學生提問教學法研究

本研究基於兩項基本理念：第一，提問的人就是學習的人。第二，如何幫助學生提出好問題，是教育的重點。本研究的特色在於「如何幫助學生提問」，並基於教學現場觀察到的幾項問題，提出「學生提問教學法」，即以「提問」為授課與聽課的重要溝通方式。一方面可以使學生掌握主動學習權並激發學習動機，二方面學生在提問的過程可以根據知識、資料、思考提出問題、思考問題，成為教學過程的思考者與解決問題者。本研究的目的為：1、提出以問題為核心的「課程鷹架」，每一個問題包含背景知識及相關思考方向。2、提出使學生「主動提問」的方法。3、在問題與問題的對話之中，以學生主動「反省自己所提出的問題」，並「想出解決問題的方法」。4、學生提問教學法的學習模式，未來進一步研究，如何適度調整應用於其他知識型或非知識型課程。本研究的結論：1、學生提問教學法值得進一步研究並推廣，讓學生主動提問，主動面對學習困境，主動激發學習動機，對於教學效果而言，助益甚大。2、老師應該更沈著氣，等待學生提問或回答，也應該慎重面對每一位學生提出的每一個問題。3、學生提問教學法尚有許多發展的方向，例如將流程標準化，使更多老師願意接受，並且很容易即可讓學生開口提出問題。4、應建構對提問內容的「評量尺規」，不僅足以判斷學生提問內容的層次與方向，並且可以發揮「引導發問」的作用。

關鍵字

學生提問教學法；後設認知；課程鷹架

並列摘要

This research is based on two basic ideas: First, the person who asks the question is the person who learns. Second, how to help students ask good questions is the focus of education. The feature of this study is ＂how to help students ask questions＂, and based on several problems observed in the teaching field, a ＂student- questioning teaching strategy ＂ is proposed, that is, ＂questioning＂ is an important communication method for teaching and listening. On the one hand, it can enable students to master active learning rights and stimulate their learning motivation; on the other hand, in the process of asking questions, students can ask questions and think about problems based on knowledge, materials, and thinking, and become thinkers and problem solvers in the teaching process. The purpose of this research is 1. To put forward a problem-centered ＂curriculum scaffolding＂, each of which contains background knowledge and related thinking directions. 2. Propose a method for students to ＂take the initiative to ask questions＂. 3. In the dialogue between problems and problems, students take the initiative to ＂reflect on the problems they have raised＂ and ＂think of ways to solve the problems＂. 4. The learning mode of the student-questioning teaching method will be further studied in the future, as to how to adjust it appropriately and apply it to other knowledge-based or non-knowledge-based courses. The conclusions of this study: 1. The student-questioning teaching method is worth further research and promotion, allowing students to ask questions actively, face learning difficulties, and actively stimulate learning motivation, which is of great help to the teachingeffect. 2. Teachers should be calmer, wait for students to ask or answer questions, and should face every question raised by every student with caution. 3. There are still many development directions for the student-questioning teaching method, such as standardizing the process so that more teachers are willing to accept it, and it is easy for students to ask questions. 4. A ＂ruler＂ should be constructed for the content of the question, which is not only sufficient to judge the level and direction of the content of the student's question but also can play the role of ＂guiding the question＂.

並列關鍵字

Student-Questioning ； metacognition ； curriculum scaffolding

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