中学课堂中的问题:迈向提问理论

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
K. Alexander, C. H. Gonzalez, Paul Vermette, Sabrina Di Marco
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引用次数: 1

摘要

教学实践的核心是提问的艺术。Costa和Kallick指出,问题是洞察开启思维的手段。有效的提问对有效的教学至关重要。尽管如此,关于提问方法的连贯理论仍有待发展。对提问的讨论对于推动教师职业的发展至关重要。在这篇文章中,我们提出了一个有效提问的模型,我们认为这是确定统一提问理论的第一步。我们的模型包含以下三个组成部分:(1)结构良好的项目(一个好问题),(2)对回答的明确期望(我们称之为“五个考虑因素”),以及(3)建构主义对话。这项工作成功地弥合了实践和理论之间的差距,否则可能会限制优秀教师以最有效的方式利用他们的问题。正因为如此,我们的模型应该对教师、教师教育者、专业开发人员、教育研究人员和理论家有用。我们希望在所有这些圈子里继续讨论质疑,这样我们的领域就可以更接近质疑理论的发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Questions in secondary classrooms: Toward a theory of questioning
At the heart of the teaching practice is the art of questioning. Costa and Kallick noted that questions are the means by which insights unlock thinking. Effective questioning is essential to effective teaching. Despite this, a cohesive theory on the method of questioning has yet to be developed. A discussion of questioning is vital to moving the teaching profession forward. In this article, we propose a model of effective questioning that we see as the first step toward identifying a unifying theory of questioning. Our model contains the following three components: (1) a well-structured item (a good question), (2) clear expectations for the response (which we call ‘the five considerations’), and (3) a constructivist conversation. This work succeeds in bridging the gap between practice and theory that may otherwise limit good teachers from utilizing their questions in the most effective manner. Because of this, our model should be of use to teachers, teacher educators, professional developers, educational researchers, and theoreticians. We hope that a continued discussion of questioning ensues in all of these circles, so that our field can move closer toward the development of a theory of questioning.
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来源期刊
Theory and Research in Education
Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
22
期刊介绍: Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.
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