Design and Application of Questions Based on Protocol-Guided Case Teaching
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Oct 27, 2020
Abstract
As the core element of classroom teaching, questions play an essential role in constructing students’ knowledge systems and cultivating their ability to discover, explore, analyze, and solve problems. Therefore, the design and application of appropriate questions is the key to the success of classroom teaching. Teaching based on protocol-guided cases advocates question-centric teaching. It is suggested that teaching activities should be carried out around the discovery and solution of questions, promoting the teaching concept to change from lecture to inquiry, stimulating students’ interest and potential, and improving students’ comprehensive quality. This article mainly discusses the design and application of questions in middle school protocol-guided learning and discusses the basis and requirements of question design in protocol-guided case. With typical cases as the forerunner, strategic guidance is put forward to apply questions to integrate teaching plans.
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Keywords
Questions, Teaching Plans, Integration of Teaching Plans, Classroom Teaching
References
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Correspondence of the Teaching of Mathematics, 2016(24):30-31+37. [Chinese] Available from: http://www.cqvip.com/qk/82508z/201634/670963659.html
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Liang, Z.S., & Huo, L.Y. (1995). Encyclopedia of Chinese Preschool Education·Education Theory Volume. Shenyang: Shenyang Publishing House. [Chinese]
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Mahmutov, M.N., & Jin, Y. (1987). Lenin’s theory of reflection and teaching theories. Foreign Educational Materials, 6:74-78.
Makhmutov, M.H. (1975). Problem teaching, basic theoretical problems.
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Popper, K. (2014). Conjectures and refutations: The growth of scientific knowledge (2nd Edition). ISBN: 9780415285940. Routledge Classics, (Vol. 17).
Sheng, R.G. (2007). Problem consciousness a cradle of innovation. Journal of Kashi University, 2007(6):94-96. [Chinese] DOI: https://doi.org/10.3969/j.issn.1674-697X-B.2009.10.135
Si, C.Y. (2006). Theoretical research and model construction from “study answer” to “lear to ask question” teaching. Lanzhou: Northwest Normal University. [Chinese] Available from: http://cdmd.cnki.com.cn/Article/CDMD-10736-2006103829.htm
Taba, H., Levine, S., & Elzey, F. (1964). Thinking in Elementary School Children. (U. S. Office of Education, Cooperative Research Project No. 1574). San Francisco, San Francisco State College.
Tian, S.P. (2017). Guidance case-sublimation in the guidance of problems. Research on Mathematical, Physical and Chemical Problems, 8(24): 80-81. [Chinese] Available from: http://www.cnki.com.cn/Article/CJFDTotal-SLJG201724065.htm
Vygotsky, L. (2010). Work, Thinking and Language. Li, W., Translated. Beijing: Beijing Normal University Press. [Chinese]
Wang, D.D. (2011). A review of research on student questioning in class. Journal of Hubei Adult Education Institute, 17(1):14-15+31. [Chinese] DOI: https://doi.org/10.16019/j.cnki.cn42-1578/g4.2011.01.042
Wang, S., Wang, A.S. (2006). Cognitive Psychology. Beijing: Peking University Press. [Chinese]
Wei, H.W. (2010). Types and ways of asking questions in mathematics classroom teaching. Journal of Liaoning Teachers College (Natural Science Edition), 2010(3):11+93. [Chinese] DOI: https://doi.org/10.3969/j.issn.1008-5688.2010.03.005
William W. Wilen & Ambrose A. Clegg Jr. (1986) Effective Questions and Questioning: A Research Review, Theory & Research in Social Education, 14(2):153-161. DOI: https://doi.org/10.1080/00933104.1986.10505518
Wragg, Edward Conrad, ed. Classroom teaching skills: the research findings of the teacher education project. Psychology Press, 1989.
Xie, Y. (2004). Guide students to find problems and improve their independent learning ability. Science Education in China, 2004(6):11-12. [Chinese]
Xu, F.B., & Du, Q.D. (2015). Optimization of “problem design” for high school political guidance cases. Journal of Teaching and Management, 2015(19): 66-67. [Chinese] Available from: http://www.cqvip.com/qk/91308x/201507/665115169.html
Yao, B.X. (1995). On the Cultivation of Students’ Problem Consciousness. Educational Research, 1995(10):40-43. [Chinese] Available from: http://www.cqvip.com/qk/96925x/199510/1003278472.html
Zan, G.J. (2015). Guided study case should not deviate from the curriculum standards: Take the rule of zero exponent power in the guided study case “Division of Powers of the Same Base” as an example. Middle-School Mathematics, 2015(10):11-12. [Chinese] DOI: https://doi.org/10.3969/j.issn.1002-7572.2015.10.006
Zhang, H.X. (1992). On the logical structure of scientific problems (Part 2). Social Science Front, 1992(2), 36-41. [Chinese] Available from: http://www.cqvip.com/qk/82161x/199202/1002576406.html
Zhang, J. (2013). Research on common problems in the preparation of tutorial plans. Modern Reading (Education Edition), 2013(1):132. [Chinese]
Zheng, Q. (2009). Research on the influence of metacognition, environment and non-cognition on the ability to pose mathematical problems. Dissertation; Guilin: Guangxi Normal University. [Chinese] DOI: https://doi.org/10.7666/d.d069825
Zhu, X.H. (2009). Classroom questioning design for reading teaching: common problems and improvement strategies. Curriculum, Teaching Material and Method, 2009(10):45-50. [Chinese] DOI: https://doi.org/10.19877/j.cnki.kcjcjf.2009.10.010
Cao, L. (2018). Menglong Qian classroom questioning art exploration, (Master's thesis) Wuhan: Central China Normal University.
Chen, F. (2014). Study on the effectiveness of feedback on primary school mathematics classroom exercises. Fujian Educational Research (Comprehensive Edition B), 2014(2):7-8. [Chinese] Available from: http://www.cqvip.com/qk/71568x/201402/49771401.html
Chen, S. (2014). Research on the design of the senior high school geography guidance case-taking high school geography compulsory one as an example, Dissertation; Fuzhou: Fujian Normal University. [Chinese]
Chen, X.S. (2015). Core issues inspire in-depth experience. People’s Education, 2015(4): 60-62. [Chinese] Available from: http://www.cqvip.com/qk/80612x/201504/663684876.html
Chen, Y.Q. (2011). Teaching theory clever Ed. Beijing: People’s Education Press. pp416. [Chinese] ISBN: 9787107231711
Dictionary Editing Office, Institute of Language Studies, Chinese Academy of Social Sciences. (2016). Modern Chinese Dictionary (6th Edition). Beijing: Commercial Press. pp1367. [Chinese]
Feng, L.Y. (2016). Optimize mathematics learning with the help of core problems.
Correspondence of the Teaching of Mathematics, 2016(24):30-31+37. [Chinese] Available from: http://www.cqvip.com/qk/82508z/201634/670963659.html
Fu, Y. (2013). A strategy for effectively designing problems: “Problem Continuum”. Journal of Teaching and Management, 2013(11):18-21. [Chinese] Available from: http://www.cqvip.com/qk/88084x/201311/47931106.html
Gao, P.W. (2013). “Problems” in teaching: Logic and significance. Journal of Educational Development, 2013(8):12-15. [Chinese] Available from: http://www.cqvip.com/qk/83681x/201308/46517300.html
Gu, M.Y. (1990). Dictionary of Education. Shanghai: Shanghai Education Press. pp1324. [Chinese]
Gu, X.Y. (2017). Facing all students, optimizing classroom questioning: Research on primary school mathematics teaching strategy. Primary School Teaching Research, 2017(9):70-71. [Chinese] Available from: http://www.cqvip.com/qk/70789x/201709/673076498.html
Jia, X.H. (2016). Strategies for displaying and communicating learning achievements in primary school mathematics teaching. Jiangxi Education, 2016(12):72-73. [Chinese] DOI: https://doi.org/10.3969/j.issn.1006-270X.2016.12.054
Lanthua, D. (1988). Western Education Dictionary (pp.260). Shanghai: Shanghai Translation Publishing House. [Chinese]
Li, S.C. (2012). Interpretation of the “guide” and “evaluation” of teachers in efficient classrooms. China Teachers News, 08-29-2012(15). [Chinese]
Liang, Z.S., & Huo, L.Y. (1995). Encyclopedia of Chinese Preschool Education·Education Theory Volume. Shenyang: Shenyang Publishing House. [Chinese]
Lv, C.H., & Wang, B.Y. (2006). Inquiry into the teaching of mathematics situation and questioning in primary and middle schools. Journal of Mathematics Education, 2006(2):74-79. [Chinese] Available from: http://www.cqvip.com/qk/91144x/200602/21925559.html
Mahmutov, M.N., & Jin, Y. (1987). Lenin’s theory of reflection and teaching theories. Foreign Educational Materials, 6:74-78.
Makhmutov, M.H. (1975). Problem teaching, basic theoretical problems.
Neil, P. (1979). Teaching as a Conserving Activity. New York: Dell. pp140.
Nie, B.K. (2003). Summary of research on mathematical problems. Journal of Mathematics (China), 2003(1):9-10. [Chinese] Available from: http://www.cqvip.com/qk/90028x/200301/7597612.html
Ouyang, W. (1999). The causes of students’ non-problem awareness and the cultivation of problem awareness. Journal of Xiangtan University(Philosophy and Social Sciences), 1999(1):3-5. [Chinese] Available from: http://www.cqvip.com/qk/81267a/199901/1002341415.html
Ouyang, Y. (2016). The Basic connotation, theoretical basis and model construction of the “problem guide” course type. Basic Education Research, 2016(15): 49-52. [Chinese] DOI: https://doi.org/10.3969/j.issn.1002-3275.2016.15.012
Peng, H.J. (2018). High school geography teaching case design based on problem-based teaching: Taking the People’s Education Edition “Geography 1” as an example. Dissertation; Hohhot: Inner Mongolia Normal University. [Chinese] Available from: http://cdmd.cnki.com.cn/Article/CDMD-10135-1018843130.htm
Popper, K. (2014). Conjectures and refutations: The growth of scientific knowledge (2nd Edition). ISBN: 9780415285940. Routledge Classics, (Vol. 17).
Sheng, R.G. (2007). Problem consciousness a cradle of innovation. Journal of Kashi University, 2007(6):94-96. [Chinese] DOI: https://doi.org/10.3969/j.issn.1674-697X-B.2009.10.135
Si, C.Y. (2006). Theoretical research and model construction from “study answer” to “lear to ask question” teaching. Lanzhou: Northwest Normal University. [Chinese] Available from: http://cdmd.cnki.com.cn/Article/CDMD-10736-2006103829.htm
Taba, H., Levine, S., & Elzey, F. (1964). Thinking in Elementary School Children. (U. S. Office of Education, Cooperative Research Project No. 1574). San Francisco, San Francisco State College.
Tian, S.P. (2017). Guidance case-sublimation in the guidance of problems. Research on Mathematical, Physical and Chemical Problems, 8(24): 80-81. [Chinese] Available from: http://www.cnki.com.cn/Article/CJFDTotal-SLJG201724065.htm
Vygotsky, L. (2010). Work, Thinking and Language. Li, W., Translated. Beijing: Beijing Normal University Press. [Chinese]
Wang, D.D. (2011). A review of research on student questioning in class. Journal of Hubei Adult Education Institute, 17(1):14-15+31. [Chinese] DOI: https://doi.org/10.16019/j.cnki.cn42-1578/g4.2011.01.042
Wang, S., Wang, A.S. (2006). Cognitive Psychology. Beijing: Peking University Press. [Chinese]
Wei, H.W. (2010). Types and ways of asking questions in mathematics classroom teaching. Journal of Liaoning Teachers College (Natural Science Edition), 2010(3):11+93. [Chinese] DOI: https://doi.org/10.3969/j.issn.1008-5688.2010.03.005
William W. Wilen & Ambrose A. Clegg Jr. (1986) Effective Questions and Questioning: A Research Review, Theory & Research in Social Education, 14(2):153-161. DOI: https://doi.org/10.1080/00933104.1986.10505518
Wragg, Edward Conrad, ed. Classroom teaching skills: the research findings of the teacher education project. Psychology Press, 1989.
Xie, Y. (2004). Guide students to find problems and improve their independent learning ability. Science Education in China, 2004(6):11-12. [Chinese]
Xu, F.B., & Du, Q.D. (2015). Optimization of “problem design” for high school political guidance cases. Journal of Teaching and Management, 2015(19): 66-67. [Chinese] Available from: http://www.cqvip.com/qk/91308x/201507/665115169.html
Yao, B.X. (1995). On the Cultivation of Students’ Problem Consciousness. Educational Research, 1995(10):40-43. [Chinese] Available from: http://www.cqvip.com/qk/96925x/199510/1003278472.html
Zan, G.J. (2015). Guided study case should not deviate from the curriculum standards: Take the rule of zero exponent power in the guided study case “Division of Powers of the Same Base” as an example. Middle-School Mathematics, 2015(10):11-12. [Chinese] DOI: https://doi.org/10.3969/j.issn.1002-7572.2015.10.006
Zhang, H.X. (1992). On the logical structure of scientific problems (Part 2). Social Science Front, 1992(2), 36-41. [Chinese] Available from: http://www.cqvip.com/qk/82161x/199202/1002576406.html
Zhang, J. (2013). Research on common problems in the preparation of tutorial plans. Modern Reading (Education Edition), 2013(1):132. [Chinese]
Zheng, Q. (2009). Research on the influence of metacognition, environment and non-cognition on the ability to pose mathematical problems. Dissertation; Guilin: Guangxi Normal University. [Chinese] DOI: https://doi.org/10.7666/d.d069825
Zhu, X.H. (2009). Classroom questioning design for reading teaching: common problems and improvement strategies. Curriculum, Teaching Material and Method, 2009(10):45-50. [Chinese] DOI: https://doi.org/10.19877/j.cnki.kcjcjf.2009.10.010
How to Cite
Li, C. (2020). Design and Application of Questions Based on Protocol-Guided Case Teaching. Science Insights Education Frontiers, 7(1), 811–829. https://doi.org/10.15354/sief.20.or041
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