20世纪50-60年代美国科学探究教学变革的概况论述了科学探究教学变革的人员构成,科学探究教学变革责任的全面性等问题;变革前的现状——教条性科学教学,具体表现为科学课程编制忽略了研究领域中增长的新知识,科学知识被当成永恒不变的结论进行忠实传递;变革的动因是科学家的特殊需求,开明的政治领导权的需求,明智的公众的需求。这些对我国科学探究教学改革有一定启示。 Overview of American Scientific Inquiry Teaching Reform in the 1950s and 1960s Discussed the composition of scientific inquiry teaching reform, scientific inquiry into the responsibility of the reform of teaching comprehensive and other issues; pre-change status quo - dogmatic science teaching, embodied in the science curriculum The preparation ignores the new knowledge of growth in the field of research, the scientific knowledge is faithfully passed on as the eternal conclusion; the motivation of the change is the special needs of scientists, the demands of enlightened political leadership and the sensible needs of the public. These have certain enlightenment to the reform of science inquiry teaching in our country.