问题教学法与暗示教学法在初中英语教学中应用的对比研究 教育教学专业

AComparisonofApplicationofProblem-basedTeachingMethodandSuggestopediainJuniorHighSchool’sEnglishTeachingChapter1IntroductionEnglishteachingisanimportantfactorintheteaching.TherearesomemethodstoteachingEnglish.ManyscholarsreferthetwokindsofEnglishteachingmethods,thataresuggestopediaandproblem-basedteaching.Inthispaper,wewillstudytheteachingmethod,andtellthedifferencebetweenthem,sothatwecanfindtheadvantagesanddisadvantagesofthetwokindsofmethods,andfindtherightwaytoteachingEnglish.1.1statementoftheproblemWiththeprocessofopening-up,thecommunicationisthetread.ItisaimportantthingtolearnEnglishforChinesestudents.ManyteachersandstudentspayattentiontothelearningEnglish.Ontheprocessofteaching,EnglishteachersusuallyadoptthetwokindsofmethodstoteachingEnglishinthejuniorhighschool.Thetwokindsofmethodsaresuggsetopediaandproblem-basedteaching.EnglishteachersoftenspreadEnglishknowledgebystatinghimselforsomewrongmethods.Thereareobviousmirrorintheproblem-basedteachingandsuggestopedia.Manyteachersoftenignoretheproblemofthewayofsettingproblem,andoftendonotstresstheimportanceofsuggestopedia,sothatitmakesstudentspuzzle.Eventhoughmanyteachersadoptthetwokindsofteaching,theystillcannotthedifferencebetweentheproblem-basedandsuggestopdiateachingmethod,sotheyusethemethodofteachinginawrongway.Nowwewilltellthedifferencebetweentheproblem-basedandsuggestopdiateachingmethod,showthewaytohowtousethedifferentmethodsintherighttimeandrightway.1.2significanceofthestudyManyscholarsthinkthatthetwokindsofthedifferentwaytoteachingEnglisharetherightway,sothattheyusuallystressthewaytohowtousethemethods.Manyscholarsdon’trealizethedifferenceofthem.Butthetwokindsofdifferentteachingmethodshavethedifferentrule.Inthispaper,Iwilltellthedifferencebetweentheproblem-basedandsuggestopdiateachingmethod,sothatwecanfindthemostrightwaytotheusetheteachingmethods,ifwedon’tknowthedifferencebetweenthem,wewilllostinthewaytoteaching.1.3anoverviewofthethesisWemakesometests,andfindthedifferencebetweenPBLandSTP.TherearethreedifferentpointsinthetwokindsofEnglishteaching.Firstly,PBLteachingmethodpayattentiontothespecificproblem,andtheEnglishteachersshouldknowtheproblem.Ontheotherhand,STPisthewaytomakeastationtomakestudentsunderstand,sothatitisimpromptu.Secondly,PBListhemethodbasedproblem,sothatteachersandstudentsoftenfollowthreestepsincludingfindingproblem,solvingproblemandsearchingnewproblem.STPteachingmethodisbasedonthebackgroundofknowledge,intheway,theteachersoftenguidethestudentstofindthewayhowtolearnknowledge.Sothattheteachersaretheleaderoftheroad,thestudentsarethemainfactorofthelearning.Thirdly,thePBLmethodcanmakestudentsunderstandtheknowledgefast,andtheSTPmethodcanmakestudentsmemoryforalongtime.Chapter2LiteratureReviewWiththedevelopmentofoursocietyEnglishhasbeenusednotonlyinpersonalcommunicationbutalsoinourcountry’sforeignaffairs.Tofindagoodjob,studentsneedtolearnEnglish.Thus,theEnglishteachingmethodwhichisusedineachstagereceivesalotofattention.InordertoimprovetheEnglishskillsofstudents,educatorshavebeenconstantlyexploringdifferentteachingapproachesandmethodsoflanguageteaching,forexample,Task-basedLanguageTeaching(TBLT),SituationalLanguageTeachingandCommunicativeLanguageTeaching(CLT).AmongtheseimportantEnglishteachingmethods,Problem-basedLanguageTeaching(PBL)andSuggestopedia(STP)havedrawmyattention,becauseeducationexpertshavecarriedoutexperimentsontheseteachingmethodsindifferentsubjectsforalongtime.ThefollowingpartswillfocusonProblem-BasedLanguageTeachingMethodandSuggestopediainEnglishteaching.2.1.ThedefinitionofPBLandSTP2.1.1WhatisPBL?Problem-basedlearning(PBL)isastudent-centeredpedagogyinwhichstudentslearnaboutasubjectinthecontextofcomplex,multifaceted,andrealisticproblems(nottobeconfusedwithproject-basedlearning).ThegoalsofPBLaretohelpthestudentsdevelopflexibleknowledge,effectiveproblemsolvingskills,self-directedlearning,effectivecollaborationskillsandintrinsicmotivation.Workingingroups,studentsidentifywhattheyalreadyknow,whattheyneedtoknow,andhowandwheretoaccessnewinformationthatmayleadtoresolutionoftheproblem.Theroleoftheinstructor(knownasthetutorinPBL)isthatoffacilitatoroflearningwhoprovidesappropriatescaffoldingandsupportoftheprocess,modellingoftheprocess,andmonitoringthelearning.Thetutormustbuildstudentsconfidencetotakeontheproblem,encouragethestudent,whilealsostretchingtheirunderstanding.AccordingtotheBritish(1)Astudent-centeredlearning(2)Learninginasmallgroupofstudents(3)Teachersisservedasthepromoterandguide(4)Formingandorganizingfocusedproblemsandstimulatelearning(5)Problemsarejustthemediumofthedevelopmentofproblem-solvingskills(6)Throughindependentstudytoobtainnewinformationandknowledge2.1.2TheoriesofSuggestopediaSuggestopedia(STP)isateachingmethodwhichisbasedonamodernunderstandingofhowthehumanbrainworksandhowwelearnmosteffectively.ItwasdevelopedbytheBulgariandoctorandpsychotherapistGeorgiLozanov(seeright).Theterm'Suggestopedia',derivedfromsuggestionandpedagogy,isoftenusedlooselytorefertosimilaracceleratedlearningapproaches.However,Lozanovreservesthetitlestrictlyforhisownmethod,andhehashisowntrainingandcertificationfacilities.Suggestopediawasoriginallyappliedmainlyinforeignlanguageteaching,anditisoftenclaimedthatitcanteachlanguagesapproximatelythreetimesasquicklyasconventionalmethods.Itisnowappliedinseveralotherfields,anditscentralideasinspiredthedevelopmentofmyownBrainwareworkshops.AnotherrevolutionarylanguageteacherwhodevelopedhisowndistinctivemethodswasthelateMichelThomas,hisnumerousfamousclientsincluding:WoodyAllen,BobDylanandEddieIzzardTheintendedpurposeofSuggestopediawastoenhancelearningbyloweringtheaffectivefilteroflearners.Lozanovclaimsinhiswebsite,SuggestologyandSuggestopedy,that“suggestopediaisasystemforliberation”;liberationfromthe“preliminarynegativeconceptregardingthedifficultiesintheprocessoflearning”thatisestablishedthroughouttheirlifeinthesociety.DesuggestopediafocusesmoreonliberationasLozanovdescribes“desuggestivelearning”as“free,withoutamildestpressure,liberationofpreviouslysuggestedprogramstorestrictintelligenceandspontaneousacquisitionofknowledge,skillsandhabits.”Themethodimplementsthisbyworkingnotonlyontheconsciouslevelofhumanmindbutalsoonthesubconsciouslevel,themind’sreserves.Sinceitworksonthereservesinhumanmindandbrain,whicharesaidtohaveunlimitedcapacities,onecanteachmorethanothermethodscanteachinthesameamountoftime2.2Researchesabroad2.2.1ThestudiesofPBTMaxMyToB,M.H.,anexpertfromSovietUnionhasmentionedthisteachingtheoryfromapassageofhisbook“ModernClass”.Hesaidthattraditionalteachingisakindofexplanationandexample-givingteaching,whichemphasizesthesystematiclearningoftheknowledgeratherthantodeveloptheintellectualandcreativeabilityfromtherequirementofthecontemporaryworld.However,bythecontextoftheproblem,studentscouldacquiretheknowledgethroughindependentawarenessactivities.Onthisoccasion,thefactthatstudentsactasacentreoflearning.Meanwhile,Brazil'swell-knowneducatorPaul’squestionofteachingtheoryalsolaidthetheoreticalbasisofPBL.ThenPBLwaspioneeredinthemedicalschoolprogramatMcMasterUniversityinHamilton,Ontario,Problem-BasedLearningsubsequentlyhasbeenadoptedbyothermedicalschoolprograms(Barrows,1996),adaptedforundergraduateinstructionaswellaselementaryandhighschool(Barrows,1996;Gasser,2011).TheuseofPBLhasexpandedfromitsinitialintroductionintomedicalschoolprogramstoincludeeducationintheareasofotherhealthsciences,math,law,education,economics,business,socialstudies,andengineering(Barrows1996;Gasser,2011).TheuseofPBL,likeotherstudent-centeredpedagogies,hasbeenmotivatedbyrecognitionofthefailuresoftraditionalinstruction(Wingspread,1994;Boyer,1998)andtheemergenceofdeeperunderstandingsofhowpeoplelearn(NationalResearchCouncil,2000).Unliketraditionalinstruction,PBLactivelyengagesthestudentinconstructingknowledge.PBLincludesproblemsthatcanbesolvedinmanydifferentwaysandhavemorethanonesolution.Agoodproblemisauthentic,meetsstudentslevelofpriorknowledge,engagesstudentsindiscussion,andisinteresting.Schmidt(1983)describestheprocessofProblem-basedlearningasbeingsevensteps:-clarifyingandagreeingontermsandconceptsthatareunclear-definetheproblemandreviewtermswhichneedmoredepthorexplanation-analyze,brainstormandcreatepotentialhypothesis-discuss,evaluateandorganizepossibleexplanationsintopotentialhypothesis-generateandprioritizelearningobjectives,divideresearchworkload-privatestudytimetoresearchobjectives-duringnexttutorialreportbackgainedinformation,createanexplanationandsynthesizenewinformationinrelationtotheproblem2.2.2ThestudiesofSTPFromthesummerof1965,Lozanovstartedtodoingtheresearchofproblem-basedteachingmethod.In1978,thisteachingmethodwasmentionedinhisarticle.Comparedwithconventionalteachingmethods,participants’Learningefficiencyhadincreased25times(JackC.ichards,TheodoreS.Rodgers2000).TheUnitedStatesalsosuggestsanumberofexperimentalstudies,andthereportsshowthatbyusingthismethod.thecontentsofeachlessonneedonly1/3ofthetimetocomplete,andafter14weeksofthetest,75%-80%ofthestudents'oralandsilentreadingperformancearemorethanayearaftertheleveloftrainingbyconventionalteachingmethods(YuanJianping2003).TheformerSovietUnionKapitanovaandSchukinsuggestincontrasttootherteachingmethodsandtheactualresults,thefindingsindicatethatthisteachingmethodissuperiortotheotherthree(YuanJianping2003)Someeducatorsarestilltryingtousethismethodonthebasisofpreviousreferences,andcreatesomenewteachingmethods,forexample,AmericaneducatorSchusterandDhoritysuggestteachingmethodsasQuickcreationofteachingandacquisitionmethodswhichbasedonthecreationofPBL(LiaoKun2003).2.3ResearchesinChina2.3.1ResearchesofPBTTheideaofProblem-basedteachingmethodhasexistedsinceancient,datingbacktoancientChineseeducatorConfucius.Confuciusteachingideasembodiedinhisfamoussaying:“不愤不启，悱不发，举一隅不以三隅则不复也”whichmeans:donotenlightenthestudentifhehimselfonlywantstounderstandthroughtheteacherbutwithoutanyactivethinking;donotenlightenthestudentifhewantstotellbutnotknowinghowtodoit;givethelearneranexampleononeside,ifhefailstoindicatetheotherthreesides,donottellhimdirectly.Withthedevelopmentofeducation,psychologyandotherrelatedtheory,theproblem-basedteachingmethodbecameaformalteachingmethodanditiscontinuallyimprovedbytheeducators.YuanZhenguo,whoworksintheMinistryofEducation,hadpublishedanarticle“WhichisMoreImportantQuestionsandAnswersBetween”(2001).Hementionedthat“totrainanddevelopstudents'creativity,wemustfirstprotectanddeveloptheirawarenessoftheproblembyusingtheproblem-basedteachingmethod”.2.3.2ResearchesofSTPThetheoryofsuggestingteachingwasintroducedintoChinauntiltheearly1980s.ZhouYannan(1980),amemberofCentralEdition,publishedanarticleinforeignmagazineswhichdescribedthesituationofsuggestteachingabroad.Then,professorHongPeixitranslatedpartsofLozanov’sarticle.ThatlaidthefoundationofChina’sresearchofsuggestedteachingmethod.Andin1985,thefamouseducatorHuYingke’sarticle“ItisworthtostudyLozanov’sSuggestopedia”hadplayedaimportantrole.Fromthenon,othereducatorshaddonetheresearchofSTPinturn,suchasLiRuilinandZhangXiumingwhomadesomeexperimentsandpracticesaboutSTP,obtainingsomesuccessfulresults．TheythinkSTPwillbringonerevolutioninthefieldofForeignLanguageTeaching．YingLin(2001)，CuiYanli(2004)，TongXin(2005)conducttheexperimentsandresearcheswidelyintolistening，childrenlearningandreadingonthebasisoftheprecedentresearches．TheyholdSTPwillbringareforminforeignlanguageteaching．SomemasterslikeGaoFangling(2003),SunXueqin(2005),XuHui(2007)mentionedSTPinthethesis.2.4SummaryProblem-basedteachingmethodandSuggestopediaarebothaimedtoimprovethelearningefficiencyofstudents,buttheyhavetheirownprinciples,featuresandteachingprocesses.ResearchesonPBLorSuggestopediahavebeencarriedoutfordecades.However,thecomparisonhasrarelybeenmadebetweenthetwoteachingmethods.Thisbringsaneedandareasonastoanalyzeandcomparethem.SointhenextchapterIwillcomparetwoteachingmethodsandfindingoutwhichismoreeffectiveinEnglishteachingclass.Chapter3ResearchDesignForfindingthemostsuitablewaytolearningEnglish,wemakesometestsandanalysistheadvantageanddisadvantageofdifferentteachingmethods.Sothatwemakeseveraltesttoshowwhichkindsofenglishteachingmethodbetter.3.1researchquestionsWemakesometeststoprovetwoquestions,thatthetwokindsofTeachingmethodareusefulforimprovingenglishscores,ornot.Wewantgettheresultthatwhichmethodissuitabletotheenglishteaching.Findingsuitablemethodmustbeconsideredonsomequestions,includinghowtoimprovestudents'positive,andhowtoconformtostudents'thoughts.3.2subjectsInthecenterofenglishlearning,thetwokindsofdifferentlearningmethodshavedifferentadvantageanddisadvantage.Sothatwestudytheeffectofmethods.3.3instrumentWewilltesttheeffectofmethodsbyquestionnaireandtesting,sothatwedesignadetailquestionnairetogetthestudents'thoughtsandtesttheeffectbythetesting.3.4proceduresFirstly,wemakeaquestionnaireandtestingforstudents.Secondly,wechooseaclassinajuniorschool.Thirdly,weanalysisthedata,andgettheresult.3.4.1questionnaire1)Doyoulikestudyquestions?AyesBnoCothers2)Doyoulikediscussquestionswithteachersandstudents?AyesBnoCothers3)Canyoufindtheanswerbythequestions?AyesBnoCothers4)Doyoulikethemethodofsuggestopdia?AyesBnoCothers5)Dothemethodofsuggestopdiamakeyouhaveadeepimpress?AyesBnoCothers6)Isthemethodofsuggestopdiausefultoimproveyourenglishscores?AyesBnoCothers3.4.2testing1)pre-testWechoosesomenewwordstotestthestudents,andrealizethestudents'knowledge.Twoteachersteachenglishfortwoclasses,finallywecollectthedata.2)post-testAfterclass,wewilltestthestudentsagainbythepre-testtesting,sothatwecanknowthestudents'learningdata,attheend,wewillanalysisthedata.Chapter4datapresentationanddiscussion4.1theanalysisofthedata4.1.1theanalysisofquestionnaireWegetaresultthatmanystudentsdon'twantpreview,sothatPBLisnotthecomfortablewayforstudents,butthestudentsarepleasuretodiscusswiththeirteachersandothers.ThemethodofSTPmakestudentspleasure,theyarehappytoenjoytheclassofSTP(astestone).PBLSTPSupportrate80%90%Objectionrate20%10%4.1.2theanalysisoftestThetwoclassesisinthestageofsamelevelatthepro-class.WegetaresultthatthemethodofPBLcanmakestudentsunderstandwordsfast,andthemethodofSTPhaveaneffectonlongtimememory.Testtwo(ClassAisbasedonPBL,andclassBisbasedonSTP,thePercentageshowsthecorrectrate.)ABpre-test50%50%post-test90%80%Testthree(Thetestismadeafteramonth.ClassAisbasedonPBL,andclassBisbasedonSTP,thePercentageshowsthecorrectrate.)ABCorrectrate80%50%4.2datadiscussion4.2.1DiscussionIfwewantimproveourEnglishscore,wecanchoosePBL,thatmethodofstudycanimproveourscore,andmakestudents'positive.STPcanmakestudentsmemoryknowledgeforalongtime.TheQualityofquestionandtheenthusiasmofthestudentsareraisedbyPBL.Andthestudentsoftenputforwardvariousproblems,butsomequestionsareoutoftheteacher’sexpectation.Thekeyistoteachstudentsmethod.Forexample,howtoselectareflectionpointinChineselesson,andwecansetdifferentquestionsindifferenttypesofarticles.Weteachthestudentshowtothinkandshouldalsoteachthemtofollowtheruleofthoughttoaskquestions,usingprogressive,comparingtype,andotherwaystoaskquestionsanddoubts.Afteraperiodoftraining,mostofstudentscanprovidemorequalityproblems.STPpayattentiontodoubleexchangethatreferstotheunconsciousstimulifromtheenvironment(suchasclassroomdecoration)andfacialexpressions,gesturesofteachers.Theseedgesofthestimulushasimportantinfluenceonthestudentslearningability,thussuggestiveteachingstressescontextarrangement,andteachersshouldmaintainahappy,passionate,proud,fullmentalstate.Inadditiontouseofdoubleexchangetechnology,teachersshouldalsoregularlyexpresshighexpectationstothestudents,makestudentimproveownexpectationeffect,stimulatelearningconfidence.ApplicationofSTPisnotsimplytodoafewgestures,putafewpiecesofmusic,ortosayafewwordsofencouragement.Itisnecessarytomasterthenecessarypsychologicaltheoryandmentalskills,suchashowtoholdeffectiveopportunity,howtoeffectivelybreakthroughstudents'defenseofantisuggestion,howtogeteffectwithouttraceandsoon,thataretheneedforteacherswithhigheducationalwisdomandtheartofteaching.Therefore,itisnecessaryfortheteacherstocorrespondlearningandtrainingbeforeapplicationofSTP.4.2.2LimitPBLiseasytoturntothewayofsolvingproblems,sothatstudentsmaylosepositiveontheEnglishstudy.STPhasalongtimeeffect,butthekindofteachingismuchtofreetolosetheaim.Infact,STPalsohassomeinevitablelimitations,suchasinalargegroupsofteachingclass,itisoftendifficulttoensureeveryonegetdesiredeffect.WhenwetransplantandreferenceSTP,weshouldalsobecautious,andweshouldnotexaggeratetheeffectofSTP,andwealsoneednotdeny.However,intheviewofthepsychology,STPpayscloseattentiontostudents'unconsciouspsychologicaltendencies,bythepositivepsychologicalsuggestion,andarousestudents'confidenceandmotivationtolearn,andstressesstudents'nonrationalfactorsinteaching,SothatishasapositivemeaningtoovercomeweaknessinEnglisheducationlearning,andimprovestudents'selfstudyexpect.ThepsychologicalsuggestionisverynecessaryinEnglishteaching.Iftheteacherscanuseitwithotherteachingstrategy,givefullplaytotheteachers'educationalwisdomandartofteaching,theSTPhasimportantvalueinimprovingtheteachingeffect,stimulatinglearningmotivation.PBLisbasedonquestions,butnotonlyquestion.Intheviewofthecreativeconsciousness,scientificspiritandtheconstructionoftheinnovationqualityofthepurpose,theteachersshouldpayattentiontotheproblemofhierarchy.Andthequestionsshouldnotbepresentproblem,andtheteachersshouldpayattentiontothediscovery"andcreativeproblem.Topromotestudentsintellectuallevel,Teachingshouldputmainenergyinprocessoffindingproblem,analyzingandsolving.Aslongasthequestionisrationality,thequestionsshouldbeadmitted,andthereisnotonlythestandardanswer.Therefore,teachersisequaltostudentsintheteaching,ratherthanthechiefofproblemsolving.PBListocultivatestudents'scientificspiritandcreativethinkinghabit,andthatisnecessarytocarryoutdivergentthinking,multipleperspectives,butalsotonote,concentratedthinking,sothatwecanmakethemcombined.Onlyinthisway,inordertofosterthestudents'scientificspiritandcreativethinkinghabits,atthesametime,thestudentscangetagoodjobofknowledgeconstructionandaccumulation.Thestudentthoughtisinseparablefromtheproblem.Therefore,thePBLisessentiallythedevelopmentofsource,namelythebraindevelophealthy.Scientificresearchshowsthat,therightbraindevelopmentisconducivetothecultivationofthespiritofinnovation.Inthisview,thisistheessenceofthePBL.4.2.3MeaningofstudyOntheprocessofEnglishteaching,theteachersshouldcombinePBLandSTP,sothatwecangetthebetterteachingeffect.OnlyweknowthedifferencebetweenPBLandSTP,wecanusethosemethodseasily.ThepremiseofPBLisstudents'activeparticipationinlearning,butstudents,dependsonthecorrectguidanceofteachers.Itisimportanttoputtheteachersteachingonstudents'subjectactivationandinitiative.Therefore,PBLoffershigherstandstoteachers.Inordertomakestudentspleasuretosearchquestions,teachersshouldtrytowakeupquestionawarenessofthestudents.Theteachersshouldproviderichproblemsituation,sothatstudentscanbeeasytofindquestionsandmakethestudentspresentdeep-seatedproblems,encouragestudentstodiscovernewproblems,putforwardquestions.Inindependentresearchandanalysis,thestudentscanhaveadeeperunderstandingoftheproblem.Makingtheproblemwiththeteachingprocessismorethanthemindsofstudents.Andtheproblemsshouldpayattentiontocharacteristicsandrelationship.Therefore,teachersshouldbecarefullytodesignsituationintheteachingofrhetoricalquestionandsituation,neitherexposed,directly,norsubtle,toenablestudentstodiscoverproblems,thatshouldadopttoSTP.Weshouldpayattentiontothefactorsproblemsrelatedtotrainquestionawareness,suchastheaccumulationofknowledge,mentaldevelopment,motivationandemotionalstatesandpersonalityhabits.Inordertomakethestudentsdiscoverproblems,theteachershouldpayattentiontostudents'psychologicaltendency,overcomefearandconformity,andtobuildademocratic,harmonious,relaxedlearningatmosphere.Chapter5conclusionPBListoaskquestions,analyzeproblems,tosolvetheproblem,andtakesthecluesthroughoutthewholeteachingprocess.Firstlytheteachersofferthequestions,studentsstudymaterialswiththeissue,understandtheproblem,discussproblems,finallyaccordingtothediscussionofthecase,theteacheraccuratelyguidethestudentstosolvetheproblem.PBLtakesthequestionasthecarrierthroughthewholeteachingprocess,sothatthestudentsaddmotivationanddesireintheprocessofquestionsandgraduallycultivatethehabitofself-study,andoptimizetheindependentlearningmethodsinpractice,sothatitisakindofteachingmethodtoimprovetheabilityofindependentlearning.PBLfullyembodiesthestudents'dominantpositionandthatcaneffectivelystimulatestudents'learninginitiativeandenthusiasm.PBLisateachingmethodofreadingthroughputtingforwardaseriesofproblemstodealwithteachingorganization.Thecharacteristicistobreaktheorderaccordingtothetextrulesgraspandunderstandthequestionsofthetextthatarecloselyrelatedtoseveralkeyproblems,sothatitcanguidestudentstoreadandthink.Becausethequestionislarge,theteachershouldclassilythequestions,collectdifficultproblemsrelatedtosubmitthestudentsdiscuss.PBLiscenterofproblem,andtakesproblemasalinktoorganizeteachingprocess,maketheproblemthroughteachingprocessfrombeginningtoend,sothatthelearningprocessofthestudentsbecome"feeling,understandingofknowledgegenerationanddevelopmentprocess,"andthelearningprocess,iscreationprocess,soastofosterthestudents'questionawarenessan