중적진실경우시：이론상피무한과대，실천중형동파설。저기중최대적문제재우：이론상결핍본토화시각적분석，실천중몰유진행본토화적개조。
Schwab was the first man who advocate inquiry learning in the world,which then caused a profound influence in the science education field.After the Chinese new curriculum reform,inquiry learning as a foreign education theory was formally introduced,then caused a widely attention,inquiry learning has become an important goal of the reform of the way of learning.In the new curriculum reform for more than ten years,the real situation of the development of the theory of inquiry learning in China is:in theory it is be exaggerated,in practice it is decorated.The biggest problem can be summarized as:the lack of localization perspective transformation theory and local practice.