The purpose of this study was to operationalize the instructional processes involved in integration an online question-generation teaching strategy in classic poems instruction. The objective of classic poems instruction was to cultivate learners’ reflection and evaluation ability. By the iterative processes of students generating questions on studied content (classics poems), constructing answers to the posed questions, and further revising questions according to received feedback from peers and/or teachers, students should be able to rethink and internalize what were learnt and their meaning. Based on a review of literature, six instructional processes and eight implementations principles were proposed.
|Translated title of the contribution||Theoretical Foundations and the Instructional Design of an Online Student Question-Generation Strategy in Classic Poems|
|Publication status||Published - 2011|
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