探究性学习方式由来已久。经过前人漫长的探索研究,这种方式在理论和实践中逐渐被师生所接纳。如中国古代孔子的启发式教学;二十世纪初杜威的“做中学”(learningbydoing);二十世纪五六十年代心理学家布鲁纳推进的发现式学习等,直到美国芝加哥大学教授施瓦布在1961年哈佛大学的纪念演讲会上以《作为探究的科学教学》明确表示他赞成 Inquiry learning has a long history. After a long period of exploration and study by our predecessors, this method has gradually been accepted by teachers and students in theory and practice. Such as the heuristic teaching of Confucius in ancient China; Dewey’s “learningbydoing” in the early twentieth century; discovery-driven learning promoted by Bruna in the 1950s and 1960s until the professor at the University of Chicago Schwab made it clear in his memorial speech at Harvard University in 1961 that he “favored science teaching as inquiry”