关于问题实施的现状，贝泰尔·奥伊(Biilent D娜*，2016)等

关于问题实施的现状，贝泰尔·奥伊(Biilent D娜*，2016)等在2014-2015年通过调<br>查土耳其恩特普省加齐亚中心学校170名小学教师的提问状况得出教师通过提发散性问题<br>来吸引学生的注意力和学习兴趣;教师对选择开放性和集中性的问题的认识上有误解;教<br>师倾向面对全班提问而不是面对个人;教师最常问的问题是揭示操作性知识，问的最少的<br>是揭示元认知知识为目标的问题;教师一般习惯使用探究性问题，延长等候时间，且不问<br>含糊的问题;教师不会将问题作为惩罚的工具。并且，奥伊认为教师职前培训必须重视教<br>师提问能力的培养且需要通过在职培训提升教师提问的有效性。①

关于问题实施的现状，贝泰尔·奥伊(Biilent D娜*，2016)等在2014-2015年通过调<br>查土耳其恩特普省加齐亚中心学校170名小学教师的提问状况得出教师通过提发散性问题<br>来吸引学生的注意力和学习兴趣;教师对选择开放性和集中性的问题的认识上有误解;教<br>师倾向面对全班提问而不是面对个人;教师最常问的问题是揭示操作性知识，问的最少的<br>是揭示元认知知识为目标的问题;教师一般习惯使用探究性问题，延长等候时间，且不问<br>含糊的问题;教师不会将问题作为惩罚的工具。 并且，奥伊认为教师职前培训必须重视教<br>师提问能力的培养且需要通过在职培训提升教师提问的有效性。 ①

As for the status quo of the implementation of the problem, beilent Dana, 2016, etc. passed the survey in 2014-2015<br>Based on the questions of 170 primary school teachers in the Central School of gazia, ENTEP Province, Turkey, it is concluded that teachers ask divergent questions<br>To attract students' attention and interest in learning; teachers' misunderstanding of the problem of choosing openness and concentration; teaching<br>Teachers tend to face the whole class rather than the individual; the most frequently asked question is to reveal the operational knowledge, the least asked<br>Teachers usually use inquiry questions to extend waiting time without asking<br>Vague questions; teachers do not use questions as a tool for punishment. Moreover, Oye believes that teachers' pre service training must pay attention to teaching<br>The training of teachers' questioning ability needs to improve the effectiveness of teachers' questioning through on-the-job training. (1)<br>