Pedagogical Questions in Parent-Child Conversations
Pedagogical Questions in Parent-Child Conversations
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DOI：
10.1111/cdev.12850
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发表时间：
2019-01-01
影响因子：
4.6
通讯作者：
Shafto, Patrick
中科院分区：
文献类型：
--
作者：
Yu, Yue;Bonawitz, Elizabeth;Shafto, Patrick
提问是正式教学法的核心组成部分。家长经常提问孩子，但他们会用问题来教学吗？本文将“教学问题”定义为提问者已经知道答案并旨在帮助提问者学习的问题。从 CHILDES 数据库收集亲子对话的记录，以检查教学问题的频率和分布。对 166 名母子二人组和 64 名父子二人组（孩子年龄在 2 至 6 岁之间）的 2,166 个问题进行分析表明，教学问题在日常亲子对话中很常见，并且根据孩子的年龄、家庭环境和历史时代而有所不同。研究结果是理解亲子问题在促进儿童学习中的作用的第一步。
Questioning is a core component of formal pedagogy. Parents commonly question children, but do they use questions to teach? This article defines "pedagogical questions" as questions for which the questioner already knows the answer and intended to help the questionee learn. Transcripts of parent-child conversations were collected from the CHILDES database to examine the frequency and distribution of pedagogical questions. Analysis of 2,166 questions from 166 mother-child dyads and 64 father-child dyads (child's age between 2 and 6 years) showed that pedagogical questions are commonplace during day-to-day parent-child conversations and vary based on child's age, family environment, and historical era. The results serve as a first step toward understanding the role of parent-child questions in facilitating children's learning.