A Case Study of an Expert Teacher’s Practical Knowledge on Questioning Teach Strategies in Chinese Language Art Class at the First Semester

• Main Authors: Chang, Yutzu, 張育慈
• Other Authors: Wu, Yuhyin
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/21717674206195245425

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 99 === A case study approach was adopted for this research, which explore an expert teacher’s practical knowledge on questioning teaching strategies in Chinese language art class at the first semester. Researcher get into the classroom to observe the target teacher, who have taught Chinese language art in vocational high school for 27 years. Through interviews and documents collection to understand the target teacher’s practical image, questioning system and the contents of practical knowledge of questioning teaching strategies. After half year of observation, the main findings and conclusions are as follows: 1. The practical image of the Chinese language art expert teacher: throwing stone Ms. A-feng refers the questioning teaching strategies as“throwing stone” and as a person who throw stone, continuous throwing stone is a feature of his questioning teaching strategies and the purpose is to trigger thinking. 2. The questioning teaching system of the Chinese language art expert teacher The first step is to stimulate students to recall their prerequisite learning, then breaking the text by sections and into smaller paragraphs to help students concentrate, according to the nature of paragraph to choose questioning the text structure or detail content first, and finally introduce writer's life. 3. The contents of practical knowledge of questioning teaching strategies of the Chinese language art expert teacher First, the main purpose of the questioning is to enable students to understand the importance of text content, with more into the latter part of text, the questions will become deeper and more widely; second, the type of questions raised by the main focus on "comprehension", however, as more into the latter part of lesson, there will be more analyze types of questions; third, the reaction of the class toward Ms. A-feng is more thinking and less response; fourth, the main way of questioning teaching strategies is general questioning and clues questioning will randomly pick students to answer the more difficult questions, in order to establish more ways of thinking; finally, Ms. A-feng's personality will certainly reflect on her questioning teaching strategies, as an efficient teacher, Ms. A-feng waits a few second for students’ responses. After students answered, Ms. A-feng will confirm the answer again, follow by “Do you understand ?”