Research on the correlation between teacher classroom questioning types and student thinking development from the perspective of discourse analysis-Reference-Cited by-同舟云学术

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Research on the correlation between teacher classroom questioning types and student thinking development from the perspective of discourse analysis

Published:2024-08-31 Issue: Volume: Page:
ISSN:0020-4277
Container-title:Instructional Science
language:en
Short-container-title:Instr Sci

Author:

Niyazi Xiarizhati,Wu Xiaopeng^ORCID

Funder

Project of Jilin Provincial Department of Education: Research on Diversified Diagnostic Measurement of Academic Achievement in Jilin Basic Education under the Perspective of Quality Balance

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s11251-024-09683-7.pdf

Reference52 articles.

1. Adams, T. H. (1980). The development of a method for analysis of questions asked by teachers in classroom discussion. Rutgers State University.

2. Aschner, M. J. (1961). Asking questions to trigger thinking. Near Eastern Archaeology, 50(6), 44–46.

3. Australian Curriculum Authority (2013). General capabilities in the Australian curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

4. Aziz, T., & Kharis, S. (2021). Characteristics of problems for developing higher-order thinking skills in mathematics. Journal of Physics: Conference Series, 1882(1), 012074.

5. Bakeman, R., & Quera, V. (1995). Analyzing interaction: Sequential analysis with SDIS and GSEQ. Cambridge University Press.

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