我能问个问题吗？课堂提问的重要性外文翻译资料

我能问个问题吗？课堂提问的重要性

原文作者 Patricia Albergaria Almeida 单位 Research Centre Didactics and Technology in Teacher Education, Department of Education, University of Aveiro

摘要：从以教师为中心的教学转变为以学生为中心的教学意味着课堂提问方法的新视角。重视学生的问题而不是教师的问题，重视学生的问题而不是强调他们的回答对于支持学习者的更高层次的思考是必不可少的。本文概述了一个由来自不同学科领域的60名中小学教师组成的研讨会。设计并实施了一个2小时的工作坊，以提高教师的课堂提问意识。研讨会包括以下几个策略，如(i)分析课堂话语的摘录；(ii)讨论学生和教师提出的问题的数量和功能；(iii)分析促进学生提问的策略。

关键词：提问；教师；基础教育；中等教育

一、简介

关于提问作为一种教学策略的重要性的研究有据可查（Chin amp; Osborne, 2008; Graesser amp; Olde, 2003）。有人建议，教师将多达50%的课堂时间用于提问，他们每天提出300到400个问题，而每个学生平均每周提出1个问题（Graesser amp; Person，1994）。令人惊讶的是，老师们似乎并没有意识到这种差异。一些研究也依赖于教师和学生提出的问题，得出的结论是这些问题通常是程序性的和基于事实的。这项特别的研究旨在通过参与研讨会来提高教师的课堂提问意识。

二、课堂提问

（一）教师提问

研究表明，教师提问的频率很高。1960年，Floyd (1960)对40名小学教师进行了一项研究，发现这些教师提出的问题占所有课堂问题的93%。同样在60年代，Schreiber (1967)发现五年级教师在30分钟的社会研究课程中每人问了大约64个问题。后来，Levin and Long (1981)对有效的教学研究进行了回顾，得出的结论是教师每天提出300-400个问题。Cotton (1988)建议教师用一半的课堂时间提问。这些数字证实了史蒂文斯在1912年对课堂提问的前体研究中所取得的结果，同时还发现，教师在课堂上主导了口头交流，平均每天提出400个问题。Stevens (1912)得出的结论是，80%的课堂时间都花在了老师的问题和学生的回答上。1994年，Graesser和Person (1994)发现教师的问题相当于课堂上提出的所有问题的96%。这些作者还得出结论，一名教师平均每小时提出69个问题，相当于每年提出30000个问题！2002年，克里强化了这些数字，指出如果教师平均每小时问43.6个问题，那么在平均职业生涯中，他们可能会问大约200万个问题。最近，Almeida和Neri de Souza (2010)对中学科学教师进行了一项研究，得出的结论是，几十年前发现的提问模式仍然普遍存在，教师显然主导了课堂话语。

提问是最常用的教学工具。然而，即使教师在每个班级提出大量问题，提出的问题也始终如一。众所周知，教师通常会问低级问题，其答案主要需要记忆。从小学到大学，所有学校层面都验证了教师对低认知水平问题的特征使用的调查结果。

1. 学生提问

提出问题是学习过程中的一个关键要素。提问帮助学生指导他们的学习，因为他们尝试将他们的先前知识和新信息结合起来，以便更好地理解这些想法。学生的问题在有意义的学习和动机中起着重要作用，并且可以很好地揭示学生的思维和概念理解的质量，他们的替代框架和对各种概念的困惑，他们的推理，以及他们想知道什么。特别是在较高的认知水平上，也是解决问题的一个重要方面。此外，有趣且富有成效的答案取决于能否首先提出好的问题来引出它们。研究发现，学生的低水平提问和解释与较低的成就相关。

除了帮助学生学习，学生提问还可以指导教师的工作。一些研究人员探索了利用学生的问题来影响课程的可能性（Rop，2002）。一些问题表明学生一直在思考所提出的想法，并一直在努力扩展和建立这些概念与他们已经知道的其他概念之间的关系。问题还可以揭示很多关于学习者思维和概念理解的质量（Watts, Gould amp; Alsop, 1997）、学生的替代框架和对各种概念的混淆、他们的推理以及他们想知道的内容。

尽管学生提问具有教育意义，但众所周知，学生提出的问题出奇的少，在真正的知识搜索中甚至更少。实际上，只有少数学生自发地提出高级问题或开放性问题。

目前，越来越多的教育工作者强调学生提问在教学和学习过程中的重要性，寻求鼓励学生提出问题的方法的研究数量也在增加。不同教育水平和背景下的研究通常表明学习者避免提问。学习者提出的问题的数量和种类可能受到以前的知识、经验和技能、他们的年龄、教师的态度、教学风格、课堂评价气氛、社会互动模式和主题性质的影响。

学生的问题通常是由于学生知识的差距或差异，或是扩展知识的愿望。学生的问题可能由生词或知识与新信息之间的不一致引发，从而引发“认知失衡”（Graesser amp; Olde, 2003, p. 525）。

三、工作坊

为了提高教师的课堂提问意识，设计并实施了一个2小时的工作坊，以提高教师的课堂提问意识。来自不同学科领域（生物学、地质学、化学、物理、经济、宗教研究、地理、历史）的60名中小学教师参加了本次工作坊。工作坊包括以下几个策略，例如：①从教师的经验出发，提供了关于师生提问的重要性的反思和讨论。②课堂话语摘录分析，学生和教师提问的数量和功能的讨论——要求教师分析课堂成绩单中发现的话语模式，即教师和学生提出的问题数量。之后，他们还被要求分析老师和学生提出的问题类型（封闭式或开放式问题）。 每个小组提出的分类在更大的小组中进行了讨论。③Albergaria Almeida (2010)定义的关于教师和学生提问概况和提问模式的分析、反思和讨论。④促进学生提问的策略分析——实际上这是研讨会的主要活动。它包括分析培养提问的策略。向全班提出了两种策略。教师受邀阅读两篇小文章并提出问题，其答案将有助于他们理解所呈现的情况。提出的两个基于问题的案例如图1和图2所示。每个基于问题的案例中呈现的信息都经过处理.一组教师分析了一个包含所有信息的版本，而另一组教师收到了一个信息较少的版本。此版本中省略的信息在图1和图2中加了下划线。信息的处理旨在向教师展示可用信息的数量和种类可能会影响问题的类型和数量。

图 1 基于问题的案例“水中毒”

以题型低钠血症为例，教师提出了29个开放性问题和33个封闭性问题，如表1所示。

表 1. 封闭式和开放式问题的数量

开放式问题 封闭式问题

29 33

对信息较少的文本进行分析后提出了21个开放性问题，而分析所有信息的基于问题的案例的小组只提出了8个开放性问题。实际上，信息较少的文本产生了40个问题，而信息完整的文本仅产生了22个问题（表 2）。

表2. 根据基于问题的案例版本的开放式和封闭式问题的数量

更少的信息 更多的信息

开放式问题 封闭式问题 开放式问题 封闭式问题

21 19 8 14

一些老师提出的问题的例子：

封闭式问题

什么是中毒？

什么是低钠血症？

低钠血症有哪些症状？ 它的作用是什么？

低钠血症可以治疗吗？ 如何治疗？

开放式问题

如果我们的身体有排泄系统，为什么我们的身体会允许水中毒？

一旦这些都是特殊情况，为什么会发生这些？

图2 基于问题的案例“甜蜜的消化不良”

四、最终评论

提出问题对于教学过程至关重要。正如几位作者所支持的那样，提出更高层次的问题并不是教师和学生的通常行为。事实上，大部分教师都没有意识到(i)课堂提问的重要性；(ii)他们提出了大量问题；(iii)学生提出的问题数量较少；(iv)教师和学生提出的问题水平较低。 本次工作坊旨在提高教师对这些主题的认识，并介绍一些可以在常规课堂中轻松实施的教学策略。

参考文献

[1] Albergaria Almeida, P. (2010). Questioning Patterns, Questioning Profiles and Teaching Strategies in Secondary Education. International Journal of Learning, 17(1), 587-600.

[2] Almeida, P., amp; Neri de Souza, F. (2010). Questioning Profiles in Secondary Science Classrooms. International Journal of Learning and Change, 4(3), 237-251.

[3] Chin, C., amp; Osborne, J. (2008). Students‟ questions: a potential resource for teaching and learning science. Studies in Science Education, 44, 1- 39.

[4] Cotton, K. (1988). Monitoring student learning in the classroom. Portland, OR: Northwest Regional Educational Laboratory.

[5] Floyd, W. D. (1960). An analysis of the oral questioning activities in selected Colorado classrooms. Unpublished Ph.D. Thesis, Colorado State College.

[6] Graesser, A., amp; Olde, (2003). How does one know whether a person understands a device? The quality of the questions the person asks when the device breaks down. Journal of Educational Psychology, 95, 524-536.

[7] Graesser, A., amp; Person, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31, 104-137.

[8] Kerry, T. (2002). Explaining and questioning. London: Nelson Thornes.

Levin, T., amp; Long, R. (1981). Effective instruction. Washington, D. C.: Association for

Supervision and Curriculum Developme

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Can I ask a question? the importance of classroom questioning

Patriacute;cia Albergaria Almeida

Research Centre Didactics and Technology in Teacher Education, Department of Education, University of Aveiro, 3810-193 Aveiro

Abstract : Moving from a teacher-focused teaching to a student-focused teaching implies a new perspective of the approaches to questioning in the classroom. Putting the focus on students‟ questions rather then on teacher‟s questions, and valuing students‟ questions rather then emphasizing their responses is imperative in supporting learners‟ higher levels of thinking. This paper outlines a workshop with 60 elementary and secondary teachers from different disciplinary fields. A 2-hour workshop was designed and implemented in order to promote teachers‟ classroom questioning awareness. The workshop comprised several strategies, such as (i) analysis of excerpts of classroom discourse; (ii) discussion on the number and functions of students‟ and

teachers‟ questions; (iii) analysis of strategies to promote student questioning.

Keywords: Questioning; teachers; elementary education; secondary education

1. Introduction

Research on the importance of questioning as a teaching and learning strategy is well documented (Chin amp; Osborne, 2008; Graesser amp; Olde, 2003). It is suggested that teachers spend up to 50% of class time on questioning and that they ask between 300 and 400 questions a day, while each student asks, on average, 1 question per week (Graesser amp; Person, 1994). Surprisingly, teachers seem to be not aware of this discrepancy. Several studies also rely on the kind of questions asked by teachers and students, concluding that these are usually procedural and fact-based. This particular study aimed at promoting teachers‟ classroom questioning awareness through their involvement on a workshop.

1. Classroom questioning
   1. Teacher questioning

Research has shown that teachers ask a high frequency of questions. In 1960, Floyd (1960) developed a study with 40 elementary teachers and found that these teachers asked 93 percent of all classroom questions. Also during the 60s, Schreiber (1967) found that fifth grade teachers asked about 64 questions each during 30-minute social studies lessons. Later, Levin and Long (1981) conducted a review of effective teaching research and concluded that teachers asked 300-400 questions per day. Cotton (1988) suggested that teachers spend half of the class time asking questions. These numbers confirm the results obtained by Stevens in her precursor study about classroom questioning conducted in 1912. This author also found that teachers dominated the verbal interaction in class, asking in average 400 questions each day. Stevens (1912) concluded that 80% of the class time was spent with the teacher‟s questions and the students‟ answers. In 1994, Graesser and Person (1994) found that the teacher‟s questions corresponded to 96% of all questions raised in class. These authors also concluded that a teacher asks, in average, 69 questions per hour, what corresponds to 30000 questions per year! In 2002, Kerry reinforced these numbers, noting that if teachers ask an average of 43.6 questions per hour, in an average career they are likely to ask about 2 million questions. More recently, Almeida and Neri de Souza (2010) conducted a study with secondary science teachers and concluded that the questioning patterns found some decades ago are still prevalent, with teachers clearly dominating the classroom discourse.

Questioning is the most frequently used instructional tool. However, even if teachers ask a huge number of questions per class, the questions posed are consistently of the same kind. It is well-known that teachers typically ask low-level questions, whose answers require mainly memory. The findings on teachers‟ characteristic use of low cognitive-level questions have been verified at all school levels, from elementary teaching to university.

• 1. Student questioning

Asking questions is a key element in the learning process. Questioning helps students direct their learning as they try to merge their prior knowledge and new information in their attempts to make sense of these ideas. Students‟ questions play an important role in meaningful learning and motivation, and can be very revealing about the quality of students‟ thinking and conceptual understanding, their alternative frameworks and confusion about various concepts, their reasoning, and what they want to know. Student questioning, particularly at the higher cognitive level, is also an essential aspect of problem solving. Also, interesting and productive answers are dependent on

being able first to come up with good questions for eliciting them. Low levels of questioning and explaining on the part of the students have been found to be correlated with lower achievement.

Besides helping students learn, student questioning can also guide teachers in their work. Some researchers have explored the potential for using students‟ questions to influence the curriculum (Rop, 2002). Some questions show that students have been thinking about the ideas presented and have been trying to expand and establish relationships between these and other concepts they already know. Questions can also expose much about the quality of learners‟ thinking and conceptual understanding (Watts, Gould amp; Alsop, 1997), students‟ alternative

frameworks and confusion about various concepts, their reasoning and what it is they want to know.

In spite of the educational significance of student questioning, it is well-known that students ask surprisingly few questions, and even fewer in a real search of knowledge. Actually, only a small number of students spontaneously ask high-level questions or open questions. lt;

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