运用“思维-对话”提高小学生质疑能力的数学课堂教学研究 Using "thinking-dialogue" to improve the questioning ability of primary school students
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Authors
Zhang, Dong
Zhu, Cuihua
Bo, Kaidi
Issue Date
2025
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
China
Abstract
Background: Questioning is the starting point of thinking, but also the foundation of innovation. The acquisition of students' questioning ability plays a positive role in promoting their future learning and the cultivation of comprehensive quality. However, in the real classroom teaching, the middle and upper grade students in primary and secondary schools lack the ability to question in the learning process, and the vast majority of students are accustomed to passive receptive learning, and students have no sense of questioning.
Objective: This study aims to develop students' questioning awareness and ability through the "questioning" skills in the Think-Talk Toolbox (TTT), guide students to learn to express different points of view respectfully, and stimulate students' critical thinking.
Design or methodology: To Integrate four strategies of "questioning" skills from TTT into classroom teaching, and use problem-solving as the starting point to promote students' deep thinking and effective questioning, including encouraging students to think about problems beyond the knowledge ontology and combining reality in the classroom, encouraging students to try to challenge the views of teachers and peers, and stimulating students' curiosity and interest. Observation and interview methods were used to continuously evaluate the development of students' questioning awareness and ability.
Findings: there was a significant improvement in students' classroom engagement, depth of answering questions, and questioning performance.
Conclusion, originality, value, and impact: The promotion of questioning skills in the classroom develops students' knowledge and critical thinking skills. They are able to use questioning conversations to think about knowledge from multiple perspectives, and are able to transfer and extend this to everyday life.
Objective: This study aims to develop students' questioning awareness and ability through the "questioning" skills in the Think-Talk Toolbox (TTT), guide students to learn to express different points of view respectfully, and stimulate students' critical thinking.
Design or methodology: To Integrate four strategies of "questioning" skills from TTT into classroom teaching, and use problem-solving as the starting point to promote students' deep thinking and effective questioning, including encouraging students to think about problems beyond the knowledge ontology and combining reality in the classroom, encouraging students to try to challenge the views of teachers and peers, and stimulating students' curiosity and interest. Observation and interview methods were used to continuously evaluate the development of students' questioning awareness and ability.
Findings: there was a significant improvement in students' classroom engagement, depth of answering questions, and questioning performance.
Conclusion, originality, value, and impact: The promotion of questioning skills in the classroom develops students' knowledge and critical thinking skills. They are able to use questioning conversations to think about knowledge from multiple perspectives, and are able to transfer and extend this to everyday life.
Description
Keywords (free text)
questioning, questioning skills , thinking dialogue , inquiry activities , mathematics