사고력을 함양하는 대화식 교수법: 중학교 TEE 교실에서의 상호작용

• 영문명: Dialogic instruction to promote student thinking: TEE classroom interaction in the middle school.
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 박혜정(Park, H)
• 간행물 정보: 『영어교육연구』제29권 2호, 97~117쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2017.06.30

영문 초록

Studies on TEE classroom interaction in the middle school are not many. More importantly, little is known about the classroom interaction regarding how to promote student thinking and the quality of talk. Using Mercer(1995)’s category of talk, this study analyzes student-teacher interactions in six middle school classrooms. Patterns of talk for comprehension check-up, talk for promoting analytic thinking, and talk for boosting creative thinking emerged and there are three main findings. Firstly, the use of uptake (Nystrand, 1997), which is teacher’s question that incorporates student’s response, leads to lively interaction in terms of constructing more coherent discourse unit and facilitating students to use various thinking skills. Secondly, inferential questions help students engage in the reasoning process. Thirdly, problem-solving and hypothesis-posing questions help students think creatively. Especially, when these authentic questions are given for personalization, students seemed to engage in more meaningful learning. This study not only portrays teacher’s endeavor to construct thinking-rich and meaning-rich classroom but also reveals the need for teacher education in terms of managing discourse and providing scaffolding. Discussion follows regarding the different role of question types in relation to student thinking, and teacher-student epistemic stance in co-constructing knowledge.

목차

I. 서 론

II. 문헌연구

III. 연구 방법

IV. 결 과

V. 토 의

VI. 결 어

키워드

dialogic instruction personalization quality of talk reasoning TEE thinking skills uptake