閱讀提問的規劃與實施-以「湖心投石」教學模式為例 馬行誼 國立台中教育大學語文教育學系 教授 摘要 語文課堂中, 「提問」是培養聆聽、說話、閱讀、寫作等語文能力的催化劑, 由於語文能力有別與訓練重點的取捨,後續教學時有關「提問」的目標、範圍、類 型、作法和功能等安排,自然也會有所差異。此外,吾人應思考在各種條件的制 約下,如何讓「提問」具體的發揮其功能與效果,否則人云亦云、人作亦作,徒 具形式, 「提問」就只能是教學理論書中的一段空談而已了。筆者嘗試以自創的 「湖心投石」閱讀教學模式為例,詳細的談談「提問」在「設定提問的目標」 、 「確 立提問的範圍」 、 「考慮提問時的要素」和「學生從被問到自問」等項目的規畫與 實施相關問題。 關鍵詞:閱讀教學、提問、湖心投石教學法 Plan and Practice of Questioning in Reading: An Example of Teaching Model of "Hu-Xin-Tou-Shi"

Hsing-Yi Ma, Professor
2017 unpublished
"Questioning" is an activator for training up the ability of listening, speaking, reading and writing in language classes. Since language ability is distinct from training focus, the use of questioning will vary depending on relevant objectives, scopes, types, practices and functions in teaching. In addition, it is important to consider how to maximize "questioning" in various conditions to save it from being all talk in books packed with teaching theories. On the basis of the reading model
more » ... e reading model "Hu-Xin-Tou-Shi" proposed by the author, key issues on questioning addressed in detail include programming and implementation of objective setting, scope ensuring, element identifying, and students' transformation from being questioned to asking questions.
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