'교사 질문-학생 대답-평가' 대화연속체에서 교사 질문 전략 연구

김재봉 한국초등국어교육학회 2004 한국초등국어교육 Vol.25 No.-

질문은 정보나 반응을 도출하거나 또는 지식을 검증하기 위해 사용하는 요구 표현이거나 의문 표현이며, 본질적이고 구체적인 질문이 좋은 질문이다. 그리고 좋은 질문을 전략적으로 활용하는 것이 질문 전략이다. 이 글에서는 질문에 의해 요구되는 사고의 수준을 기준으로 하기보다는 질문을 하는 목적을 중심으로 교과서의 구성체제(원리학습 중심)에 맞춰 질문 전략의 위계와 교사의 질문 전략을 탐색해보았는데, 여기에는 학습의 과정에 바탕을 둔 지식·정보 활성화 질문 전략, 학습의 결과에 바탕을 둔 지식·정보 검증 질문 전략, 학습의 과정과 결과 모두에 바탕을 둔 가치·태도 형성 질문 전략이 있다. 지식·정보 환성화란 학생들이 문제해결에 이르거나 해결할 수 있는 상태가 되게 하는 과정 중심의 정신 활동을 말하는데, 이러한 목적을 달성하는 데 질문을 활용하는 것이 지식·정보 활성화 질문 전략이다. 여기에는 '배경지식 활성화하기, 동기 유발하기, 격려하기, 반복하기, 삽화 활용하기, 주의 집중하기, 바꿔 표현하기, 방향 전환하기, 인지적 요구 수준 바꾸기' 등의 하위 전략이 있는데, 이들 전략은 지식 정보 검증 전략과 가치 태도형성 전략에도 동일하게 적용할 수 있다. 다만 그 활용 측면에서 적극적으로 활용되기도 하고, 소극적으로 활용되기도 한다는 점에서 변별이 된다. 지식·정보 검증이란 전에 학습한 내용을 알고 있는지를 확인하는 정신 활동인데, 단위 시간 내에서 활용되기도 하지만 단위 시간을 벗어나서 학습한 내용에 대해서도 검증이 이뤄질 수 있다. 이러한 목적에 활용되는 질문 전략이 지식정보 검증 질문 전략이다 가치·태도 형성은 수업의 과정과 결과 모두에 관련되는데 정의적 측면이 중시된다. 그리고 이러한 목적을 달성하기 위해 질문을 전략적으로 활용할 때 가치·태도 형성 질문 전략이라 하며 대표적인 것이 격려하기다. Question is command or interrogative expression used to elicit information or a response or to a knowledge. And good question is concrete and essential. We think that question strategies use good question effectively. According to the textbook structure, we inquired the hierarchy of question strategies and teacher's question strategies. Question strategies depend on question's purpose rather than thought level. These strategies are follows: knowledge·information activation question strategies are based on the process of instruction, knowledge·information verification question strategies are based on the result of instruction, and evaluation·attitude formation strategies are based on the process and the result of instruction. These all strategies are used in the process of basic learning. The question strategies of knowledge information activation includes 'background knowledge activation, motivating, prompting, repeating, illustration utilization attention, rephrasing, redirecting, asking supplementary questions, changing the level of cognitive demand. Those strategies are included another strategies. Its differences depends only on active use or passive use. Knowledge·information verification is mental activity that we acquired the contents of the prior learning. And the contents are acquired not only in the unit of instruction but also out of the instruction. evaluation·attitude formation strategies are based on the process and the result of instruction. These strategies emphasize the aspect of the emotion. And prompting is representative of the evaluation·attitude formation strategies.

Identifying Reading Strategies to Teach Literal, Reorganisation and Inferential Comprehension Questions to ESL Students

Muhammad Javed,Lin Siew Eng,Abdul Rashid Mohamed,Shaik Abdul Malik Mohamed Ismail 아시아영어교육학회 2016 The Journal of Asia TEFL Vol.13 No.3

Reading strategies assist English as a Second Language (ESL) teachers to teach reading comprehension effectively to ESL students in developing their reading comprehension abilities. This study aimed at identifying reading strategies used by teachers that help them teach literal, reorganisation and inferential comprehension questions to ESL students. The target population was the ESL teachers teaching at the secondary school level in Penang, Malaysia. The ESL teachers from ten secondary schools who were teaching English to Form Four students were selected through convenient sampling. A questionnaire consisting of reading strategies that help ESL teachers teach literal, reorganisation and inferential comprehension questions developed by the researchers was used to collect data. The data were analysed through descriptive statistics to determine the frequency of reading strategies used by the ESL teachers. The findings, based on the quantitative analysis of data, revealed that the ESL teachers use different reading strategies for teaching literal and reorganisation comprehension questions but a small repertoire of reading strategies was employed for teaching inferential comprehension questions. Therefore, the researchers suggested a productive means of reading strategies to employ for teaching reading comprehension, particularly for teaching inferential comprehension questions in order to enhance ESL students’ higher order thinking skills and reading comprehension abilities.

읽기 문항 유형별 고등학생들의 영어 읽기전략 사용에 대한 연구

안혜선,배지영 한국영어학회 2022 영어학 Vol.22 No.-

The purpose of the present study is to analyze the patterns of Korean high school students’ use of reading strategies based on the question types for the College Scholastic Ability Test. This study analyzes learners of different reading proficiency levels using different reading strategies according to each of the five different question types. The participants of the study were two hundred eighty six students from third grade in a public girl’s high school located in Daejeon area. The questionnaire examined the correlation between the use of English reading strategies and reading proficiency using 24 questions. Strategies are selected from the Survey of Reading Strategies or SORS of Mokhatari and Sheorey (2002) and the questionnaires of Ikeda and Takeuchi (2000). Data collected from the experiment were statistically analyzed through SPSS(v.26). In order to verify the different use of reading strategies among the students in the three different English reading achievement levels, one-way ANOVA was used to analyze the statistical significance of each of the different groups. The findings are as follows. First, the upper, middle, and lower proficiency groups used different reading strategies for each question type, and the most frequently used reading strategies used by each group were statistically different by each question type. Second, the upper and middle proficiency groups are able to use the appropriate reading strategies depending on each question type. In conclusion, it suggests that understanding the pattern of the use of reading strategies based on the question type and English reading achievement level is not only important in teaching and learning reading but also in having students prepare for their reading test.

질문생성전략 강화 국어 수업이 초등학생 독해력과 질문에 미치는 효과

박수자 ( Park Soo-jah ),임미경 ( Im Mee-kyung ) 한국초등국어교육학회 2018 한국초등국어교육 Vol.64 No.-

이 연구는 현행 초등학교 국어교과서 비문학 단원을 대상으로, 그래픽조직자가 사용된 교과서대로 진행한 정규 수업과 학습자의 질문생성전략을 강화한 수업을 비교하여 초등학교 4학년 학생에게 미친 독해력 효과를 비교하고, 학생이 생성한 질문 양상을 분석하였다. 질문은 학습자의 상위인지나 스키마, 독해력 측면에서 효과가 검증되었고 교과서 질문과 교사 질문은 모범 질문으로서 모델링과 스캐폴딩 측면에서 논의되고 있으나, 국어 교과서와 수업에서 학생의 질문생성을 명시적으로 다루지는 않고 있다. 최근 학습자의 역할을 중시하는 협력학습이나 하브루타학습 등이 확산되면서 학생 질문이 중요하게 활용되고 있으므로 학생의 질문생성 양상에 대해 정밀한 검토가 필요하다. 연구 결과 그래픽조직자 사용 정규 수업과 질문생성전략 강화 수업이 독해력 검사에서는 유의한 차이를 보이지 않았으나, 지연검사에서 학생이 생성한 질문을 정성적으로 검토한 결과 두 집단 간에 질문 양상의 차이를 확인할 수 있었다. 해당 연구 결과는 향후 학생 질문생성 지도 방안 개발에 기여할 것으로 기대한다. This article focuses on the use of questioning strategy to promote comprehension of nonfiction texts. Student self-questioning strategy has both characteristics of cognition and meta-cognition in the process of reading comprehension. It researches that if students can generate self-question while reading nonfiction texts, reading comprehension success will be enhanced. The results from the questioning strategies reinforcement instruction are as follows: First, the students self-generated questioning strategy compared to those of graphic organizer strategy did not show the different performance on reading comprehension tests. Second, the students self-generated questioning strategy showed meaningful question categories in delayed tests, and class teacher reflected individual developments of generating questions. On the basis of this study, it is concluded that students questioning showed their thinking level and comprehension process, so questioning strategy based on those results should be taught explicitly in the long run.

한국어 교사 발화에 나타난 발문 전략 연구

김상수(Sang Soo Kim) 한국어학회 2013 한국어학 Vol.60 No.-

The purpose of this study was to find out the patterns of strategies in teachers` question in the conversation in classes of real Korean language classes in University. It is also to provide the teachers` question strategies to get the desirable student responses by finding out the problem of teachers` questions. The collection and analysis of data was attained in common ways for every teachers, and analyzed their questions. The teachers` questions were analyzed based on the analysis table of questioning strategies. Pattern of teachers` question strategies were examined by classifying into seven types. The researcher analyzed if teachers` questions were reflected the features of communicative questions. The results of this study confirmed that teachers can systematically use questioning strategies, to provide the students with richer language input. It was suggested that Korean teacher training program for the teachers` talk are needed, and teachers have to aware the importance and effect of teachers` questioning strategies. To improve their teacher talk, the teachers need to practice of the questioning strategies not only the self questioning strategies but also other teacher talk type, with peer in the school.

사고력 신장을 위한 구조화된 발문 전략의 개발 및 활용

이희행,심규철 韓國生物敎育學會 2012 생물교육 Vol.40 No.2

This study focused on the development of structured questioning strategy for thinking power improvement and effects of it. A newly-developed questioning strategy consists of "WHAT (phenomenon question)", "WHY (cause question)" and "WHERE (extension question)". It is called 3W questioning strategy. The first phase, "WHAT (phenomenon question)" is the question that to find out the scientific phenomena through experiment or many kind of materials, that consists of "Phenomenon question" and "Relation question". The second phase, "WHY (reason question)" is the question that to give reasons or causes for scientific phenomenon and explain it's so. It consists of "Explanation question" and "Comparison question". The last phase "WHERE (extension or deeping question)" is the question that to applied to another phenomenon of what learners learned in the previous phase. It consists of "Application question" and "Expansion question". Learners who were taught using 3W questioning strategy can compare and explain the scientific phenomena logically by science conceptions than the past. Though 3W questioning strategyhelps students improve their thinking power.

고등학교 생물 I 교과서에 제시된 질문의 특성에 관한 연구

허만규,임채성 한국생물교육학회 2005 생물교육 Vol.33 No.1

This study is conducted to analyze the questioning styles in a high school biology I textbook in terms of frequency, type, and placement of questions. It is also to analyze and to compare the kinds of scientific processes elicited by the questions in the topics of textbook. The instrument was the Textbook Questioning Strategies Assessment Instrument (TQSAI) developed the Cooperative Teacher Preparation Program, University of California. An average of questionings/sentences (Q/S) was 12.5% across six textbooks, varying from 10.5% for the textbook with the lowest Q/S and 16.4% for the highest textbook. The numbers of empirical and non-empirical questions were 56.1% and 43.9%, respectively. The focus question was the highest in all types of questions. The explanatory question was the highest in all characteristics of questions. The various question types were distributed throughout topics and placements of all textbooks.

아랍어와 한국어 논쟁 담화에 나타난 질문의 기능 연구

조위수(Wisu Cho),윤주원(Juwon Yoon) 한국중원언어학회 2018 언어학연구 Vol.0 No.47

This paper compares functions and aspects of questioning in Arabic native speaker"s argumentative discourse the questioning in native Korean speaker"s discourse, using interactional sociolinguistic theory. This study has found a several implications through this discourse analysis. First, questioning in the Arabic argumentative discourse, like in the Korean speaker"s discourse, was utilized as macro-strategy that introduced super ordinate and sub-ordinate topics and adjusted order of the discourse. Second, the two languages also employed micro-strategies in the interactive aspects and in the non-interactive aspects of questioning. In the interactive aspects, "checking", "requesting explanation", "refuting", "expressing opinions" were used. And "gaining time" function was employed in the non-Interactive aspects. Also, ‘agreement’ and ‘calling attention’ function were adopted in the Korean speaker"s discourse and in the Arabic speaker"s discourse respectively. Third, Arabic interrogative sentences were delivered with low-pitched voice except in "checking" and "requesting explanation", while Korean speakers make high-pitched voice. Fourth, there were differences in idiomatic question expressions between Korean and Arabic. Finally, Arabic native speakers showed various nonverbal communication strategies and were active in keeping up appearances in the argumentative situation.

중학교 학생들이 귀추 전략을 적용하여 지구과학 탐구문제를 해결한 사례 분석

김현주(Kim Hyunju),김영대(Kim Youngdae),김동영(Kim Dongyeong),위수민(Wee Soo-Meen) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.15

본 연구의 목적은 중학교 1학년 학생들이 지구과학 탐구문제 해결에 사용하는 귀추 전략을 분석하여 지구과학 문제 해결 과정의 특징을 규명하는 것이다. 학생들의 배경지식을 활성화시켜 귀추적 사고를 유발할 수 있는 탐구과제의 유형을 분석하여 귀추적 사고가 학생들의 지적, 창의적 사고 능력에 미치는 영향을 파악하였다. 중학교 1학년 학생 18명을 대상으로 3모둠을 구성하여 2007년 개정 교육과정 과학 교과 서의 지구과학 영역 5문항을 제시하였다. 자료 수집은 2011년 2학기에 진행되었으며, 문제 해결과정이 기록된 텍스트와 학생들의 토론과정을 전사하여 추론과정에 사용된 귀추 전략을 귀추법의 삼단논법 형식에 따라 분석하였다. 사례 분석 결과, 지구과 학적 특성을 반영한 문제 해결방법으로서 귀추적 추론은 지구과학 영역에서 적절한 가설을 세워 적용하고 검증하는 방법으로 유의미하였다. 단답형 문제 해결과정에서 유추 전략이 주로 사용되었으나 서술형 문제에서는 귀추 전략이 사용되었다. 특히, 단서가 여러 개 제시되는 문제에서 다양한 귀추 전략을 이용하여 복합적인 사고과정이 관찰되었다. 따라서 지구과학 영역의 문제 해결 능력을 함양시키는 귀추적 탐구 과제가 다양하게 개발될 필요가 있다. 실생활과 유사하도록 단서가 여러 개 존재하는 서술형 탐구문제에 많은 비중을 두어야 할 것이다. 또한 문제에 알맞은 배경 지식과 자료를 제공할 필요가 있음을 시사한다. The purpose of this study is to provide information on problem solving characteristics of earth science questions to teachers through an analysis of abductive strategies that are being used and how they are actually used in solving earth science inquiry questions. Five questions were selected in the field of earth science in the 2007 revised educational curriculum for the first grade middle school science curriculum. Subjects were divided into 3 groups in which they solved earth science inquiry questions and an analysis was conducted by revealing the discussion process of students and tests which recorded the problem solving process from that process. An analysis was conducted on the types of abductive strategies used in the inference process and organizing according to the syllogistic forms of abductive reasoning for the inference process of students. The results of the study are as follows. First, abductive inference method showed to have significance as a verification method reflecting earth science characteristics solving questions as well as establishing and applying appropriate hypothesis. Second, among the strategies used ‘analogy was the most frequently particularly in short-answer questions. Third, various abductive strategies were used in the problem solving process in descriptive answers and a complex thought process appeared using various abductive strategies in questions with multiple answers. Fourth, various abductive strategies were used in solving questions in cases where clues were appropriately provided and where many clues were provided in each step. When looking at the study results, abductive inquiry tasks in the field of earth science improved students intellectual, creative and cognitive skills making it necessary to develop various abductive inquiry tasks. In addition, teachers need to provide questions and appropriate background knowledge as well as materials to induce a right direction for students inquiry.

문항 유형이 아랍어 학습자의 듣기 이해도 및 듣기 전략에 미치는 영향

문지영 한국이슬람학회 2022 한국이슬람학회논총 Vol.32 No.1

This study aims to examine the effects of question types on the listening comprehension and listening strategy use of Arabic Learners. 24 Arabic learners(First Year 2nd Semester) were divided into two groups regarding question type: one group was given multiple-choice questions, and the other was given short answer questions. A survey on strategy use of the participants were conducted. There searcher compared the listening comprehension of the two groups by using the T-test. The listening strategy use of the two groups was analyzed in the way of counting frequency of strategy use. The results of this study are as follows: First, the group with multiple-choice questions received higher scores than the group with short answer questions. This proved that question types had an effect on the participants' listening comprehension. Second, the group with multiple-choice questions used more strategies than the group with short answer questions. Among the strategies related to options, the group with multiple-choice questions the most frequently employed strategy was the strategy of inferring unknown meaning by using options. Among the strategies which were not related to options, three strategies were used more by the group with multiple-choice questions than by the group with short answer questions. The three strategies included taking notes, translating in Korean, and using known words in an utterance to guess the meaning of the message. Third, advanced learners employed fewer strategies than low-level learners. On the multiple-choice test, the advanced learners used three strategies more than the low-level learners. One was the strategy of activating appropriate schemas related to the topic, another was the strategy of deciding to focus on specific aspects of language input, and the other was the strategy of deciding to focus on the language input in general. The strategies related to options were employed more by the advanced learners than by the low-level learners. On the short answer test, the advanced learners used four strategies more than the low-level learners. They included the strategy of activating appropriate schemas related to the topic, the strategy of deciding to focus on specific aspects of language input, the strategy of deciding to focus on the language input in general, the strategy of uttering known words to guess the meaning of the message. 본 연구에서 선다형 문항과 단답형 문항을 대학교 1학년 2학기 아랍어 학습자에게 실시하여 듣기 이해도와 듣기 전략을 측정한 결과는 다음과 같다. 문항 유형에 따른 두 집단의 듣기 이해도 검사 평균점수를 비교한 결과, 문항 유형은 듣기 이해도 검사에 유의미한 영향을 끼치는 것으로 나타났다. 선다형 문항과 단답형 문항의 듣기 전략 빈도수를 비교한 결과는 다음과 같다. 첫째, 선다형 문항 집단은 단답형 집단에 비해 듣기 전략을 더 많이 사용한 것으로 나타났다. 선다형 문항에서는 학습자들에게 선택지가 제시되었기 때문에 선택지와 관련된 전략을 사용하였다. 선택지와 관련된 전략은 4가지로 4가지 유형 중 가장 많이 사용된 전략은 모르는 내용을 선택지로 추측하여 의미 파악하기였다. 다음으로 듣기 전 선택지를 미리 읽고 기존의 지식과 들을 내용을 연관시키기, 듣기 전 선택지를 미리 보고 오답 미리 제거하기, 들으면서 선택지에서 오답인 것을 제거하기의 순서대로 나타났다. 둘째, 학습자들이 사용한 듣기 전략 중 선택지와 관련된 전략을 제외한 나머지 전략은 6가지로 이 중 선다형 집단이 단답형 집단에 비해 더 많이 사용한 전략은 3가지이다. 3가지 전략은 들은 내용이나 단어를 메모하기, 들은 내용을 우리말로 해석하여 의미를 파악하기, 들으면서 이해한 일부 단어로 전반적인 의미를 파악하기이다. 상위 수준의 학습자는 선다형 문항과 단답형 문항에서 모두 하위 수준의 학습자에 비해 듣기 전략을 더 적게 사용하는 것으로 나타났다. 선다형 문항에서 상위 수준의 학습자는 하위 수준의 학습자에 비해 듣기 전 질문을 미리 읽고 기존의 지식과 들을 내용을 연관시키기, 듣기 전 질문의 내용에 따라 부분적으로 집중하고자 계획하기, 듣기 전 질문의 내용에 따라 전체적으로 집중하고자 계획하기 전략을 더 많이 사용하였다. 선택지와 관련된 전략은 4가지 전략은 상위 집단보다 하위 집단의 학습자들이 더 많이 사용한 것으로 나타났다. 선다형 집단에서 상위 수준의 학습자에 비해 하위 수준의 학습자가 더 많이 사용한 전략은 3가지로, 들은 내용이나 단어를 메모하기, 들은 내용을 우리말로 해석하여 의미를 파악하기, 들으면서 이해한 일부 단어로 전반적인 의미를 파악하기가 이에 해당한다. 단답형 문항에서 상위 수준의 학습자가 하위 수준의 학습자에 비해 많이 사용한 듣기 전략은 4가지로 듣기 전 질문을 미리 읽고 기존의 지식과 들을 내용을 연관시키기, 듣기 전 질문의 내용에 따라 부분적으로 집중하고자 계획하기, 듣기 전 질문의 내용에 따라 전체적으로 집중하고자 계획하기, 들으면서 이해한 일부 단어로 전반적인 의미를 파악하기를 포함한다. 특히 듣기 전 질문을 미리 읽고 기존의 지식과 들을 내용을 연관시키기는 상위 집단과 하위 집단 간 빈도수의 차이가 다른 전략에 비해 크게 나타났다. 단답형 집단에서 상위 수준 학습자에 비해 하위 수준의 학습자가 더 많이 사용한 전략은 2가지로 들은 내용이나 단어를 메모하기, 들은 내용을 우리말로 해석하여 의미를 파악하기가 이에 해당한다.