Enhancing Peer Interaction and Learning in the Classroom Through Reciprocal Questioning
Enhancing Peer Interaction and Learning in the Classroom Through Reciprocal Questioning
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通过相互提问加强课堂上的同伴互动和学习
DOI：
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发表时间：
1990
期刊：
影响因子：
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通讯作者：
A. King
中科院分区：
文献类型：
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作者：
A. King
大学生在课堂上学习说明性材料时，采用了一种引导对等的同伴提问程序。学生们单独工作，使用研究者提供的通用问题来指导他们生成自己的任务特定问题。在这个自我质疑阶段之后，他们分成小的合作小组，轮流向彼此提出问题并回答对方的问题。这个程序的目的是促进一种口头互动，这种互动已经被发现有利于小组学习，即给出详细的解释。结果表明，与使用讨论方法（实验1）或使用非引导对等同伴提问方法（实验2）的学生相比，使用这种引导对等同伴提问方法的学生提出了更多的批判性思维问题（与回忆相比），给出了更多的解释（与低层次的阐述回答相比），并表现出更高的成绩。引导对等同伴提问似乎通过控制提问的质量来促进合作群体中的同伴互动和学习，这反过来又塑造了同伴的反应。
A guided reciprocal peer-questioning procedure was used by college students for learning expository material presented in classroom lectures. Students worked individually, using investigator-provided generic questions to guide them in generating their own task-specific questions. Following this self-questioning phase, they worked in small cooperative groups, taking turns posing their questions to each other and answering each other’s questions. This procedure was designed to promote the kind of verbal interaction that has been found to benefit learning in small groups, namely, giving elaborated explanations. Results indicated that students using this guided reciprocal peer-questioning procedure asked more critical thinking (vs. recall) questions, gave more explanations (vs. low-level elaboration responses), and demonstrated higher achievement than students using a discussion approach (Experiment 1) or those using an unguided reciprocal peer-questioning approach (Experiment 2). Guided reciprocal peer-questioning appears to promote peer interaction and learning in cooperative groups by controlling the quality of questioning, which in turn shapes peer responses.