사고력을 함양하는 대화식 교수법: 중학교 TEE 교실에서의상호작용
Dialogic instruction to promote student thinking: TEE classroom interaction in the middle school
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Studies on TEE classroom interaction in the middle school are not many. More importantly,little is known about the classroom interaction regarding how to promote student thinking andthe quality of talk. Using Mercer(1995)’s category of talk, this study analyzes student-teacherinteractions in six middle school classrooms. Patterns of talk for comprehension check-up, talkfor promoting analytic thinking, and talk for boosting creative thinking emerged and there arethree main findings. Firstly, the use of uptake (Nystrand, 1997), which is teacher’s question thatincorporates student’s response, leads to lively interaction in terms of constructing morecoherent discourse unit and facilitating students to use various thinking skills. Secondly,inferential questions help students engage in the reasoning process. Thirdly, problem-solvingand hypothesis-posing questions help students think creatively. Especially, when these authenticquestions are given for personalization, students seemed to engage in more meaningful learning. This study not only portrays teacher’s endeavor to construct thinking-rich and meaning-richclassroom but also reveals the need for teacher education in terms of managing discourse andproviding scaffolding. Discussion follows regarding the different role of question types inrelation to student thinking, and teacher-student epistemic stance in co-constructing knowledge.
Abstract
Studies on TEE classroom interaction in the middle school are not many. More importantly,little is known about the classroom interaction regarding how to promote student thinking andthe quality of talk. Using Mercer(1995)’s category of talk, this study analyzes student-teacherinteractions in six middle school classrooms. Patterns of talk for comprehension check-up, talkfor promoting analytic thinking, and talk for boosting creative thinking emerged and there arethree main findings. Firstly, the use of uptake (Nystrand, 1997), which is teacher’s question thatincorporates student’s response, leads to lively interaction in terms of constructing morecoherent discourse unit and facilitating students to use various thinking skills. Secondly,inferential questions help students engage in the reasoning process. Thirdly, problem-solvingand hypothesis-posing questions help students think creatively. Especially, when these authenticquestions are given for personalization, students seemed to engage in more meaningful learning. This study not only portrays teacher’s endeavor to construct thinking-rich and meaning-richclassroom but also reveals the need for teacher education in terms of managing discourse andproviding scaffolding. Discussion follows regarding the different role of question types inrelation to student thinking, and teacher-student epistemic stance in co-constructing knowledge.
참고문헌 (38)
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