教育研究學報



中文教學的課堂提問技巧分析

1997.第12卷第1期(Vol. 12 No. 1).pp. 96–110
 

中文教學的課堂提問技巧分析

周漢光(Hon-Kwong CHOW)

摘要

提問在語言課堂上是一種非常重要的教學技巧。調查所得,能幹的教師能利用適當的提問來提高學生的學習能力。根據科目和教學內容,提問的內容可分為不同層次與類別。本文就鄭品安(1988)所提出的九種提問技巧:思考型、引導型、比較型、突破型、探討型、中介型、激疑型、強化型及歸結型九種,作進一步的分析,從每一種提問的特點、提問目的、應用原則等,加以探究,並以香港中學課文為例,予以說明。

Abstract

Questioning is a very important skill commonly used in classroom teaching. Researches confirm that effective teachers could exercise suitable kinds of questioning to facilitate students' learning. Zheng Puin On (1988) has categorized the types of questioning into nine categories, namely, the thinking type, the inductive type, the comparative type, the research type, the breakthrough type, the mediating type, the curiosity type, the reinforcing type and the concluding type. The purpose of this paper is to analyse the characteristics of each type, its purpose and the principles of its application. Examples taken from Hong Kong secondary chinese text will be given to illustrate the characteristics and their use.