Mô hình Socrates: một phương pháp đặt câu hỏi hiệu quả trong dạy học

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Tác giả: Thị Khánh Hà Đặng, Quỳnh Anh Nguyễn

Ngôn ngữ: Vie

Ký hiệu phân loại: 370 Education

Thông tin xuất bản: Thiết bị Giáo dục 2023

Mô tả vật lý: 33 - 35

Bộ sưu tập: Metadata

ID: 394129

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Chủ đề

Bên cạnh các khía cạnh khác của sự tương tác trong lớp học, việc đặt câu hỏi đã là chủ đề của nhiều nghiên cứu và được coi là một yếu tố quan trọng trong việc dạy và học vì không thể nào một bài học trên lớp diễn ra mà không có bất kỳ câu hỏi nào do giáo viên đặt ra. . Có nhiều loại câu hỏi khác nhau được đặt ra và mức độ tham gia cũng như việc học của học sinh phụ thuộc vào nhiều loại câu hỏi mà giáo viên đặt ra trong các buổi học trên lớp. Bài viết xem xét các khía cạnh của kỹ thuật đặt câu hỏi và gợi ý một kỹ thuật phổ biến và hiệu quả có tên là Socrates. Dựa trên mô hình Socrat, kỹ thuật đặt câu hỏi giúp học sinh nâng cao tư duy phản biện thông qua việc tập trung rõ ràng vào quá trình tư duy. Theo Socrates, khi các câu hỏi có tính kỷ luật và được cấu trúc cẩn thận, học sinh có thể chậm lại và xem xét quá trình tư duy của chính mình., Tóm tắt tiếng anh, Beside other aspects of classroom interaction in classrooms, asking questions has been the subject of many studies and is considered as a vital factor in teaching and learning because of the fact that there is no possibility that a classroom lesson takes place without any questions posed by teachers. There are different types of questions posed and the level of participation and students' learning rely on the varieties of questions asked by teachers during classroom sessions. The article reviews aspects of the questioning technique and suggests a popular and effective one called Socrates. Based on Socratic model, questioning technique helps students improve their critial thinking through focusing explicitly on the process of thinking. According to Socrates, when questions are disciplined and carefully structured, then, students are able to slow down and examine their own thinking processes.

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