学生提出的问题:对幼儿教学策略的探索

IF 3.7 2区 教育学 Q1 Social Sciences
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引用次数: 0

摘要

学生提出的问题能促进更深入的学习,增强积极参与和批判性思维的能力。研究人员对教师提问进行了广泛的探讨,但在如何有效地教幼儿提问方面仍存在明显的差距。这项混合方法试点研究考察了在一项针对资源匮乏地区儿童的幼儿暑期项目中使用提问技巧(QFT)教授提问技能的影响。研究分析了 33 名儿童的前后期口语评估分数,以确定 QFT 的影响。结果显示,使用这种方法,教师可以有效地引导小学生提出更多更好的问题。参与研究的学生提出的问题数量大幅增加。他们的提问方式有了质的飞跃,奇思妙想问题(高层次问题)的数量显著增加。结论表明,在幼儿课堂上使用 QFT 可以鼓励幼儿提出问题。基于这些研究结果,作者得出结论,教学习者提出有意义的问题可以提高他们的参与度、理解力和不同人群的整体学习成绩。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Student-generated questions: An exploration of an instructional strategy with young children

Student-generated questions enhance deeper learning and empower active participation and critical thinking. Researchers have extensively explored teacher questions, but a notable gap persists in how to teach young children to ask questions effectively. This mixed-methods pilot study examined the impact of teaching questioning skills using the Question Formulation Technique (QFT) in an early childhood summer program for children from under-resourced areas. Pre-post oral language assessment scores from 33 children were analyzed to determine the impact of the QFT. Results reveal that using this method, teachers can effectively guide young students to ask more and better questions. Students involved in the research exhibited a substantial increase in the number of questions posed. They demonstrated a qualitative improvement in their approach to questioning, significantly increasing the number of wonderment questions (high-level questions). Conclusions indicate that using the QFT in early childhood classrooms can encourage young children to generate questions. Based on these findings, the authors conclude that teaching learners to ask meaningful questions can enhance their engagement, comprehension, and overall academic performance in diverse populations.

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来源期刊
Thinking Skills and Creativity
Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
16.20%
发文量
172
审稿时长
76 days
期刊介绍: Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.
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