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Title :原著[実践研究] 授業においてさまざまな質問経験をすることが質問態度と質問力に及ぽす効果
Title alternative :Effect of Question-Asking Training in a College Lecture Class on Learners' Attitudes and Ability to Ask Questions
Authors :道田, 泰司
Authors alternative :Michita, Yasushi
Issue Date :2011
Abstract :本研究の目的は,大学での半期の授業の中でさまざまな形で質問に触れる経験をすることが,質問に対する態度や質問を考える力に効果を及ぼすかどうかを検討することであった。授業では毎回,グループで質問を作ること,個人で質問書を書くことに加え,半期に1回グループで発表させることで,質問することが必要となる場面を作った。授業初回と学期の最後に,質問に対する態度の自己評定と,文章を読んで質問を出す課題を行った。2年度に渡る実践の両方において,学期末の調査で質問に対する態度が全般的に向上しており,質問量も増加していた。質問量の増加は,事実を問う質問や意図不明の質問によるものではなく,高次の質問の増加である可能性が示唆された。その変化がどのように生じたのかを知るために,質問量と質問態度それぞれについて,事前テストでの成績によって学生を4群に分けて事後テスト結果を検討した。その結果,事前テスト上位群以外の学生の質問量および質問態度が向上していることが示された。以上の結果より,さまざまな形で質問に触れる経験をさせた本実践の効果が示された。
The purpose of the present study was to examine whether various kinds of training in asking questions during a college lecture class would influence the students' attitudes toward asking questions and their ability to ask questions. In the class. the lecturer set up situations in which the students were required to work together in a small group during every lecture to prepare a question and also had to write a question by themselves, and, in addition, required the students to make a small-group presentation once a term. At the beginning and end of the term, the students completed a questionnaire asking about their attitudes toward questioning ; they also completed a task in which they were instructed to prepare as many questions as possible about an article that they had read. Across two years of this procedure, the students' attitudes toward questioning and the number of questions asked increased from pretest to posttest. It is important to point out that the increase in the number of questions was not simply an increase in questions asking for facts or in questions for which the asker's purpose was unclear, but rather the increase was in higher-order questions. In order to examine the origins of the increase, the students were divided into 4 groups on the basis of their pretest scores on the attitude questionnaire and the question-preparation task, and pretest-posttest differences between the groups were compared. The results revealed that all the students except those who had scored highest on the pretest showed both an improvement in their attitude toward questioning and an increase in the number of questions prepared.
Type Local :雑誌掲載論文
ISSN :0021-5015
Publisher :日本教育心理学会
URI :http://hdl.handle.net/20.500.12000/24555
Citation :教育心理学研究 = The Japanese journal of educational psychology no.59 p.193 -205
Appears in Collections:Peer-reviewed Journal Articles (Faculty of Education)

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