문법수업에서 교사의 질문 구성 내용분석 연구
Contents analysis of making teacher’s questions in grammer class
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After providing students who take courses in 'grammar education theory' preliminary education on Socrates ''Questionnaire'', and asking them to prepare a teaching plan to which the theories are applied, we let them take feedback from class presentation. We analyzed the contents of the questions in the instructional plan submitted by supplementing the problems found in the realization of the class. Analysis of the previous year's class showed that the use of question types was significantly lower than that of contradictory questions. In order to solve these problems, we instructed them to improve understanding of refutational questions and sought ways to distinguish the boundary of question types. According to the five types of questions, the instructional plan is classified and corrected into the following cases: the case where OO-type questions are well applied, the case where OO-type questions should be done, and the case that needs to be reclassified into OO-type questions. 'Questions requiring justice' and 'contradictory questions' were generally implemented without error, and the use of 'contradictory questions' was improved. However, there were many errors in the distinction among 'exploratory question', 'inductive question' and 'waved question'. Especially, 'inquiry question' was mistaken as 'induction question'. Probing, Requiring definition, Argue against type (Elenchos), Leading and Shaking (provoke someone into a quarrel). It is necessary to have the ability to select and type the questions in accordance with the context of the class situation according to the level of the students'
Abstract
After providing students who take courses in 'grammar education theory' preliminary education on Socrates ''Questionnaire'', and asking them to prepare a teaching plan to which the theories are applied, we let them take feedback from class presentation. We analyzed the contents of the questions in the instructional plan submitted by supplementing the problems found in the realization of the class. Analysis of the previous year's class showed that the use of question types was significantly lower than that of contradictory questions. In order to solve these problems, we instructed them to improve understanding of refutational questions and sought ways to distinguish the boundary of question types. According to the five types of questions, the instructional plan is classified and corrected into the following cases: the case where OO-type questions are well applied, the case where OO-type questions should be done, and the case that needs to be reclassified into OO-type questions. 'Questions requiring justice' and 'contradictory questions' were generally implemented without error, and the use of 'contradictory questions' was improved. However, there were many errors in the distinction among 'exploratory question', 'inductive question' and 'waved question'. Especially, 'inquiry question' was mistaken as 'induction question'. Probing, Requiring definition, Argue against type (Elenchos), Leading and Shaking (provoke someone into a quarrel). It is necessary to have the ability to select and type the questions in accordance with the context of the class situation according to the level of the students'
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