课程.教材.教法
課程.教材.教法
과정.교재.교법
Curriculum,Teaching Material and Method
2015年
8期
80~85
,共null页
认知一致性 教师提问 学生回答
認知一緻性 教師提問 學生迴答
인지일치성 교사제문 학생회답
cognitive correspondence; teachers' questions;students' answers
一直以来,课堂教学中关于“高认知水平”提问的呼声持续不断,不少研究者强调教师高水平的提问将有助于提高学生高层次的思维。然而提出一个高水平的问题,未必能得到一个高水平的回答。研究发现在日常的师生对话中,教师高水平的提问比低水平的提问与学生回答水平的认知一致性更低,教师的提问水平应与学生的学业成就水平相匹配。
一直以來,課堂教學中關于“高認知水平”提問的呼聲持續不斷,不少研究者彊調教師高水平的提問將有助于提高學生高層次的思維。然而提齣一箇高水平的問題,未必能得到一箇高水平的迴答。研究髮現在日常的師生對話中,教師高水平的提問比低水平的提問與學生迴答水平的認知一緻性更低,教師的提問水平應與學生的學業成就水平相匹配。
일직이래,과당교학중관우“고인지수평”제문적호성지속불단,불소연구자강조교사고수평적제문장유조우제고학생고층차적사유。연이제출일개고수평적문제,미필능득도일개고수평적회답。연구발현재일상적사생대화중,교사고수평적제문비저수평적제문여학생회답수평적인지일치성경저,교사적제문수평응여학생적학업성취수평상필배。
The demand of "high cognitive level questions" has been popular in teaching. Many researchers emphasize that teachers' high-level questions would help improve the students' high-level thinking. However, a high-level question does not result in a high-level answer. Researches show that the consistency between the teachers' questions and students' answers decreases as the question level increases. Consistency happens only when teachers' questions match students' achievement levels.