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題名：兒童提問時結果與歷程之認知分析
作者：陳沛嵐
作者(外文)：Pei-Lan Chen
校院名稱：國立中正大學
系所名稱：課程研究所
指導教授：曾玉村
學位類別：博士
出版日期：2007
主題關鍵詞：兒童提問；提問發展；提問歷程；Questioning Process；Questioning Development；Children’s Questioning
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本研究主要對兒童的提問表現進行認知分析。以巨觀與微觀的角度，從結果與歷程等三個研究，對兒童提問進行認知分析。首先，第一個研究，主要從巨觀的層面探討影響兒童提問行為的相關因素。研究中，探討兒童的日常嬝狙伅﹛B先前知識、理解測驗、態度、年級等因素對提問表現的影響。結果發現：兒童的日常嬝狙伅﹛B理解測驗以及年級等三個因素與兒童的提問表現有正相關存在。深入分析發現，兒童在問題表現的差異，主要是發生在四、六年級，問題「量」上的差異，此認知組型與嬝盂{知表現極為相似。為了解箇中的認知機轉為何，我们接著從事第二個研究，從兒童提問的「質」上，分析兒童問題的類型，以推論不同年級的兒童，其發展時所涉及的認知機轉。研究中，分析了2300問題，以Graesser et al (1992) 的問題類型進行分類，並以年級 (二、四、六)、角色 (老師、學生)、和問題類型 (二十種) 進行三因子變異數分析。結果發現：三因子變異數分析結果達顯著水準。依據兒童問題類型的推論結果，二、四年級認知機轉上的發展為「確認具體概念」的發展，四、六年級認知機轉上的發展為「追尋事物源頭」的發展。此外，角色與問題類型的交互作用隨不同的年級而有不同的組型。二年級的兒童，當其以老師的角色和學生的角色出發，所提問的類型並無差異；四年級的兒童，當其以老師的角色出發，會問較多「概念完成」和「特徵描述」等類型的問題，而當其以學生的角色出發，則傾向問較多「前因」和「源頭」的問題；六年級的兒童，當其以老師的角色出發，會問較多「條件」、「特徵描述」和「量化特性」等類型的問題，而當其以學生的角色出發時，並不會特別多問任何一類的問題。基於四年級有趣的認知表現，我们進一步從事第三個研究，從兒童提問歷程的微觀層面，來了解兒童的提問現象，依據微觀發展研究的法則，收集兒童提問時的互動情形，以互動分析的方式了解兒童提問的歷程。結果發現：提問時涉及三個主要關鍵時刻—問題範圍界定、暫時問題形成和問題內容編修。每個時刻皆透露出兒童提問時的自主性與知識。
綜言之，透過兒童提問的結果與歷程，我们了解到影響兒童提問的重要因素、兒童提問表現所反映出來的認知發展、以及提問歷程中重要時刻下兒童內在的知識。這些發現將有助於兒童認知與教學理論的實質發展。
Question posing constitutes an ideal environment for children to articulate their thinking and its development during questioning learning. This dissertation aims to explore children’s questioning. Three analyses and divergent methods involved to investigate outcomes and processes of children’s questioning.
In the first study, I investigated several factors influence children’s questioning performance. Children’s grade, daily reading time, prior knowledge, graphics comprehension and attitude questionnaire were to investigate their relationship with the numbers of their questions. The results showed children’s grade and daily reading time are crucial factors to influence children’s questioning representation, but some tiny different patterns emerge on different graphics. Importantly, the overall finding partially supports knowledge clash hypothesis, which argues the number of questions should increase as long as people increase their world knowledge. The “Matthew Effect” also emerges in questioning. Some compelling mechanism referring to children’s cognitive development between fourth graders and sixth graders is worth further observation and survey. Therefore, I conducted the analysis of children’s quality of questions in the next study.
In the second study, I examine children’s developmental patterns and their perspectives regarding the quantity and quality of their questioning strategies. Taking and revising Graesser et al. (1992) taxonomy of questioning as the analytical framework, we analyzed 2300 questions generated by students of various age. Children’s grade level (2nd, 4th, and 6th), role (student vs. teacher), and question types (twenty types) were the three independent variables. The results indicate a statistically significant three-way interaction. Interaction between questioning types and roles was different by children’s grade level. For the 2nd graders, their questions don’t have any difference no matter they pretended they were a teacher or they were themselves. For the 4th graders, as they were teachers, they asked more question about “concept completion,” and “feature specification.” In constrast, as they were students, they asked more question about “causal antecedent,” and “origin.” For the 6th graders, as they were teachers, they ask more question about “enablement,” “feature specification,” and “quantification.” As they were students, they didn’t ask more questions on any questions types than as they were teachers. I further induce the cognitive mechanism among ages. The results contribute not only to the emerging literature on children’s cognitive development but also to instructional designs that foster children’s questioning. Two studies above facilitate us to understand the outcomes of children’s questioning. To capture the whole picture of children’s questioning, we need to explore the processes of children’s questioning, which comes the third study.
In the third study, I investigate the processes of children’s questioning to explore how children generate their questions. Following the principles of the microgenetic method, I videotaped children’s interactions while they generated questions. The results indicate three critical moments: activating question constraint, creating candidate questions, and the social editing of ultimate questions, all of which demonstrate children’s agency and knowledge. The results contribute not only to the emerging literature on children’s shared thinking process, but also to instructional designs that deal with children’s questioning.
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