Abstract
ģ§ė¬øģ ķģµģ ģ£¼ģķ ģøģ§ģ ėµģ¼ė” ģķøģ ģø ė°©ģģ¼ė” ė¬øģ ė„¼ ķ“ź²°ķė ģķ ģ ķė¤. ģ“ė¬ķ ģ§ė¬øģ“ ģģ ģģ ģ ķ“ėģ“ ķģė¤ģ ė¬øģ ķ“ź²° ķėģ ė¶ģ ģ ģķ„ģ ėÆøģ¹ź³¤ ķė¤. ė³ø ģ°źµ¬ģģė ķźµź³¼ ģ¤źµ ėķģ 465ėŖ ģ ėģģ¼ė” ģ”°ģ¬ķ ģė£ė„¼ ķµķ“ ėķģģ ģģ ķģµģģ ģ§ė¬øģ ķ“ ģøģ ģģø, źµģģ źøģ ģ ģ§ģ§, ė¬øģ ķ“ź²°ģģ ź°ģ źµ¬ģ”°ģ ź“ź³ė„¼ ķģøķģė¤. ėķ ķźµź³¼ ģ¤źµ ģ¬ģ“ģ źµź°ģ ķģµģ°øģ¬ģģ¤ģ ė°ė¼ źµ¬ģ”°ģ ź“ź³ģ ģ°Øģ“ź° ģėģ§ė„¼ ė°ķė¤. ģ°źµ¬ź²°ź³¼ ģ§ė¬øģ ķ“ ģøģ ģģøģ ź°ķź² ģøģķ ģė” ė¬øģ ķ“ź²°ģģ ź°ģ“ ė®ģģ”ź³ , źµģģ źøģ ģ ģ§ģ§ė ė¬øģ ķ“ź²°ģģ ź°ģ ėģ“ė ź²ģ¼ė” ėķė¬ė¤. ėķ źµģģ źøģ ģ ģ§ģ§ė ģ§ė¬øģ ķ“ ģøģ ģģøź³¼ ė¬øģ ķ“ź²°ģģ ź°ģ ź“ź³ė„¼ ė§¤ź°ķė ź²ģ¼ė” ėķė ė¶ģ ģ ģķ„ģ ģģ¶©ģķ¤ė ź²ģ¼ė” ėķė¬ė¤. ėķ ė¤ģ§ėØ ė¶ģģ ķµķ“ ķźµ ķģģ ź²½ģ° źµģģ źøģ ģ ģ§ģ§ģ ė§¤ź°ķØź³¼ź° ģė ź²ģ¼ė”, ģ¤źµ ķģģ ź²½ģ° ė¶ė¶ ė§¤ź°ķØź³¼ź° ģė ź²ģ¼ė” ėķė źµź°ģ ģ”°ģ ķØź³¼ź° ėķė¬ė¤. ėķ ķģµģ°øģ¬ģģ¤ģ“ ė®ģ ķģė¤ģ ź²½ģ° źµģģ źøģ ģ ģ§ģ§ģ ė§¤ź°ķØź³¼ź° ģģź³ , ķģµģ°øģ¬ģģ¤ģ“ ėģ ķģė¤ģ ź²½ģ° ģģ ė§¤ź°ķØź³¼ź° ėķė źµź°ģ ģ”°ģ ķØź³¼ź° ģė ź²ģ¼ė” ėķė¬ė¤. ģ°źµ¬ė„¼ ķµķ“ ģģ ģģ ģ§ė¬øģ ģ ķ“ķė ģģøģ ģķģķ¬ ģ ģė ė¤ģķ ė§¤ź°ė³ģøė¤ģ ģ°¾ģė“ė ģ°źµ¬ė¤ģ“ ģ“ė£Øģ“ģ øģ¼ķØģ ģ ģøķģė¤. ķ¹ķ ė§¤ź°ė³ģøė¤ģ źµģģ ėµģ¼ė” źµ¬ķķ ė ė¬øķģ ģ°Øģ“ė ķģģ ķģµģ°øģ¬ģģ¤ģ ė°ė¼ ź·ø ķØź³¼ź° ė¬ė¼ģ§ ģ ģė¤ė ź²ģ ź³ ė ¤ķ ķģź° ģģģ ģ ģøķė¤.Questions are the primary cognitive learning strategies, and they serve to solve problems in a reciprocal way. These questions have been hampered in the classroom and have had a negative impact on students problem solving. In this study, 465 Korean and Chinese college students were surveyed to confirm the structural relationship among learnersā external hesitation of questioning, positive support of professors, and problem solving confidence and the mediating effect of positive support of professors in university class. In addition, we found that there are differences in the structural relations between the national differences between Korea and China and the level of learning engagement. As a result of the study, it was found that the more the perceived external hesitation of questioning were stronger, the lower the problem-solving confidence, and the positive support of the professor increased the problem-solving confidence. In addition, the positive support of the professor mediates the external hesitation of questioning and the problem-solving confidence. In addition, there are moderating effects of the nationality and the level of learning engagement. Research should be conducted to find out the various mediators that can mitigate the factors that interfere with the questions in the classroom. When these mediators are implemented as teaching strategies, the effects can be different depending on the cultural differences and the level of student engagement. It is necessary to consider it.
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