探究式教學日受重視，有關探究主題的專著漸增，但較全面引介Dewey探究理論與有關教學主張的研究則甚少見，引發本文的撰作。本文以Dewey原著，配合適切的研究文獻，解析其探究理論與有關教學主張。Dewey的探究理論可總結為：以主動化疑解惑為本質、承載了實作智慧、常須作調節的歷程、而非固定不變步驟的探究，其要在於獲得意義、因而意義習得即為探究教學的主旨；其教學主張則可概括為：應及早善用有關資源，引導學習者的天賦資質，並掌握探究模式諸要項、妥為規劃與安排周詳而審慎的教學條件，施予間接教學。

That inquiry-based teaching has recently been valued, research works on the subject of inquiry are increasing, and studies that offer a comprehensive introduction of John Dewey’s theory of inquiry have been rare motivated the researcher to write up this paper. This author employs Dewey’s works and relevant literature to sort out his theory of inquiry and related thoughts on teaching. Dewey’s theory of inquiry can be summarized as follows: Taking active problem solving as its essence, carrying the wisdom of implementation, not adopting a fixed step but a regulating process to acquire meaning and, therefore, meaning acquisition is the goal of inquiry teaching. Dewey’s thoughts on inquiry teaching can be epitomized as below: The relevant resources should be used, the items of the inquiry model mastered, the careful and prudent teaching conditions properly planned, arranged, and given to instructors as early as possible to teach students indirectly and to unlock learners' natural talents.