Author [America] Nancy Cecil and [America] Jenny Fafeur.
Publishing House China Youth Publishing House
ISBN 97875 1534 12 17
How teachers ask questions before students think, edited by Dr. Nancy Cecil and Dr. Jenny Fafeur, professors of education at California State University.
In order to make critical thinking and creative thinking "prosperous" in the classroom, students should answer questions freely according to their own life experiences, attitudes and values. Unfortunately, in most classes, teachers only ask about factual knowledge. Research shows that teachers don't ask enough open questions, but open questions can improve students' imagination and promote students' critical thinking.
It is time to change this situation! Educational experts Nancy Cecil and Jenny Fafur showed teachers how to ask questions, told teachers how to ask exciting open-ended questions, and helped students to ask key questions. The wonderful cases you read in this book all come from the front line of teaching. They have successfully used these questioning skills and will continue to use them.
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The first part raises some valuable questions.
Chapter 1: Why do you ask questions?
Chapter two creates an ideal classroom questioning environment.
The second part is the questioning strategy.
Guide to the use of questioning strategies
The third chapter is junior high school teachers' questioning strategies.
The fourth chapter is the questioning strategies of middle school teachers.
The fifth chapter is junior high school students' questioning strategies.
Chapter VI Middle School Students' Questioning Strategies
Paired reading method
"Fantastic Notebook" Strategy
"Internet search" strategy
Students' questioning strategies
"Writing Cognitive Strategy Teaching" Method
Metacognitive reading strategy
Five-stage learning method of "browsing, asking questions, reading, retelling and reviewing"
Chapter VII Interdisciplinary Issues
Mathematical questioning strategy
Scene 1 Grade 4 Comprehensive: Mathematics/Oral English
Situation Grade 25 Comprehensive: Mathematics/Oral English/Listening
Situation 3 Pre-school Comprehensive: Mathematics/Oral English
Situation 4 Grade One Synthesis: Mathematics/Oral English
Situation 5 Grade 6 Comprehensive: Mathematics/Oral English
Questioning Strategies in Natural Science
Situation Grade Six and Grade Two Synthesis: Natural Science/Mathematics (Measurement)/Oral English/Writing
Situation 7 Senior One Synthesis: Natural Science/Ecology/Reading/Sociology
Situation 8 Grade 6 Synthesis: Natural Science/Ecology/Sociology/Reading
Situation 9 Grade 4 Synthesis: Natural Science/Social Science
Situation 10 Grade 5 Comprehensive: Mathematics/Oral English
Questioning Strategies in Sociology
Scene 1 1 senior three comprehensive: sociology/science/art
Situation 12 senior one synthesis: citizen quality/role-playing/spoken English
Scene 13 sixth grade synthesis: global consciousness/mathematics/writing
Situation 14 Grade 5 Synthesis: Historical Geography Knowledge/Oral English/Writing
Scene 15 Grade Two Synthesis: Timetable of Historical Events/Geography/Spoken Language/Art
Questioning Strategies in Art and Music
Scene 16 sixth grade synthesis: art/sociology/writing
Scene 17 Grade Four Synthesis: Art Appreciation/Mathematics/Sociology
Situation 18 senior two comprehensive: music/writing
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Excerpts from wonderful books
What is the right question?
Most teachers believe that questioning can promote learners' learning and cognitive ability. No wonder in the oral interaction between adults and children, more than 50% of the questions are raised by adults (Blake, Allen, 1976). Research on primary school teachers shows that teachers ask 3.7 questions to different students every minute on average, while each class asks about 27 questions to students themselves (LucianFreud, 1960). In order to improve the quality of teachers' questioning, it is necessary to evaluate the types of teachers' questioning, the influence of questioning on students' learning and the role of teachers in it. Therefore, it is very helpful for teachers to explore the methods and skills of asking questions.
The research on questioning shows that teachers don't ask enough open questions, but open questions can improve students' imagination and promote students' critical thinking. Bromley (page 1992, page 139) drew the following conclusions in his research results:
75% of the questions asked by teachers belong to factual questions or written language questions.
More than 50% of the questions asked by kindergartens are asked by primary schools, and these questions are also factual or written language problems.
In an average class of 30 minutes, 70% of the questions asked by the teacher are factual or written language questions.
In recent years, the importance of reading and mathematics as independent courses has been increasingly recognized by people. This recognition has a lot to do with social science, natural science, art, physics and the intersection of these disciplines. The problems that children encounter in real life cannot only involve one subject. In order to effectively solve these practical problems, students must study in multiple disciplines. One of the main purposes of the learning method of asking questions and solving problems is to help students solve practical problems in the real world, ask existing problems, and collect data that are helpful for decision-making, problem-solving, logical thinking and critical thinking (Plisson, 200 1).
Costa (200 1) reminds us that children are generally curious. They keep asking questions in order to understand relevant viewpoints or challenge them. However, he also reminds us that if there are no open-ended "why" questions, then the general factual "what to do" and "how to do it" questions will not help children much. Whether asking or answering these "what" and "how to do it" questions is meaningless in terms of attraction and participation. Costa (200 1, page 246) publicly declared that it is very important to ask these "why" questions, because they can enter "the core of the curriculum and make students pay attention to the following learning processes: how to learn, learn new knowledge, metacognition, empathy, decision-making, creativity and teamwork to solve problems".
Limitations of factual problems
Why do many teachers ask so many factual questions? Teachers think factual questions are easy to answer because they require less specific information. But this is not the case. A child with good critical thinking knows all the difficulties in Columbus' exploration of the New World: in order to explore, Columbus should seek the absolute support of the royal families of Italy, Spain and Portugal. However, children may not remember the specific time when Columbus sailed to America. Teachers may also think that factual questions are less controversial than explanatory questions and evaluative questions (which require background knowledge or personal opinions). But if students only answer factual questions, they will lose the opportunity to cultivate creative thinking and critical thinking, because both creative thinking and critical thinking are obtained through intense discussion. Some teachers think that students should be given a certain amount of factual knowledge before cultivating their critical thinking. The problem with this hypothesis is that students will never learn enough factual knowledge, and teachers and students will never discuss critical thinking. When students are learning factual knowledge, learning new content and even obtaining new information, the cultivation of critical thinking has already begun. Finally, some teachers may emphasize the importance of factual questions, because the answers to factual questions need to be concise. Teachers may think that asking and answering factual questions is fast and easy to control students' classroom behavior. If this is the case, then the teacher will let the students simply do a questionnaire survey, but this is not really a "question" for students to take the initiative to participate.
What sensitive signal does the teacher who mainly asks factual questions send to the students? Students will have the impression that facts and details are more important than personalized interpretation and evaluation of events and opinions. They will think that if they have a poor memory, can't remember the names and dates of those global events, or can't remember the concept of schematic diagrams, then they are stupid. In addition, if we pay too much attention to facts in class, students will have little chance to discuss their views in complex language or have in-depth exchanges on meaningful content. Instead, they will spend a lot of time answering factual questions with monosyllables (simple words) or filling in the blanks in the form in a non-original way. Students who participate in problem-based learning ask high-level questions, and they not only get factual information, but also get the ability to process information.