Сlassification model of questions for realization in the educational process

Abstract

In this article the authors describe the problems associated with teaching pupils to ask specific questions and answer them correctly. The authors reveal the role of the dyad «question – answer» in the process of cognition and education in the process competentization of education. The article analyzes scientific research and publications on the issue of «question – answer». The principles of division of questions into kinds, types and forms are considered. According to the criterion of semantic specificity, the following types of questions are distinguished: on purpose – existential, clarifying, controls; on admissibility – admissible, inadmissible; on functional orientation – basical, complementary; on the level of awareness of the interlocutors – own question, metaquestion. Semantic features of the structure of logical constructions of questions determine their typification: on logical structure of bases (syntactic structure) – simples, complex’s; on semantic orientation (semantic feature) – focusing on additions and solutions; according to the terms of the wording – open and closed questions. Depending on the nature of the wording, there are the following forms of questions: question-request; question-discussion (recommendation); question-mental task; question-requirement; questionnaire, etc. Examples are given for each type of question. The authors of the article have developed a classification model of questions that can be used in the process of educational activities of pupils. They identified ways and perspectives for solving the problem of the art of asking questions in terms of learning competence.

In this article the authors describe the problems associated with teaching pupils to ask specific questions and answer them correctly. The authors reveal the role of the dyad «question – answer» in the process of cognition and education in the process competentization of education. The article analyzes scientific research and publications on the issue of «question – answer». The principles of division of questions into kinds, types and forms are considered. According to the criterion of semantic specificity, the following types of questions are distinguished: on purpose – existential, clarifying, controls; on admissibility – admissible, inadmissible; on functional orientation – basical, complementary; on the level of awareness of the interlocutors – own question, metaquestion. Semantic features of the structure of logical constructions of questions determine their typification: on logical structure of bases (syntactic structure) – simples, complex’s; on semantic orientation (semantic feature) – focusing on additions and solutions; according to the terms of the wording – open and closed questions. Depending on the nature of the wording, there are the following forms of questions: question-request; question-discussion (recommendation); question-mental task; question-requirement; questionnaire, etc. Examples are given for each type of question. The authors of the article have developed a classification model of questions that can be used in the process of educational activities of pupils. They identified ways and perspectives for solving the problem of the art of asking questions in terms of learning competence.