增進學生文本理解的國小國語文專家教師提問策略分析

• Published in: Jiao 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
• Language: Chinese
• 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
• ISSN: 1993-5633

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