包邮像苏格拉底一样提问

letter to the reader letter to the reader . . . . . . . . . . . . . . . . . viiintroduction. . . . . . . . . . . . . . . . .1part one: a taxonomy of socratic questions based in critical thinking concepts questions that target the parts of thinking. . . . . . . . . . . . . . . . .5 questions that target the quality of reasoning. . . . . . . . . . . . . . . . .9 the art of socratic questioning checklist. . . . . . . . . . . . . . . . .12 four directions in which to pursue thought. . . . . . . . . . . . . . . . . 16 three kinds of questions. . . . . . . . . . . . . . . . .18 asking one-system, no-system, and conflicting-system questions. . . . . . . . . . . . . . . ..19 questioning questions: identifying prior questions. . . . . . . . . . . . . . . . .23 asking complex interdisciplinary questions. . . . . . . . . . . . . . . . .25part two: socratic questioning transcripts transcript one: exploring the mind and how it works (elementary school). . . . . . . . . . . . .33 transcript two: helping students organize their thoughts for writing (middle school). . . . . .41 transcript three: helping students think deeply about basic ideas (high school). . . . . . . . .45 transcript four: helping students think seriously about complex social issues (high school). . .50part three: the mechanics of socratic questioning three kinds of socratic discussion. . . . . . . . . . . . . . . . .56 wondering aloud about truth and meaning . . . . . . . . . . . . . . . . . 63 sources of student belief. . . . . . . . . . . . . . . . .65 general guidelines for socratic questioning. . . . . . . . . . . . . . . . .67part four: the role of questions in teaching, thinking, and learning the teacher as questioner. . . . . . . . . . . . . . . . . 71 understanding content as interrelated systems with real-life connections. . . . . . .<