Teacher question and student response with regard to cognition and language use
Teacher question and student response with regard to cognition and language use
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教师关于认知和语言使用的问题和学生的回答
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Mable B. Kinzie
中科院分区：
文献类型：
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作者：
Youngjun Lee;Mable B. Kinzie
本研究以学前科学活动中的师生话语为研究对象，特别关注教师提问。录像课堂观察和教师访谈作为语料库的数据。总体而言，教师问的大多是封闭式问题，但在实验进行时，更多地使用开放式问题。在实验过程中，教师的问题旨在预测和推理。相比之下，教师主要使用封闭式的问题时，科学技能正在练习，并在科学书籍阅读，当他们的问题是面向识别和回忆的事实信息。教师提问的效果可以从学生的回答中看出。当问题是开放式的，学生使用更多样化的词汇和更复杂的句子结构。当教师的问题是面向预测和推理，学生练习这些更高层次的认知技能的回应。根据研究结果，本研究对幼儿科学教育的教学实践提出建议。
In the current study, we focus on teacher-student discourse in Pre-K science activities, with particular attention to teacher questioning. Videotaped classroom observations and teacher interviews served as the corpus of data. Overall, teachers asked mostly closed-ended questions, but used more open-ended questions when experiments were being conducted. During experiments, teachers’ questions were aimed at prediction and reasoning. In contrast, teachers used primarily closed-ended questions when science skills were being practiced and during science book readings, when their questions were oriented toward recognition and recall of factual information. The effects of the teachers’ questions can be seen in the students’ responses. When questions were open-ended, students employed a more varied vocabulary and more complex sentence structures. When teachers’ questions were oriented toward prediction and reasoning, students practiced these higher level cognitive skills in responding. Based on these findings, we provide recommendations for teaching practice in early childhood science education.