研究發(fā)現(xiàn)：老師對(duì)待孩子就像對(duì)待傻瓜一樣

研究發(fā)現(xiàn)：老師對(duì)待孩子就像對(duì)待傻瓜一樣

Experts agree that reading to children is one of the best things parents and teachers can do to boost learning, especially when they are quizzed on the story.

專(zhuān)家們一致認(rèn)為，給孩子們朗讀是父母和老師們，為促進(jìn)學(xué)習(xí)所能做的最好的事情之一，尤其是當(dāng)孩子們問(wèn)到這個(gè)故事的時(shí)候。

However, researchers have discovered that many instructors fail to ask enough questions — and the ones they do are underestimating kids’ intelligence.

然而，研究人員發(fā)現(xiàn)，許多教師沒(méi)有提出足夠的問(wèn)題——他們確實(shí)低估了孩子的智力。

The study, published the journal Early Childhood Research Quarterly, reveals that as preschool teachers read aloud to children, only 24% of commentary asked kids to talk about story, and the questions they did ask were too easy.

這項(xiàng)發(fā)表在《幼兒研究季刊》上的研究表明，當(dāng)學(xué)齡前教師大聲朗讀給孩子聽(tīng)的時(shí)候，只有24%的評(píng)論要求孩子們講故事，而他們確實(shí)提出的問(wèn)題太簡(jiǎn)單了。

“We don’t want to ask all difficult questions,” says study authorLaura Justice, educational psychology professor at Ohio State University. “But we should be coaxing children along cognitively and linguistically by occasionally offering challenging questions.”

俄亥俄州立大學(xué)教育心理學(xué)教授、研究作者勞拉·賈斯特說(shuō)：“我們不是要問(wèn)所有的難題，但我們應(yīng)該通過(guò)偶爾提出具有挑戰(zhàn)性的問(wèn)題，在認(rèn)知和語(yǔ)言方面引導(dǎo)孩子。”

Though the study looked only at teacher behaviors, parents should take note as well, Justice says, as previous research has shown most fail to quiz their children at all during reading.

賈斯特說(shuō)，雖然這項(xiàng)研究只考察了教師的行為，但家長(zhǎng)也應(yīng)該注意，因?yàn)橹暗难芯匡@示，大多數(shù)父母在閱讀時(shí)根本沒(méi)有對(duì)孩子進(jìn)行這方面的引導(dǎo)。

Researchers observed 96 preschool and kindergarten teachers and their students from schools throughout the Midwestern and Southern US. Teachers were recorded while reading the 25-page children’s book “Kingdom of Friends” to one class of students.

研究人員觀察了96名來(lái)自美國(guó)中西部和南部的幼兒園教師和他們的學(xué)生。老師們?cè)诮o一個(gè)班級(jí)的學(xué)生朗讀25頁(yè)的兒童讀物《朋友的王國(guó)》時(shí)被記錄下來(lái)。

In total, researchers logged 5,207 questions from teachers and 3,469 child responses.

研究人員總共記錄了來(lái)自教師的5207個(gè)問(wèn)題和3469個(gè)孩子的回答。

About 52% of the questions had dumbed-down questions, such as “Does he look happy?” — to which most children would respond with a single “yes” or “no.” The other 48% consisted of “what,” “why,” and what experts call “how-procedural” questions, which asks children to recall events in the story and analyze their outcomes.

約52%的問(wèn)題被簡(jiǎn)化了，比如“他看起來(lái)開(kāi)心嗎?”——大多數(shù)孩子只回答“是”或“不是”。另外48%的問(wèn)題由“什么”、“為什么”和專(zhuān)家們所說(shuō)的“如何處理”的問(wèn)題組成，這些問(wèn)題要求孩子們回憶故事中的事件并分析其結(jié)果。

“When the teachers asked these more sophisticated how-procedural questions, the children would give more elaborate and complex answers,” Justice says. “Those are the kind of questions we need more of.”

“當(dāng)老師們問(wèn)這些更復(fù)雜的程序性問(wèn)題時(shí)，孩子們會(huì)給出更詳盡和復(fù)雜的答案，”賈斯特說(shuō)。“我們需要更多這樣的問(wèn)題。”

This will often produce wrong answers, but that’s an important part of learning, according to Justice.

孩子們往往會(huì)給出各種錯(cuò)誤的答案，但這是學(xué)習(xí)的一個(gè)重要部分。

“There should be teachable moments where teachers can help their students learn something new,” she says. “You have a conversation that is conceptually challenging for the child, because that is going to push their development forward.”

她說(shuō)：“當(dāng)老師幫助學(xué)生學(xué)習(xí)新的東西是，應(yīng)該有那樣一個(gè)教育的時(shí)刻。”“你的談話在概念上對(duì)孩子具有挑戰(zhàn)性，因?yàn)檫@將推動(dòng)他們的發(fā)展。”

Results of the study show that children answered their teachers’ questions correctly 85% of the time — and that’s too good.

研究結(jié)果表明，85%的時(shí)候，孩子們正確回答了老師的問(wèn)題——這太好了。

“When kids get 85 percent of the questions right, that means the questions the teacher is asking are too easy,” says Justice.

“當(dāng)孩子們85%的問(wèn)題都回答正確了，這意味著老師提出的問(wèn)題太簡(jiǎn)單了，”Justice說(shuō)。

Some experts suggest between 60 and 70% of questions should be easy, but the remaining 30 to 40% should ask children to ponder higher concepts, and encourage them to stretch their imagination.

一些專(zhuān)家建議60%到70%的問(wèn)題應(yīng)該是簡(jiǎn)單的，但是剩下的30%到40%應(yīng)該要求孩子們思考更高的概念，并鼓勵(lì)他們擴(kuò)展自己的想象力。

Justice says an open-ended question such as “How do you think this book will end?” is a good example.

Justice說(shuō)，像“你認(rèn)為這本書(shū)將如何結(jié)尾?”就是一個(gè)很好的問(wèn)題。

“You can see how a question like that is going to evoke a complex response,” she says. “With some practice and reflection, we can change how we talk with children during shared reading and help them develop stronger language and reading skills.”

她說(shuō)：“你會(huì)發(fā)現(xiàn)，這樣一個(gè)問(wèn)題會(huì)引起復(fù)雜的反應(yīng)，通過(guò)一些練習(xí)和思考，我們可以改變?cè)诠蚕黹喿x過(guò)程中，與孩子交談的方式，幫助他們培養(yǎng)更強(qiáng)的語(yǔ)言和閱讀技能。”