Benefits of questioning in university education: Cases of 2020 and 2021 online <i>Cognitive Science of Theatre </i>courses
Benefits of questioning in university education: Cases of 2020 and 2021 online <i>Cognitive Science of Theatre </i>courses
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大学教育中提问的好处：2020年和2021年戏剧认知科学在线课程案例
DOI：
10.11225/cs.2022.001
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
野村 亮太
中科院分区：
文献类型：
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作者：
古瀬 佑作;林田和人;柴田滝也;吉川 雅朗, 松川 睦, 相澤 信, 志賀 隆;吉川雅朗, 松川 睦, 相澤 信, 志賀 隆.;田和辻可昌，松居辰則;野村 亮太
我们开设了一门本科课程，内容包括“学生提问和教师回答之间的交易(TQA)”。通过评估这些问题是否基于课程内容，以及学生是否添加了他们自己的假设或预测，对问题级别进行了评分。最后的论文也是通过考虑学生如何根据课程内容制定出符合逻辑的、一致的研究计划来评分的。潜在曲线分析显示，累积问题分数的斜率预测了2020年(178名学生)和2021年(160名学生)的报告分数(B=1：38和1.78，非标准化解决方案)。相比之下，在课程开始时思考和表达高水平问题的能力(即拦截)没有预测能力。结果表明，课堂上重复的高水平提问可以预测课后的批判性思维。对学生对课堂参与影响的思考的定性分析表明，他们发现提问是有效的，因为他们对课程内容有了更深入的理解。与此同时，对他们来说，提问并不总是那么容易。学生们还认识到，全面质量保证提供了令人兴奋的机会，开启了思考相同内容的新方法，即使是在独立学习的情况下也是如此。这项研究的发现是从阻碍课堂提问的因素的角度进行讨论的。引入视频流媒体讲座将缓解时间限制和心理负担。
We conducted an undergraduate course that incorporates “transaction between questioning by students and answering by teachers (TQA).” The question levels were scored by evaluating whether they were based on the course content and whether the students added their own hypotheses or predictions. Final papers were also scored by considering how the students could formulate a logical, consistent research plan based on the course content. Latent curve analyses revealed that the slope of the cumulative question scores predicted the report scores (B= 1: 38 and 1.78, non-standardized solution) in both 2020 (178 students) and 2021 (160 students). By contrast, the ability to think and express high-level questions at the beginning of the course (ie, intercept) had no predictive power. The results suggest that repeated high-level questioning during class can predict critical thinking at the end of class. Qualitative analyses of students' reflections on the impact of class participation showed that they found questioning effective in that they experienced a more in-depth understanding of the course content. At the same time, asking questions was not always easy for them. Students also recognized that TQA provided exciting opportunities, opening up new ways of thinking about the same content, even when studying independently. The findings of this study are discussed in terms of factors that inhibit questioning during class. Introducing video-streaming lectures would relax time constraints and the psychological burden.