수업과정에서의 교사의 질문 전략과 그 효과 = A Study on the Strategies and the Effects of Teacher`s Questioning

국문 초록 (Abstract)

수업의 과정에서 교사의 질문은 학습자의 오개념을 제거하면서 학습동기를 제공하는 요소로 비판적이며 이성적으로 사고하고 행동하게 하는 중요한 방법이다. 교사가 학습자에게 제시하는 질문은 학생의 사고를 자극하고 기초 학습내용의 확인과 습득을 강화시키고 발전시키는 전략이므로 수업과정에서 교사의 질문 사용은 활성화 될 필요가 있다. 이에 따라 본 연구에서는 현장 교사들에게 교사의 질문을 효율적이고 효과적으로 사용하는 방법에 관한 기본 이해를 제공하려는 의도에서 수업과정에서의 교사 및 학생 질문의 기능, 인지적 수준 및 제시방식에 따른 교사질문의 유형, 수업과정에서 교사질문의 효과를 고찰하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to inquire as to the types, functions and effects of question that teacher will use in the process of teaching. This study aims to divide the functions of teacher question and the functions of student question as well as the types of questions in accordance with two forms consisting of cognitive levels and way to present and check the effect of the question. The conclusions derived in this study are as follows: Firstly, In the process of teaching, both of teacher and student use question. The Teacher question will raise the effect of student`s learning by stimulating the students to think. and accelerate student`s various level of thoughts such as reflective, critical and rational thoughts. The Student question activate reciprocal debates among the students and connect thoughts with learning and also be effective in elevating the understanding of what they learned, improvement of memory, interest and eagerness and the rate of participation in the teaching and learning. Secondly, The type of question suggested by teacher can be divided in accordance with level of cognition and way of suggestion. The type of question in the cognitive level is divided into lower cognitive order-question and higher cognitive order-question. and the type of teacher question in the way of suggestion may be classified into the open and the closed question. and each of these types of question conducts disparate cognitive process from each of the students. Therefore, the effect of Teacher question can be different according to the contexts of instruction and characteristics of the student. Thirdly, the effect of the teacher question become different according to level of question and way of suggestion. The higher cognitive order-question accelerate the higher level of thought and cognitive activity. and the lower cognitive order-question stimulate lower level of thought cognitive activity. The open question admits various answers instead of only one answer and it is a type of indirect and divergent question which allows comprehensive and open response. The closed is a direct and convergent question that limits student`s answers into one or some responses.