Learning How to Ask Questions
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In the Education Tips series, education experts in the United States give you tips about how to improve your English skills. This week, Suzanne Meyer, the assistant director at the English Language Institute at the University of Tennessee, Knoxville, discusses question-asking and the development of critical thinking skills.
在教育技巧系列中，美国的教育专家为您提供有关如何提高英语技能的技巧。 本周，诺克斯维尔田纳西大学英语语言学院副院长苏珊·迈耶 (Suzanne Meyer) 讨论了提问和批判性思维技能的发展。
For VOA Learning English, this is the Education Report.
这是美国之音英语学习频道的教育报告。
Suzanne Meyer, the assistant director of the English Language Institute at the University of Tennessee, Knoxville, says that many students need to develop critical thinking skills.
诺克斯维尔田纳西大学英语语言学院副院长苏珊·迈耶 (Suzanne Meyer) 表示，许多学生需要培养批判性思维能力。
In other words, students need to learn how to collect information, and then evaluate the information and apply it to a new context.
换句话说，学生需要学习如何收集信息，然后评估信息并将其应用到新的环境中。
"We need to get students actively engaged in inquiry, from the beginning levels on, into those levels where they really are close to professional and university contexts." One way to develop critical thinking skills, Meyer says, is to teach students to be creative about the types of questions that they ask.
“我们需要让学生积极参与探究，从初级开始，一直到他们真正接近专业和大学背景的水平。” 迈耶说，培养批判性思维技能的一种方法是教学生创造性地提出他们提出的问题类型。
Benefits of question-asking for English learners Meyer says that there are many benefits to using question-asking activities with English learners.
提问对英语学习者的好处 迈耶说，对英语学习者进行提问活动有很多好处。
Question-asking activities help students to become better language learners.
提问活动帮助学生成为更好的语言学习者。
"Question-asking overall helps students be better language learners. Not for the obvious, because you ask a question you get an answer.
“总的来说，提问有助于学生成为更好的语言学习者。 不是显而易见的，因为你提出问题你就会得到答案。
Often, questions are the first point of contact. And so if my question is not good, then that's going to direct the level of our conversation." Meyer also says that question-asking may help develop critical thinking skills by allowing for more interactions: "People who can ask questions are very confident. And when you are confident, you can have more interaction. That extra interaction might lead to critical thinking.
通常，问题是第一个接触点。 因此，如果我的问题不好，那么这将影响我们谈话的水平。” 迈耶还表示，提问可以通过允许更多的互动来帮助培养批判性思维能力： “能够提出问题的人都非常有信心。 当你有信心时，你可以有更多的互动。 这种额外的互动可能会导致批判性思维。
Because you are more likely to actually integrate in some fashion into a new setting if you are in an ESL scenario.
因为如果您处于 ESL 场景中，您更有可能以某种方式真正融入新环境。
So, I think overall, just the whole question-asking idea has so many benefits." How can you practice asking questions? There are many strategies to improve question-asking and develop critical thinking skills. One possible strategy, says Meyer, is to use question-asking patterns that start with concrete questions and move to abstract questions. SOURCE: SUZANNE MEYER So, for example, if students were reading a new text, they would design a series of questions using three different steps. If students follow these three steps, they have not only practiced creative ways to ask questions, they have also started practicing critical thinking.
所以，我认为总的来说，整个提问的想法有很多好处。” 如何练习提问？ 有许多策略可以提高提问能力和培养批判性思维能力。 迈耶说，一种可能的策略是使用提问模式，从具体问题开始，然后转向抽象问题。 资料来源：苏珊·迈耶 因此，例如，如果学生正在阅读新文本，他们将使用三个不同的步骤设计一系列问题。 如果学生遵循这三个步骤，他们不仅练习了创造性的提问方式，而且还开始练习批判性思维。
Example of a question-asking activity Meyer gave an example of what this activity could look like: SOURCE: SUZANNE MEYER/Text is from Zwier, Lawrence J.
提问活动示例 迈耶举了一个例子来说明这项活动的样子： 资料来源：SUZANNE MEYER/文本来自 Zwier, Lawrence J.
“Fat for Brains.” Inside Reading 2. 2nd ed.
“脂肪对大脑有益。”内读2. 第二版。
Ed.
埃德。
Cheryl Boyd Zimmerman.
谢丽尔·博伊德·齐默尔曼。
Oxford: OUP, 2012.
牛津：牛津大学出版社，2012。
In the activity, students read part of a story.
在活动中，学生朗读了故事的一部分。
In this case, the story is about how different foods affect a person.
在这个例子中，故事讲述的是不同的食物如何影响一个人。
These questions, and other questions listed in the table, are examples of how to develop questions. You should, of course, create your own questions! Meyer says that when teachers tell students which questions to answer, students are less likely to be creative about the types of questions that they ask. So, practice developing your own questions!
这些问题以及表中列出的其他问题是如何提出问题的示例。 当然，您应该创建自己的问题！ 迈耶说，当老师告诉学生要回答哪些问题时，学生就不太可能对他们提出的问题类型发挥创造力。 所以，练习提出你自己的问题！
Try making a list of questions that go from concrete to abstract, like the steps outlined above. Check with your teacher to make sure that your grammar is correct, and try to practice in the classroom.
尝试列出从具体到抽象的问题清单，就像上面概述的步骤一样。 与你的老师核实，确保你的语法正确，并尝试在课堂上练习。
You can also write us your questions about this story in the comments section, or on our Facebook page. Give question-asking a try, and let us know how it works for you!
您也可以在评论部分或我们的 Facebook 页面上向我们写下您对这个故事的疑问。 尝试提问，让我们知道它对您有何帮助！
John Russell wrote this lesson for Learning English.
约翰·罗素 (John Russell) 为《学习英语》编写了本课程。
Hai Do was the editor. We want to hear from you. Write to us in the Comments Section or on our Facebook page. _________________________________________________ critical – adj.
海杜是编辑。 我们希望收到您的来信。 请在评论部分或我们的 Facebook 页面上给我们写信。 _________________________________________________ 批评的 – adj.
using or involving careful judgment about the good and bad parts of something evaluate – v. to judge the value or condition of (someone or something) in a careful and thoughtful way context – n.
使用或涉及对事物的优点和缺点的仔细判断 评估 – v. 以仔细和深思熟虑的方式判断（某人或某物）的价值或状况 上下文 – n.
the group of conditions that exist where and when something happens inquiry – n. the act of asking questions in order to gather or collect information benefits – n.
某事发生的地点和时间存在的一组条件 询问 – n. 为了收集或收集信息而提出问题的行为 好处 – n.
a good or helpful result or effect interaction – n. talking with other people strategy – n.
好的或有帮助的结果或效果 互动 - n. 与其他人交谈 策略 – n.
a careful plan or method for achieving a particular goal usually over a long period of time concrete – adj.
通常在很长一段时间内实现特定目标的仔细计划或方法 混凝土 – adj.
relating to or involving specific people, things, or actions rather than general ideas or qualities abstract – adj.
与特定的人、事或行为有关或涉及特定的人、事或行为，而不是一般的想法或品质 摘要 – adj.
relating to or involving general ideas or qualities rather than specific people, objects, or actions
与一般思想或品质相关或涉及一般思想或品质，而不是特定的人、物体或行为
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