增進學生文本理解的國小國語文專家教師提問策略分析

This study investigated how expert Chinese language teachers led inquiry-based reading comprehension of texts through multi-level questioning, and how these teachers implemented specific discursive scaffolding strategies in various levels of questioning. The study employed mixed research method, com...

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Published inJiao yu shi jian yu yan jiu = Journal of educational practice and research Vol. 32; no. 2; pp. 001 - 038
Main Authors 蔡曉楓(Hsiao-Feng Tsai), 陳欣希(Hsin-Hsi Chen)
Format Journal Article
LanguageChinese
Published 台灣 臺北教育大學 01.12.2019
國立臺北教育大學
Subjects
discursive scaffolding strategies
Mandarin Chinese
reading comprehension
teachers’ questioning
TSSCI
國語文
教師提問
言談鷹架策略
閱讀理解
國語文
reading comprehension
言談鷹架策略
閱讀理解
Mandarin Chinese
教師提問
discursive scaffolding strategies
teachers' questioning
teachers’ questioning
TSSCI
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Summary:This study investigated how expert Chinese language teachers led inquiry-based reading comprehension of texts through multi-level questioning, and how these teachers implemented specific discursive scaffolding strategies in various levels of questioning. The study employed mixed research method, combining quantitative and qualitative content analysis to examine the transcripts of instructional videos from nine expert teachers who used the Literacy-oriented Elementary Mandarin Chinese Textbooks as experimental teaching materials. The results indicated that the most frequently asked questions initiated by the expert teachers during classes were still level one and two questions. Moreover, teachers used clarification and follow-up as the discursive scaffolding strategies when they initiated level one and level two questions, whereas higher order thinking scaffolding strategy such as requesting alternative answers typically was associated with teachers’ level three and four questions. Lastly, there were three dif
ISSN:1993-5633