本科毕业设计（论文）
外文翻译
教授学生自提问题
作者：Dan Rothstein、Luz Santana
国籍：美国
出处：Make Just One Change
中文译文：
一个小的变化就可以产生巨大的结果
——丹·罗斯坦和桑塔纳
在加利福尼亚州帕洛阿尔托的简·拉斯罗普·斯坦福中学，海莉·杜普伊六年级科学班的学生们开始了板块构造单元的学习。在小组学习中，他们很快一个接一个地提出自己的问题：什么是板块构造？板材的移动速度有多快？为什么板块会移动？板材会影响温度吗？有什么动物能感觉到板块在移动？其中一个学生说：“如果我们一开始回答我们问的第一个问题，我们就永远不会想到后续这些问题。”“就在你认为你已经知道了自己想要关注的问题时，你会意识到：lsquo;哦，哇，还有另一个更好的问题，这就是你真正需要考虑的问问题。rsquo;”
在远离马萨诸塞州波士顿的罗克斯伯里社区，谢里夫·穆罕默德在波士顿走读和夜校(BDEA)的学生也有惊人相似的经历。他们中的许多人由于各种原因从其他学校转到BDEA，作为学生并不总是取得太大的成功。但在单独工作时，他们发现制定自己的问题会让他们有一种新的方式。其中一名学生说：“当你提出问题时，你会觉得得到答案是你的工作，而且你想弄清楚。”
这两名学生——一个在帕洛阿尔托，另一个在罗克斯伯里——发现了一些显而易见的事情：当学生知道如何自己提问题时，他们会更容易驾驭自己的学习，加深理解，自行建立新的联系和发现。然而，这种技能很少有学生从幼儿园到高中都被有意地有目的地传授。通常，提出问题被视为教师的职责，他们花数年时间思考如何处理和整理问题，以激发学生的好奇心或更有效地参与问题。我们发现，教授学生问自己的问题可以在完成这些目标的同时可以教授给他们关键的终身技能。
问题的制定技术
杜普伊、穆罕默德和许多其他教师正在一步一步地使用我们和我们的同事研究的一套方法步骤，称为问题制定技术(QFT)。该技术帮助学生学习如何提出自己的问题，改进问题，并就如何使用它们制定策略。
QFT的起源可以追溯到20年前马萨诸塞州劳伦斯市的一个辍学预防项目。该项目是由安妮·e·凯西基金会资助的。当我们共同努力增加家长对教育的参与时，我们听到家长一遍又一遍地陈述同样的问题：“我们不会去学校，因为我们甚至不知道该问什么。”最终，这个问题促使我们创造了一套简单而强大的方法步骤，在全国各地的很多个领域得到了有效的应用。例如，在医疗保健方面，由美国国立卫生研究院资助的研究表明，QFT显著提高了患者的激活水平，并改善了医患之间的沟通。在课堂上，老师们已经看到了同样的过程是如何在很短的时间内培养学生的发散（头脑风暴）、收敛（分类和优先级）和元认知(反思）思维能力的。
教师可以在很多时候各种场合使用QFT：向学生介绍一个新单元，评估学生的知识，了解他们需要更好地理解什么内容；甚至在结束一个单元时，了解学生如何利用新知识为自己设定一个新的学习议程。这套方法步骤可以用于所有年龄段的人。
学生们利用QFT开发科学实验，创建自己的研究项目，研究老师指定的话题，写一篇文章前的准备，分析单词相关的问题，更深入地思考具有挑战性的阅读任务，准备面试，或者只是让自己“摆脱困境”。
QFT有六个关键步骤：
第一步：教师设计一个问题的焦点。问题焦点，或QFocus，是一种可以以陈述、视觉或听觉援助的形式呈现，以集中和吸引学生的注意力，并迅速刺激问题的形成的提示。QFocus不同于许多传统的提示，因为它不是老师的问题。相反，它作为学生问题的焦点，以便学生可以自己识别和探索广泛的主题和想法。例如，在研究了1804年海地革命的原因后，一位老师提出了一个QFocus：“我们曾经是奴隶。现在我们是自由的。”学生们开始提问革命后发生了什么变化，而什么保持不变。
第二步：学生提出问题。学生使用一套规则，为在没有老师的帮助下提出问题提供了一个明确的规程。这四条规则是：问尽可能多的问题；不要停下来讨论、判断或回答任何问题；每一个问题都按照规定写下来；把任何陈述都换成问题。在学生开始提出问题之前，老师会介绍这些规则，并要求学生思考和讨论在遵循这些规则时可能遇到的挑战。一旦学生开始工作，这些规则就为一个开放式的思维过程提供了一个稳固的体系。如果他们没有得到这些规则的指导，学生们能够产生比他们更广泛的问题和思考。
第三步：学生们改进他们的问题。然后，学生通过分析开放式和封闭式问题的差异以及练习改变另一种类型来改进他们的问题。老师从这一步开始，介绍了封闭和开放式问题的定义。学生们使用这些定义将他们刚刚产生的问题列表分类为两个类别之一。然后，老师带领他们讨论这两种问题的优点和缺点。为了完成这一步，老师要求学生至少将一个开放式问题改为一个封闭式问题，反之亦然，这将让学生思考问题的措辞是如何影响他们将获得的信息的深度、质量和价值的。
第四步：学生按重要性将问题排序。教师考虑到课程计划，为优先问题的选择提供标准或指导方针。在一个单元的介绍中，老师的指示可能是“选择你最想进一步探索的三个问题”；在设计科学实验时，可能是“选择三个可测试的问题”；在阅读一篇小说类文章可能要求学生选择“与我们在这篇文章中确定的关键主题相关的三个问题”。在这一阶段，学生们从发散性思维转向敛散性思维，针对问题的核心，并计划具体的行动步骤来获得完成课程或任务所需的信息。
第五步：学生和老师决定下一步。在这个阶段，学生和老师一起决定如何使用这些问题。例如，一位老师在第二天的“现在就做”练习中向全班介绍了所有小组的优先问题，并要求他们对前三个问题进行排名。最终，同学们和老师在苏格拉底研讨会的讨论中一致通过了“贫困和不公正如何导致两个城市的故事中的暴力？”的问题。
第六步：学生们反思他们所学到的东西。教师回顾了这些步骤，并为学生提供通过制作、改进和优先考虑他们的问题来回顾他们所学到的东西的机会。这可以让QFT完全透明化，帮助学生看到他们做了什么，以及它如何促进他们的思考和学习。他们可以内化这个过程，然后将其应用到许多其他事情中。
当教师在课堂上应用QFT时，他们会注意到课堂文化和实践的三个重要变化。教师告诉我们，使用QFT可以不断增加课堂中小组和同伴学习的参与，改善课堂管理，并有助于他们解决教育不平等问题。当老师们看到这些变化一次又一次地发生时，他们意识到他们鼓励提问的传统做法与有目的地教授问题制定技巧产生的教学效果并不一样，或者，正如一位名为穆罕默德的老师所说：“我经常问我的学生，lsquo;你有什么问题吗rsquo;，当然，我没有从他们那里得到多少反馈。”在他七年的教学中，也鼓励罗克斯伯里的学生问问题，但他知道这对他们来说有多困难。在使用了上述六步的过程后，他被“学生们如何走得更远、更深入、更快地问问题”所震惊。
一个重大的变化
对于教师来说，使用QFT需要在实践中进行一个简单而重大的转变：学生应自行提问所有的问题，而教师的角色只是为了促进问题制定技术的进程，这对学生来说也是一个重大的变化。学生第一次在课堂上介绍时，完成所有的步骤至少需要45分钟；但是，随着他们使用QFT经验的积累，老师们发现学生即使是小组合作也可以在10到15分钟内快速地完成这个过程。
QFT提供了一种经过考验的深思熟虑的方法来帮助学生培养一种对所有事物的学习都至关重要的技能。在每个班级教授这一技能可以帮助成功的学生的思维更加深入，并鼓励陷入困境的学生发展新的学习渴望，他们提的问题可以教会我们很多。
附：外文原文
Teaching Students to Ask Their Own Questions
One small change can yield big results
——by Dan Rothstein and Luz Santana
Students in Hayley Dupuyrsquo;s sixth-grade science class at the Jane Lathrop Stanford Middle School in Palo Alto, Calif., are beginning a unit on plate tectonics. In small groups, they are producing their own questions, quickly, one after another: What are plate tectonics? How fast do plates move? Why do plates move? Do plates affect temperature? What animals can sense the plates moving? They raise questions “that we never would have thought of if we started to answer the first question we asked,” says one of the students. “And just when you think you already know the question you want to focus on, you realize: lsquo;Oh, wow, herersquo;s this other question that is so much better, and thatrsquo;s really what you need to think about.rsquo;”
Far from Palo Alto, in the Roxbury neighborhood of Boston, Mass., Sharif Muhammadrsquo;s students at the Boston Day and Evening Academy (BDEA) have a strikingly similar experience. Many of them had transferred to BDEA for various reasons from other schools and had not always experienced much success as students. But working individually, they find that formulating their own questions engages them in a new way. One of the students observes: “When you ask the question, you feel like itrsquo;s your job to get the answer, and you want to figure it out.”
These two students—one in Palo Alto, the other in Roxbury—are discovering something that may seem obvious: When students know how to ask their own questions, they take greater ownership of their learning, deepen comprehension, and make new connections and discoveries on their own. However, this skill is rarely, if ever, deliberately taught to students from kindergarten through high school. Typically, questions are seen as the province of teachers, who spend years figuring out how to craft questions and fine-tune them to stimulate studentsrsquo; curiosity or engage them more effectively. We have found that teaching students to ask their own questions can accomplish these same goals while teaching a critical lifelong skill.
The Question Formulation Technique
Dupuy, Muhammad, and many other teachers are using a step-by-step process that we and our colleagues at the Right Q
剩余内容已隐藏，支付完成后下载完整资料
Teaching Students to Ask Their Own Questions
One small change can yield big results
by Dan Rothstein and Luz Santana
Students in Hayley Dupuyrsquo;s sixth-grade science class at the Jane Lathrop Stanford Middle School in Palo Alto, Calif., are beginning a unit on plate tectonics. In small groups, they are producing their own questions, quickly, one after another: What are plate tectonics? How fast do plates move? Why do plates move? Do plates affect temperature? What animals can sense the plates moving? They raise questions “that we never would have thought of if we started to answer the first question we asked,” says one of the students. “And just when you think you already know the question you want to focus on, you realize: lsquo;Oh, wow, herersquo;s this other question that is so much better, and thatrsquo;s really what you need to think about.rsquo;”
Far from Palo Alto, in the Roxbury neighborhood of Boston, Mass., Sharif Muhammadrsquo;s students at the Boston Day and Evening Academy (BDEA) have a strikingly similar experience. Many of them had transferred to BDEA for various reasons from other schools and had not always experienced much success as students. But working individually, they find that formulating their own questions engages them in a new way. One of the students observes: “When you ask the question, you feel like itrsquo;s your job to get the answer, and you want to figure it out.”
These two students—one in Palo Alto, the other in Roxbury—are discovering something that may seem obvious: When students know how to ask their own questions, they take greater ownership of their learning, deepen comprehension, and make new connections and discoveries on their own. However, this skill is rarely, if ever, deliberately taught to students from kindergarten through high school. Typically, questions are seen as the province of teachers, who spend years figuring out how to craft questions and fine-tune them to stimulate studentsrsquo; curiosity or engage them more effectively. We have found that teaching students to ask their own questions can accomplish these same goals while teaching a critical lifelong skill.
The Question Formulation Technique
Dupuy, Muhammad, and many other teachers are using a step-by-step process that we and our colleagues at the Right Question Institute have developed called the Question Formulation Technique (QFT). This technique helps students learn how to produce their own questions, improve them, and strategize on how to use them
(see sidebar “Question Formulation Technique”).
Read Sidebar
The origins of the QFT can be traced back 20 years to a dropout prevention program for the city of Lawrence, Mass., that was funded by the Annie E. Casey Foundation. As we worked together to increase parent involvement in education, we heard parents state the same problem over and over again: “Wersquo;re not going to the schools because we donrsquo;t even know what to ask.” Eventually, this problem led us to create a simple but powerful process that has been used effectively in a wide range of fields across the country and beyond. In health care, for example, research funded by the National Institutes of Health has shown that the QFT produces dramatic increases in levels of patient activation and improved patient-provider communication. In the classroom, teachers have seen how the same process manages to develop studentsrsquo; divergent (brainstorming), convergent (categorizing and prioritizing), and metacognitive (reflective) thinking abilities in a very short period of time.
Teachers can use the QFT at different points: to introduce students to a new unit, to assess studentsrsquo; knowledge to see what they need to understand better, and even to conclude a unit to see how students can, with new knowledge, set a fresh learning agenda for themselves. The technique can be used for all ages.
Students have used the QFT to develop science experiments, create their own research projects, begin research on a teacher-assigned topic, prepare to write an essay, analyze a word problem, think more deeply about a challenging reading assignment, prepare an interview, or simply get themselves “unstuck.”
The QFT has six key steps:
Step 1: Teachers Design a Question Focus. The Question Focus, or QFocus, is a prompt that can be presented in the form of a statement or a visual or aural aid to focus and attract student attention and quickly stimulate the formation of questions. The QFocus is different from many traditional prompts because it is not a teacherrsquo;s question. It serves, instead, as the focus for student questions so students can, on their own, identify and explore a wide range of themes and ideas. For example, after studying the causes of the 1804 Haitian revolution, one teacher presented this QFocus: “Once we were slaves. Now we are free.” The students began asking questions about what changed and what stayed the same after the revolution.
Step 2: Students Produce Questions. Students use a set of rules that provide a clear protocol for producing questions without assistance from the teacher. The four rules are: ask as many questions as you can; do not stop to discuss, judge, or answer any of the questions; write down every question exactly as it was stated; and change any statements into questions. Before students start generating their questions, the teacher introduces the rules and asks the students to think about and discuss possible challenges in following them. Once the students get to work, the rules provide a firm structure for an open-ended thinking process. Students are able to generate questions and think more broadly than they would have if they had not been guided by the rules.
Step 3: Students Improve The
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