研究发现：老师对待孩子就像对待傻瓜一样

研究发现：老师对待孩子就像对待傻瓜一样

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.

专家们一致认为，给孩子们朗读是父母和老师们，为促进学习所能做的最好的事情之一，尤其是当孩子们问到这个故事的时候。

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

然而，研究人员发现，许多教师没有提出足够的问题——他们确实低估了孩子的智力。

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.

这项发表在《幼儿研究季刊》上的研究表明，当学龄前教师大声朗读给孩子听的时候，只有24%的评论要求孩子们讲故事，而他们确实提出的问题太简单了。

“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.”

俄亥俄州立大学教育心理学教授、研究作者劳拉·贾斯特说：“我们不是要问所有的难题，但我们应该通过偶尔提出具有挑战性的问题，在认知和语言方面引导孩子。”

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.

贾斯特说，虽然这项研究只考察了教师的行为，但家长也应该注意，因为之前的研究显示，大多数父母在阅读时根本没有对孩子进行这方面的引导。

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.

研究人员观察了96名来自美国中西部和南部的幼儿园教师和他们的学生。老师们在给一个班级的学生朗读25页的儿童读物《朋友的王国》时被记录下来。

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

研究人员总共记录了来自教师的5207个问题和3469个孩子的回答。

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.

约52%的问题被简化了，比如“他看起来开心吗?”——大多数孩子只回答“是”或“不是”。另外48%的问题由“什么”、“为什么”和专家们所说的“如何处理”的问题组成，这些问题要求孩子们回忆故事中的事件并分析其结果。

“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.”

“当老师们问这些更复杂的程序性问题时，孩子们会给出更详尽和复杂的答案，”贾斯特说。“我们需要更多这样的问题。”

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

孩子们往往会给出各种错误的答案，但这是学习的一个重要部分。

“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.”

她说：“当老师帮助学生学习新的东西是，应该有那样一个教育的时刻。”“你的谈话在概念上对孩子具有挑战性，因为这将推动他们的发展。”

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

研究结果表明，85%的时候，孩子们正确回答了老师的问题——这太好了。

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

“当孩子们85%的问题都回答正确了，这意味着老师提出的问题太简单了，”Justice说。

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.

一些专家建议60%到70%的问题应该是简单的，但是剩下的30%到40%应该要求孩子们思考更高的概念，并鼓励他们扩展自己的想象力。

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

Justice说，像“你认为这本书将如何结尾?”就是一个很好的问题。

“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.”

她说：“你会发现，这样一个问题会引起复杂的反应，通过一些练习和思考，我们可以改变在共享阅读过程中，与孩子交谈的方式，帮助他们培养更强的语言和阅读技能。”