Using Questioning to Guide Student Thinking
Using Questioning to Guide Student Thinking
复制标题
用提问来引导学生思考
DOI：
--
复制
发表时间：
1997
期刊：
影响因子：
--
通讯作者：
J. Minstrell
中科院分区：
文献类型：
--
作者：
E. V. Zee;J. Minstrell
本案例研究分析了经验丰富的物理老师在有关测量的基准讨论中使用提问来引导学生思维的方式。提问问题涉及说话的方式：为什么老师决定问他做了什么，什么时候做的，谁做的，用什么方式做的，为了什么目的。概念问题涉及思维方式：学生似乎如何理解测量概念，如计算平均值。我们定义了一种特殊的问题，一种反思性的投掷，老师用它来让学生负责思考。一个反思抛硬币序列通常由学生陈述，教师问题和其他学生陈述组成。本单元的分析将注意力集中在教师问题影响学生思维的方式上。我们分析反射投掷的即时行动计划，他们实例化，他们所服务的紧急目标，肛门的基本信念，他们体现在一个插曲，涉及公共精炼…
This case study analyzes ways in which an experienced physics teacher uses questioning to guide student thinking during a benchmark discussion about measurement. Interactional issues involve ways of speaking: Why the teacher decided to ask what he did, when he did, of whom, in what way, and for what purpose. Conceptual issues involves ways of thinking: How students seemed to understand measurement concepts such as calculating an average value. We define a particular kind of question, a reflective toss, that the teacher uses to try to give students responsibility for thinking. A reflective toss sequence typically consists of a student statement, teacher question, and additional student statements. This unit of analysis directs attention to ways in which a teacher question influences student thinking. We analyze reflective tosses in terms of the immediate action plans they instantiated, the emergent goals they served, anal underlying beliefs they embodied during an episode that involved the public refinemen...