Open AccessO zadawaniu pytań na lekcji języka polskiego. Studium przypadku
Author(s) -
Anna Tabisz
Publication year - 2020
Publication title -
z teorii i praktyki dydaktycznej języka polskiego
Language(s) - English
Resource type - Journals
eISSN - 2353-9577
pISSN - 0208-5011
DOI - 10.31261/tpdjp.2020.29.10
Subject(s) - proposition , psychology , order (exchange) , qualitative analysis , mathematics education , epistemology , philosophy , qualitative research , sociology , social science , finance , economics
The article presents the results of qualitative and quantitative analysis of questions asked during a single Polish language lesson. It consists of two main parts. The first presents and comments on the results of the teacher’s questions analysis, the second ‒ questions asked by students. The concept of Bogusław Skowronek was used, who distinguished four types of questions in his classification: 1) reassuring-instrumental; 2) substantive; 3) about the meta-didactic function; 4) not related to the classroom situation. The first two categories were specified in more detail by Elizabeth Perrott’s proposition, which distinguishes between guiding questions and questions for clarification among reassuring-instrumental questions, while she divides substantive questions according to the type of thought process launched during the answer and indicates lower-order and higher-order questions. The text ends with a summary containing not very optimistic conclusions.