The localization of curriculum and instruction theory not only refers to the process and results of sinicization of curriculum and instruction theory from abroad since the modem times, but also to the modem pertinence transformation of the development of Chinese traditional curriculum and instruction theory. The localization of curriculum and instruction theory involves four aspects as the modernization of tradition, the sinieization of the curriculum and instruction theory from abroad, the theorization of practice and the localization of paradigms. The approaches for the localization of curriculum and instruction theory are as follows： to inherit and transform innovatively traditional （original） thotights on curriculum and instruction theory, to learn from and transform innovatively foreign thoughts on curriculum and instruction theory, to put forward experiment on curriculum and instruction on theoretical generalization from the practice, to promote wholistic innovation and original exploration of Chinese contemporary curriculum and instruction theory, ranging from theoretical foundation, conceptual domain, theoretical framework to developmental approaches （paradigms）.%课程与教学论本土化，既指外来课程与教学论思想理论体系中国化，也指中国传统课程与教学论的现代适切性改造与转化。课程与教学论本土化包括传统的现代化、外来的中国化、实践的理论化和范式的本土化。课程与教学论本土化的策略主要有：继承与创造性转化传统（原有）课程与教学论思想；借鉴与创造性转化国外课程与教学论思想；积极开展课程与教学实验并对其经验进行理论概括与提升；推进和实现中国当代课程与教学论从理论基础、概念范畴、理论体系到建构方法的整体创新和原创性探索。
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