共查询到20条相似文献，搜索用时 890 毫秒
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Jane Piirto 《International journal of qualitative studies in education》2013,26(4):431-445
The reflective and interrogative processes required for developing effective qualitative research questions can give shape and direction to a study in ways that are often underestimated. Good research questions do not necessarily produce good research, but poorly conceived or constructed questions will likely create problems that affect all subsequent stages of a study. In qualitative studies, the ongoing process of questioning is an integral part of understanding the unfolding lives and perspectives of others. This article addresses both the development of initial research questions and how the processes of generating and refining questions are critical to the shaping of a qualitative study. 相似文献
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Although a great deal has been written about the need for more research in the HPT field, specific research questions have not recently been identified. This study used a three‐round Delphi approach to identify research questions of interest to experts in the field, resulting in 100 questions that were classified under ten categories. Participants prioritized the research categories and rated each question as to its importance to the field. Summary statistics for all categories and questions are presented. 相似文献
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Carey Dimmitt John C. Carey Wendy McGannon Ivar Henningson 《Counselor Education & Supervision》2005,44(3):214-228
The authors conducted a Delphi study to identify important research questions regarding school counseling. During 3 consecutive rounds of e‐mail queries, an expert panel of 21 school counseling educators and practitioners were asked to identify the goals of school counseling research, develop specific research questions, and rate the importance of the questions. The highest rated research questions concerned school counseling interventions that have an impact on academic achievement and the effects of school counseling programs on student outcomes. The panel's final list of 42 research questions can help counselor educators, graduate students, and practitioners develop research projects that most effectively meet the needs of the field. 相似文献
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DEBORAH W. ROWE 《Journal of Educational Measurement》1986,23(1):43-55
The inclusion of "purpose questions" before passages in reading comprehension tests is evaluated in light of recent research related to schema theory and adjunct questions. Schema-theoretic studies of prepassage cues to the theme of a reading selection suggest that purpose questions may serve a schema activating function. Recent studies of higher level (nonliteral) prepassage questions also support this view. Conclusions commonly drawn from studies using literal level prepassage questions cannot be applied directly to the use of purpose questions on the Metropolitan Achievement Tests. While research supports the use of purpose questions, gaps and weaknesses in the available data exist. Suggestions for further study are provided. 相似文献
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秦晓春 《桂林师范高等专科学校学报》2005,19(3):134-137
阐述研究性阅读的特点与价值，以及在儿童文学教学中开展研究性阅读的一般步骤与方法。特别指出培养学生的问题意识、交流意识和指导学生进行研究性写作，是帮助学生开展研究性阅读，提高实效的好途径。 相似文献
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李爱民 《扬州大学学报(高教研究版)》2005,9(1):16-19
问题是整个高等教育研究活动的逻辑起点,也是高等教育研究的灵魂,能够发现并提出有价值的研究问题是高等教育研究者的必备素质。问题的特点有三,第一,问题是在已经存在的理论和现实事物基础上产生的;第二,问题与主体(人)密切相关;第三,问题是不断发展的。高等教育的研究问题主要来源于高等教育实践和现有高等教育理论之间的矛盾,来源于高等教育理论内部以及高等教育和其他学科理论之间所产生的矛盾和问题。高等教育研究者在选择并确定研究问题时,要注意处理好真问题与假问题、热点问题与冷门问题、有重大价值的问题与自己能胜任的问题、他人的问题与自己的问题这四对关系,从而保证选好研究问题,使研究活动有一个好的开端。 相似文献
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This study suggests an approach for expanding and integrating research to produce a history of technical writing. The study defines problems that reside in writing such a history, suggests research premises and questions, and then applies these questions to technical writing as it existed in the English Renaissance, 1475–1640. 相似文献
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程梅兰 《大连教育学院学报》2006,22(1):22-23
提倡研究性学习是现代教育的基本要求。在语文教学中,教师可通过巧妙设疑、鼓励学生质疑、扩大学习空间等方法去培养学生研究性学习的能力,形成学生的研究习惯。 相似文献
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《International Journal of Educational Research》2001,35(1):1-9
This chapter lays out the research questions that guided the study and the methods used to conduct the study. The study was conducted in 17 secondary schools in six countries: Australia, Hong Kong, Japan, Taiwan, Thailand, and the United States. The first research question related to the school's policies with respect to civics education. The second question inquired into the nature and extent of the curriculum activities that were provided for the purpose of promoting civics education. The third question asked how key stakeholders perceived the nature and impact of the implemented curriculum. The fourth question concerned the similarities and differences across schools within each society with regard to each of the first three questions. Interviews and observations provided the primary data used to address the questions. 相似文献
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Jeylan Wolyie Hussein 《Educational Action Research》2013,21(3):377-393
The research was conducted at Haramaya University with a group of in‐service teacher trainees in the Department of English with the aim of helping the trainees learn about the construction of reading comprehension questions. The data for the study were collected from the trainees’ reading comprehension exercises and their analyses of the cognitive categories of the questions collaboratively designed in the classroom. A reflective diary was kept to record events and to reflect on them. The study resulted in three major findings. The first is that trainees develop better understanding of the pedagogical values of reading comprehension questions when they have the chance to design, evaluate and use hierarchically ordered questions themselves. The second major finding is related to the use of small‐group learning as a strategy to promote collaborative learning. The study found that a community of learning does not happen just by putting trainees together into a group. Thirdly, the study demonstrated that action research should not be conducted with a predetermined problem in mind, but flexibly, to address issues that arise through the action research itself. The experience recounted here suggests that action research is much more than the technical things we do in classrooms; it also helps generate new knowledge. 相似文献
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中级汉语会话课堂提问类型研究 总被引：3，自引：0，他引：3
文章依据北京师范大学中级会话课全部任课教师的同一课书的课堂教学录音及转写资料,对课堂提问的类型进行量化研究发现：相对于常模来说,三分之了的教师提问数量低于百次的标准,教师提问次数整体较低,参考性问题所占比例偏低,提问类型对课堂话语互动和教学质量有一定影响。为提高提问质量以促进学生的语言输出,教师应注意提高参考性问题的比例,并适当使用回应性问题进行互动调整。 相似文献
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陈必发 《湖北广播电视大学学报》2006,23(3):63-64
科学研究是一个不断提出问题和解决问题的过程。选择研究的课题,是进行科学研究的起始环节,是事关研究工作能否顺利开展的关键因素,成果是大还是小,价值是高还是低,与选题关系十分密切。本文试图探索选择科研课题的方略,以有效推进科学研究的深入进行。 相似文献
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William Winn 《Educational Psychology Review》2003,15(4):367-373
Recent concern about lack of scientific rigor in educational research has led to a reexamination of educational research methods. Methodology requires particular attention when researchers study learning in complex learning environments such as classrooms or computer-driven environments that simulate complex processes. This article reaffirms the importance of experimental research for answering some research questions. It argues that nonexperimental methods, such as design experiments and methods applied to the study of large-scale educational programs, such as randomized field trials, are useful for answering other kinds of research questions about learning in complex settings. This article discusses the validity of evidence gathered using these nonexperimental methods. Finally, it suggests that the study of the dynamics of learning can help integrate data from experiments that reveal details about learning and data from nonexperimental research that reveal how learning occurs in complex settings. 相似文献
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The aim of this explorative study was to find the factors limiting sixth-grade learners’ outcomes in acquiring skills related to the transformative inquiry learning processes as well as to analyse the interrelations between inquiry skills in order to develop an optimal support system for designing Web-based inquiry learning environments. A Web-based learning environment ‘Young Scientist’ was developed and applied to the domain of integrated science. The skill of identifying the correct research questions appeared to be a prerequisite for formulating research questions. When students understand how to identify the research questions correctly, there is no need for supporting formulation of research questions or hypotheses. We have found that at the stages of analysing data and inferring, students have to be provided with the tools to activate their prior knowledge, assignments help to organize their work into manageable sections, and reflective support or adaptive feedback to relate the results achieved with the process of inquiry. Our findings demonstrate that the effectiveness of inquiry learning can be strongly influenced by regulative support; however, a particular level of initial inquiry knowledge in theoretical context is also needed in order to develop inquiry skills in a situational context. 相似文献
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探究式教学主要是培养学生通过对问题的探究而达到主动学习的目的，问题的设置需从难度、坡度、跨度、广度等方面去考虑． 相似文献
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数学研究性学习,是当前基础教育改革在数学教育方面的一个亟待解决的十分重要的问题。本文作了实例研究,从两个不同的角度作了如何构想数学问题,如何提出问题并引导学生进行研究性学习的探究。 相似文献
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网上教研的教师教研行为研究 总被引：1，自引：0，他引：1
随着远程教育的发展,通过网络进行的远程网上教研解决了异地教师远程研讨的问题。本研究采用了内容分析法,选取了中央广播电视大学的部分网上教研活动作为样本,分析教师在网上教研过程中表现的行为。研究结果表明,教师教研的行为既包含了活动的组织管理行为、情感表达与人际交流的社会行为,也包含了知识建构的认知行为。教研活动的组织者在整个教研活动中起着至关重要的作用。各类参与教师都有不同的行为表现,积极发言的核心参与教师最有价值,对教研的贡献最大。 相似文献
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The Effects of Adjunct Questions and Feedback on Improving the Reading Comprehension Skills of Learning-Disabled Adolescents 总被引：1，自引：0，他引：1
Adjunct question research has typically focused on the effects of adjunct questions on improving the learning of college students. This study investigated the effects of inserted and massed postquestions (inference, main idea, and detail), with and without feedback, on improving the comprehension skills of adolescents labeled as reading disabled. Students practiced using adjunct questions for 6 weeks. The results suggested that inserted questions (and to a lesser extent massed postquestions) were beneficial in improving the comprehension of texts that did not contain adjunct questions. Specifically, the results indicated that (a) inserted questions were more effective than massed postquestions or no questions, (b) massed postquestions were more effective than no questions, and (c) the effects of inserted questions on comprehension increased over the time of treatment. The beneficial effects of feedback were limited to inference and main idea questions. Copyright 2001 Academic Press. 相似文献
20.
Duration of response to teacher questions and statements 总被引：1，自引：0，他引：1
J.T. Dillon 《Contemporary educational psychology》1981,6(1):1-11
To examine the effectiveness of teacher questions in stimulating student participation, 26 high school discussion classes were tape-recorded and the duration of utterances timed by stopwatch. Analyses of variance performed on class mean duration of student response revealed three findings. (1) No significant difference was observed between response to questions and response to declarative statements. (2) By question type, opinion questions received significantly longer responses than factual ones, and closed longer than open; no differences were observed for six other ways of classifying questions. (3) Response to questions appeared unrelated to selected characteristics of classroom, teacher, and student. The findings offer little support to current emphases in theory and practice on the use of questions in discussion classes. The study may be situated within a body of recent research that has failed to validate traditional claims for the efficacy of teacher questions. 相似文献