Lundy, Melinda M.

Abstract: This study examines and describes the nature of questioning moves used by two exemplary fourth-grade teachers during reading instruction. Questioning moves are defined in this study as the ways in which teachers use scaffolding questions to engage students in talk about text. Another point of interest in this study was to determine how teachers perceive the influence of instructional materials on the language they use to engage students in talk about text.

This study was situated within a constructivist paradigm of inquiry and drew from the case study tradition for its design. Naturalistic methods of data collection were employed including transcripts of teacher and student talk, field notes, videotapes, and interviews with the teachers. Data analysis was conducted in two stages. First data were analyzed separately within each case to locate emerging patterns to build each teacher's profile. Then data were juxtaposed for the purpose of comparison to illuminate similarities and differences in patterns that cut across cases.

In general, results show that while questioning moves used by exemplary fourth-grade teachers are different, they are simple and subtle. The questioning moves used provided scaffolding for the purpose of increasing the students' responsibility for constructing meaning from text and signaled teachers' high expectations in their students' ability to read and interact with text. Teachers' use of questioning moves was determined by the instructional focus and hinged on the nature, intensity, and support of their professional development opportunities and experiences. Additional findings, indirectly related to teachers' use of questioning moves, and the influences on their use, were themed around the nature of attention that teachers gave to their classroom environment and instructional design. Implications of the results of this study for reading teachers and educators are themed around issues of professional development and time.

Key words: Education, Teacher talk, Discourse scaffolds, Conferencing, Professional development, Questioning, Reading instruction

总 结：

1、本研究探讨和描述两个模范四年级教师在阅读教学中所使用的质疑行动的性质。质疑是在这项研究中定义为教师使用搭架子问问题的方式鼓励学生参与讨论文本。本研究探究教师看待教学材料的影响如何决定他们鼓励学生参与讨论文本的语言使用。

2、本研究是建立在建构主义范式的调查的基础上,采用案例研究的传统设计。使用自然方法收集数据，包括老师和学生交谈,记录字段指出,录像带,采访老师。

3、数据分析分两个阶段进行：第一个数据分别分析了在每个情况下定位新兴模式来构建每个老师的形象。第二个进行数据并列以通过案例比较阐述模式间的异同。

4、结果表明,虽然被四年级老师采用的质疑行动是不同的，简单和微妙。质疑行动提供用于提高学生的目的和责任建设意义的框架，从文本暗示教师对学生的阅读能力与文本互动的高期望。教师使用质疑行动是由教学关注与自然、强度和支持他们的专业发展机会和经验的联系决定的。这项研究的结果对阅读教师和教育工作者来说，是专业发展的问题。

来源：University of South Florida. Aug 2009, ISBN: 9781109030488, 193p.