A Study of the “Yusaburi questions; Thought-provoking questions” in the process of Teaching and Learning: Focusing on the Instruction of Explanatory Text

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  • 国語科・教授=学習過程における「ゆさぶり発問」の検討――説明的文章の学習指導における展開を見据えて――
  • コクゴカ ・ キョウジュ=ガクシュウ カテイ ニ オケル 「 ユサブリ ハツモン 」 ノ ケントウ : セツメイテキ ブンショウ ノ ガクシュウ シドウ ニ オケル テンカイ オ ミスエテ

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Abstract

<p>The purpose of this paper is to examine the possibility of “YusaburI questions; thought-provoking questions “to let a learner win scholastic ability and the learning contents of the explanatory text that became diversification and a high level.</p><p>For example, teachers will supplement the lack of understanding of the learner by using “Yusaburi questions” when teachers can expect the explanation of contents and the logic, the claim of the writer, lack of understanding of the learner beforehand or when teachers noticed it in a class.</p><p>In addition, teachers use “the functions of Yusaburi questions—limitation and comparison, negation” in Main questions when it promotes an examination and the evaluation by the learners for the explanation of contents or the logic, the claim of the writer.</p><p>Teaching (instruction; “Yusaburi questions”) by teachers is important to functionalize the interaction with “a learner (reader)” and “the writer” through the teaching materials (explanatory text) in the instruction of critical reading of the explanatory text.</p>

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  • kokugokakyouiku

    kokugokakyouiku 82 (0), 33-41, 2017

    Japanese Teaching Society of Japan

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