Reading 5-Types of Questions
by Prof. David Kuske – 大卫-库斯克教授
The use of questions 问题的使用
There are a number of basic things to do and not to do when using questions:
• Do plan your questions, starting with the simple ones and leading in a logical way to the more complex ones.
• Don’t use more than three or four questions in a row.
• Don’t ask questions that need more than one answer at a time.
• Do spread the questions around the class to get everyone active and involved.
• Don’t ask questions that need only a “yes” or “no” answer.
• Don’t ignore answers that are partly or totally wrong.
• 不要提仅需要 是 或 否 就能够解决的问题
Category One: Echoing Questions 类别一：回应性问题
（Types One and Two）
Note: In the diagrams with each type question, the letters which are not encircled represent what the teacher presents to the class. The circled letter or symbol represents what the teacher is asking the class to do in answering the question.
Type One The teacher gives the class something and asks the class to give the same things back in exactly the same words as it was given to the class. This requires little thinking, since the question merely asks that something the teacher or book said be repeated.
Type Two The teacher gives the class something and asks the class to give the same thing back in slightly altered form. A little more thinking is required in this type of question because the student has to rephrase what the teacher said.
Category Two: Comparing Questions 类别二： 比较性问题
（Types Three and Four）
Type Three The teacher gives the class two or more things and asks the class to explain how these items relate to each other （B explains or expands on or differs from A）。 More thinking is involved because the student must compare several items and then make an original statement about how they relate.
第三种 老师交给课堂两或三件事情然后请同学来解释几件事情彼此间的联系 （B解释、拓展、或相异于A）。需要更多的思考因为学生一定要比较几件事物之后自己陈述他们之间的关联。
Type Four In type four an additional step precedes a type three question. Before the teacher asks the class to compare several items, he first asks the class to recall something learned earlier. A little more thinking is involved because the students have to supply one of the items to be used in the comparison before the comparing can begin.
第四种 第四类问题是在第三类问题的基础上多加一个前奏。在老师请同学比较几样事物事前需要首先请同学回忆之前学习过的知识。 这又需要更多的思考因为学生必须在进行比较之前提供一件之前学过的知识。
Category Three: Evaluating Questions 类别三： 评估性问题
（Types Five and Six）
Type Five The teacher puts something in front of the class and then gives an evaluation of the item. Then he asks the class to prove why his evaluation is the correct one. A good deal of thinking is involved because this requires the class to recall one or more things they have already learned. Then they must use them in a logical way to prove the teacher’s value judgment.
Type Six In type six an additional step is given to a type five question. The teacher does not make the value judgment, but asks the class to do this. Then the teacher asks the class to prove its value judgment as a type five question. This gives the class a bit more of a challenge because a proper value judgment has to be made before the proof begins.
Category Four: Creating Questions 类别四： 创新性问题
Type Seven The teacher asks the class to produce an original project which relates to the lesson or a part of the lesson. This requires the student to do some totally independent thinking about what the lesson means to him or her.
Exercise 8: Read the story of Jesus feeding the 5,000 in Mark 6:30-44. Then write one question of each of the seven types for an adult Bible class.
D. Communicating to the heart （appropriation and application）
As Bible study teacher you must always remember that you are not just communicating knowledge to your students’ heads, but also to their hearts. Study Reading 6 which talks about the three facets of learning.