教室での学習者の質問生成に関する研究の展望

概要

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In this paper, we reviewed empirical studies on student question generation in the classroom. The purposes of this review were twofold: (1)To redefine student question generation in the classroom from the perspectives of two process models, namely, the Elaboration Process Model and the Process Model of Help-Seeking Behaviors, and (2) to review factors related to question generation, particularly from the teachers'point of view. We found that most previous intervention studies focused upon the use of prompts by teachers to generate questions from children, but no study ever attempted to identify the factors that allow them to spontaneously generate questions. Finally, we proposed the following educational interventions for promoting spontaneous question generation in students: (1) Teachers should provide a classroom atmosphere and opportunities for students to more easily experience and comfortably express their perplexed feelings when any question arises, and (2) teachers need training regarding methods aimed so that at more spontaneous question generation by students.
九州大学の論文