質問 提視의 心理學的 原理 探究 = A Methodological Analysis on Pursuing Psychological Princlples in Classroom Questioning

다국어 초록 (Multilingual Abstract)

This study is aimed at analyzing current methodological developments in the study of classroom questioning. It is a quite recent movement to study question and questioning from the psychological perspective. Especially cognitive psychology is placing its strong emphasis on finding psychological principles in question and questionning practices with inter-disciplinary cooperation. One special trend is found in persuing both sequencial and nonsequencial hierarchies in questioning classification. Sequencial hierarchies are being emphasized by many researchers because of their appropriateness in the levels of cognitive processes. But there are debates on that the classifications of sequential hierarchies are not to be so adequate as their assertions. Under this argument, some new efforts are being made by other psychologists for developing nonsequencial hierarchies. Arguments are being also raised to this way of approach, even though they have some advantages. A most important lesson suggested is that it is needed to use any classification scheme with flexibility. Questioning schemata are really to be utilized as guidelines, not as rules.