質問 活動에 대한 세 가지 觀點 고찰
Investigating Three Perspectives to Classroom Questioning
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초록
이 硏究에서는 授業 過程에서 나타나는 對話의 核心을 이루는 질문의 樣相을 세 가지 관점에서 살펴보았다. 먼저, 질문을 認知的 處理 觀點에서 살펴보았다. 즉, 질문은 학생 개인의 認知的인 處理 過程이나 수준을 반영한다는 것이다. 따라서 學習 內容에 대한 理解와 成就의 道具로서 질문이 사용된다. 두 번째로, 질문을 社會的 相互作用의 관점에서 살펴보았다. 學習의 過程은 개인적인 認知 過程일 뿐만 아니라, 사회적인 相互作用 過程이다. 사회적 상호작용 과정을 이끄는 것이 질문인데, 이 활동을 통해 敎師와 學生, 學生과 學生의 주고받는 현상이 나타난다. 이것이 理解와 表現 活動 속에서 일어나는 協商이다. 세 번째는, 文化 現象으로서 질문을 바라보았다. 特定 敎室은 特定 文化를 가진다. 따라서 질문은 앞의 두 관점의 基底에 깔린 現象으로서의 文化를 반영한다. 이 觀點에서는 力動的인 質問들을 통해, 敎室 構成員들의 正體性을 確認할 수 있다.
Abstract
This study examined the aspects of questioning which is at the core of classroom conversations in an instructional process. To begin with, questioning was examined in terms of a cognitive process approach. From this perspective, it indicates a student's level of thought. That is, it reflects the students' individual cognitive process and level. Thus, questioning is used as an instrument of understanding and processing learning content. Second, questioning was explored from a social interactive approach. Based on this perspective, the process of learning is not only an individual's cognitive one but a social interactive one. It is questioning that leads such the social interactive process. By questioning activities, giving and taking phenomenon between teacher and student and between student and student happens. This comes to be negotiation occurred in the activities for understanding and expression. Finally, questioning is viewed as a cultural phenomenon. A particular classroom has its unique culture. So, questioning reflects culture as a phenomenon underling the two previous perspectives. From the approach, the identity of the classroom members could be established through dynamic questions.
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