The Role of Socratic Questioning in Thinking, Teaching, and Learning
The Role of Socratic Questioning in Thinking, Teaching, and Learning
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苏格拉底式提问在思考、教学和学习中的作用
DOI：
10.1080/00098659809602729
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发表时间：
1998
期刊：
影响因子：
--
通讯作者：
Richard W. Paul
中科院分区：
文献类型：
--
作者：
Linda Elder;Richard W. Paul
对问题的含蓄回答几乎从未被认可过。例如，水在100摄氏度沸腾的说法就是对“水在多少摄氏度沸腾？”这一问题的回答。课本上的每一个陈述性陈述都是对一个问题的回答。每一本教科书都可以通过将每一句话翻译成一个问题来以疑问的方式重写。据我们所知，这是从来没有做过的。它没有证明在教学中答案优先于问题的地位，以及教师对问题在学习(和思考)过程中的重要性的误解。现在，各级教育将大多数问题隐藏在一大堆模糊的“答案”中。
implicit answers to questions is virtually never recognized. For example, the statement that water boils at 100 degrees centigrade is an answer to the question "At what temperature centigrade does water boil?" Every declarative statement in the textbook is an answer to a question. Every textbook could be rewritten in the interrogative mode by translating every statement into a question. To our knowledge this has never been done. That it has not is testimony to the privileged status of answers over questions in instruction and the misunderstanding of teachers about the significance of questions in the learning (and thinking) process. Instruction at all levels now keeps most questions buried in a torrent of obscured "answers."