교사의 질문 특성 및 역할에 대한 비판적 이해 = A critical understanding of the teacher's questioning : its characteristics and the roles

다국어 초록 (Multilingual Abstract)

In spite of its prevalence and importance, questioning in education has been underestimated and misconceptualized. The major reason for this has been that most studies on questioning have been heavily dependent on the paradigm of positivism. In this paper I reviewed past I reviewed past studies on teacher's questioning and criticized their major drawbacks and limitations which are unavoidable consequences of
the dependence on the paradigm of positivism.
It is fairly safe to say that the main purpose of positivistic studies is to clarify the objectively effective types of questioning. These studies are based on the assumption that content-proof, context-proof, student-proof, teacher-proof effective questions exist, and that the types of questions can be graded in terms of their effectiveness.
But the perspective that excludes the process of interpretation and intervention of the subject was criticized in this paper. Further, I emphasized that if the characteristics of the learners and the content were not considered appropriately, the impact of the teacher's questioning would be meager or negative.
And in this study, three types of teacher's questioning were identified according to the purposes and the roles: 'Diagnosing questions', 'Dissolving questions', 'Illustrating questions', and the useful ways to apply those questions were suggested.

목차 (Table of Contents)

• Ⅰ. 문제 제기
• Ⅱ. 교사의 질문이 지닌 고유한 특성
• Ⅲ. 교사의 질문 효과에 대한 선행 연구의 동향과 한계
• Ⅳ. 교사의 질문 목적에 대한 이해
• Ⅴ. 사고작용을 돕는 질문 방법과 학생의 반응 처리
• Ⅵ. 맺음말