提問互動法續論：語言課堂教師提問的實施程序、策略及應用技巧

An Interactive Approach to Teacher's Questions (Sequel): Procedures, Strategies, and Techniques

靳洪剛(Hong Gang Jin)

《臺灣華語教學研究》 16期 (2018/06) Pp. 3-20

https://doi.org/10.29748/TJCSL.201806_(16).0002

摘要

作為語言教師，掌握課堂教師提問的技能沒有捷徑。教師除了了解教師提問的分類、課堂功能外，還須掌握課堂提問的實施程序及教學技巧。本文作為教師提問討論（Jin 2018）的續篇，我們將重點討論教師提問的具體實施及應用：一、教師提問的課堂實證研究；二、教師提問的課堂實施程序及技巧；三、教師提問的準備、課上實施及注意事項，以期協助語言教師更好地掌握教師提問，進行有效課堂互動及語言教學。

關鍵字

教師提問 ； 課堂互動 ； 實施程序 ； 應用技巧

並列摘要

As a language instructor, mastery of questioning skill in class is essential. Besides the knowledge of types and functions of classroom teacher's questions (TQs), every language instructor needs to have a full grasp of the procedures and techniques about teacher's questions. As a follow-up chapter on the topic of language teacher's questions, this article focuses on three issues relating to classroom implementation: 1. A review of empirical studies on classroom teacher's questions; 2. A step-by- step discussion on classroom implementation procedures and application techniques on teachers' questions; and 3. A focused account of planning, classroom strategies, and tips on the use of teacher's questions.

並列關鍵字

teacher's questions ； classroom interaction ； implementation procedures ； application techniques

參考文獻

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