How to Use Questions to Teach 中文翻譯版在英文文字之後
- Frank Doogan, Nick Westerman, Claude AI.
- Sep 9
- 7 min read
如何利用問題進行教學
There is always a tension in teaching between providing information and analyzing that information in ways that help learners think critically and build their capacity to approach subjects independently.
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What exceptional tutors do is what other tutors don't do.
Let's be clear: developing the ability to ask questions accurately increases the capacity to obtain specific information, and significantly increases the capacity to think critically.
For a student, active modeling of question forms by the teacher greatly improves their ability to generate grammatically clear and effective questions. This leads to greater understanding of the information being considered.
What is required for effective questioning?
Question modeling is a major characteristic of great tutors because asking questions is an excellent method for encouraging thinking. Students must engage their minds to generate answers, and this process of asking intelligent and meaningful questions has become central to teacher training courses.
Just think of any successful learning interaction, and you will find questioning that accomplishes critical goals around meaning and form. Great questioning provides models for learners regarding how to think competently and how to express those ideas in clear and accurate ways.
A poor tutor will have developed a one-size-fits-all approach to questioning. As poor tutors, they take the easy path which is about asking questions that fail to generate genuine dialogue between teacher and student, but not understanding how to make that questioning supremely effective for each particular learner.
Effective questioning in action
Socratic inquiry is about directly engaging deeper thinking and understanding through open-ended questions, and that requires an exceptional tutor to demonstrate respect for students by showing that you expect them to respond intelligently. A great tutor knows how to stimulate critical thinking through systematic questioning.
A poor tutor will have very poor understanding of Socratic methods and make the assumption that if they ask any question then the learning will look after itself.
In point of fact, for great learners and great tutors, the days of asking questions that fail to generate genuine dialogue are long gone.
Dialogue creates understanding
AI integration is an essential characteristic and skill of exceptional tutors because the introduction of AI into the modern learning environment further adds to the importance of being able to ask effective questions. Great tutors can find ways to ensure their students have challenging and productive dialogue with AI systems.
A poor tutor will think that basic information retrieval is enough and they will think that the student's job is to simply accept whatever AI provides. They will for example not teach question construction skills, and they will not help students develop dialogue skills, nor will they have effective ways of helping students ask specific and deeper questions that lead to more detailed responses.
AI dialogue mastery is step by step
The four types of questions every tutor should master
1. Definition-Seeking Questions
Purpose: Challenge assumptions and seek clarity
"What is X?" (fundamental essence)
"Can you tell me what X is?"
"What do you personally think X is?"
"Tell me the main idea of X."
Tutor Application: When students use vague terms, ask them to define key concepts precisely.
2. Evidence and Example Questions
Purpose: Test understanding through specifics
"Can you give me an example of... [how that works in practice / when this principle has been applied successfully / what you mean by 'fair access']?"
"What evidence supports that claim?"
"Do you know of cases where... [this theory has been tested / this policy has failed / this assumption has been challenged]?"
Tutor Application: When students make broad claims, ask for concrete examples or evidence.
3. Implication and Consequence Questions
Purpose: Explore logical outcomes
"If that is true, then what follows?"
"What would happen if... [we applied this universally / everyone acted this way / we removed this constraint]?"
"Does this mean that... [all similar cases should be treated the same way / we need to reconsider our previous assumptions / there are no exceptions to this rule]?"
Tutor Application: Help students think through the logical consequences of their positions.
4. Perspective and Assumption Questions
Purpose: Examine underlying beliefs
"Why do you think that?"
"What assumptions are you making?"
"How do you know that?"
"What if someone believed the opposite?"
Tutor Application: To surface hidden assumptions students may not realize they're making.
Learners have long sought simple information retrieval from sources such as dictionaries, encyclopedias and atlas, and now in the Internet age, from search engines. The introduction of AI now takes this one step further by combining both factual knowledge and universal understanding within its output.
To be successful in the new age of AI, a student must learn to resist the impulse of simply using AI for basic information retrieval. Subsequently an intelligent tutor should engage learners in thoughtful inquiry, serving as both a model of intelligent behavior and a counterbalance to the potential negative effects of AI.
Given where we are with AI, the capacity of students to ask effective questions of AI systems has become a critical part of their learning and development. While this requires practice to develop dialogue skill, examples of the kinds of questions a tutor can ask indicate how learning can be constructed through the modeling of effective questioning.
By developing awareness of different and deeper question forms, students can continue to strive to reach the goal of having productive dialogue with AI systems, which in turn will develop their own skills and knowledge.
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如何運用問題進行教學
在教學中，提供資訊和分析資訊之間始終存在著一種張力，這種張力可以幫助學習者進行批判性思考，並培養他們獨立處理問題的能力。
點此觀看影片摘要
優秀的輔導老師與一般的輔導老師最大的差別就在於此。
明確一點：培養準確提問的能力，可以提升獲取資訊的能力，並顯著增強批判性思考能力。
教師在課堂上積極示範提問方式，可以大大提升學生的提問能力，使他們能夠提出語法正確、有效的提問，從而更好地理解相關知識。
有效的提問需要具備哪些要素？
提問是優秀輔導老師的重要特質之一，因為提問是激發學生思考的有效方法。學生需要動腦思考才能給出答案，而這個提出有意義、有價值問題的過程，已經成為教師培訓課程的核心內容。
回顧任何一次成功的教學互動，你會發現其中蘊含著有效的提問技巧，這些問題能夠達到重要的教學目標。優秀的提問能夠提供學生學習範例，讓他們學習如何進行有效的思考，以及如何清晰且準確地表達想法。
不合格的輔導老師往往會採取「一刀切」的提問方式。他們只專注於提問本身，而忽略瞭如何透過提問與學生進行有效的互動，以及如何根據每個學生的特點，使提問真正發揮作用。
有效的提問實踐
蘇格拉底式提問旨在透過開放式問題，引導學生深入思考與理解。優秀的輔導老師會尊重學生，相信他們有能力給予有意義的答案。優秀的輔導老師懂得如何透過系統化的提問來激發學生的批判性思考。
不合格的輔導老師對蘇格拉底式提問法缺乏理解，他們認為只要提問，學習效果自然就會好。事實上，對於優秀的學習者和優秀的教師來說，那些無法引發真正對話的問題早已過時了。
對話促進理解
人工智慧的融合是優秀教師必備的特質和技能，因為人工智慧的引入進一步凸顯了有效提問的重要性。優秀的教師能夠引導學生與人工智慧系統進行富有挑戰性和建設性的對話。
而能力較差的教師則認為簡單的資訊檢索就足夠了，他們認為學生只需接受人工智慧提供的任何資訊即可。例如，他們不會教導如何提問，也不會幫助學生發展對話技巧，更不會引導學生提出更具體、更深入的問題，從而獲得更詳盡的答案。
掌握與人工智慧對話的技巧需要循序漸進
每位教師都應該掌握的四種問題類型
1. 定義性問題
目的：挑戰假設，尋求清晰的理解
• 「什麼是X？」（核心概念）
• “你能告訴我什麼是X嗎？”
• “你個人認為X是什麼？”
• “請告訴我X的主要意義是什麼？”
教師應用：當學生使用模糊的字詞時，要求他們對關鍵概念進行精確定義。
2. 證據和案例問題
目的：透過具體案例檢驗理解程度
• “你能舉個例子說明…[如何實際應用/該原則成功應用的案例/你對‘公平准入’的理解]嗎？”
• “有什麼證據支持你的觀點？”
• “你是否知道…[該理論被檢驗過的案例/該政策失敗的案例/該假設被挑戰過的案例]？”
教師應用：當學生提出籠統的觀點時，請他們提供具體的例子或證據。
3. 影響和後果問題
目的：探討邏輯結果
• “如果這是真的，那麼會發生什麼？”
• “如果…[我們普遍應用這個方法/每個人都這樣行動/我們取消這個限制]會發生什麼？”
• “這意味著…[所有類似的情況都應該同樣對待/我們需要重新考慮先前的假設/這個規則沒有例外]嗎？”
教師應用：幫助學生思考其觀點的邏輯後果。
4. 視角與假設問題
目的：探究潛在的信念
• “為什麼這麼想？” • “你做了哪些假設？”
• “你怎麼知道的？”
• “如果有人持相反觀點呢？”
輔導應用：幫助學生發現他們可能沒有意識到的隱含假設。
學習者一直以來都希望能夠從字典、百科全書和地圖等資源中快速獲取資訊。
在過去，人們從書籍、報紙等傳統媒體獲取訊息，而如今在網路時代，人們則主要透過搜尋引擎來獲取資訊。人工智慧的出現更進一步，它將事實知識和綜合理解能力結合起來，為使用者提供更全面的資訊。
要在人工智慧時代取得成功，學生必須學會避免僅僅將人工智慧作為簡單的資訊檢索工具。因此，智能導師應該引導學生深入思考，不僅展現良好的學習方法，還要抵消人工智慧可能帶來的負面影響。
鑑於人工智慧的現狀，學生能否向人工智慧系統提出有效的問題，已成為其學習和發展的重要組成部分。雖然這需要練習來提升溝通技巧，但透過一些範例，我們可以看到如何透過有效的提問來建立學習過程。
透過了解不同類型的提問方式，學生可以不斷提升與人工智慧系統進行有效對話的能力，從而提升自身的技能和知識水平。
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