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Oral Questions - 134t_54
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Types of Oral Questions - 134t_56
PURPOSES   OF   ORAL   QUESTIONING The   primary   purpose   of   oral   questioning   is   to   stimulate   the   students   to   think.   Navy requirements  call  for  people  who  can  operate  complex  equipment  and  carry  out  those troubleshooting  and  maintenance  procedures  needed  to  keep  the  equipment  operating  at  peak performance.   To   perform   those   duties   effectively,   sailors   must   be   trained   to   analyze,   compare, and   interpret   facts,   data,   and   methods,   all   of   which   require   a   high   caliber   of   thinking. Oral  questioning  also  provides  you  with  a  practical  means  for  establishing  the  level  of instruction.  Students  may  vary  greatly  in  the  quantity  and  quality  of  background  knowledge they   have   acquired   through   previous   training   and   experience.   You   must   determine   the   level   of achievement  of  the  students  before  proceeding  with  the  presentation  of  new  subject  matter. Although  you  may  use  a  pretest  or  a  questionnaire  for  this  purpose,  the  quickest  and  simplest means  is  a  series  of  oral  questions. Oral  questioning  has  three  other  important  purposes:  First,  it  arouses  interest  in  the  subject matter.  Second,  it  focuses  attention  upon  a  particular  area  of  the  subject  matter.  Third,  it  drills students   on   subject   matter   they   must   recall   precisely,   such   as   correct   terminology,   functions   of parts,  and  safety  precautions. Use  questions  to  achieve  the  following  benefits: n   Discover   each   student’s   interests,   abilities,   and   depth   of   knowledge. n  Arouse  student  interest  in  the  subject  matter  of  the  lesson. n  Stimulate  discussion,  and  keep  it  closely  tied  to  the  subject  matter. n  Review  and  summarize  important  points. n  Test  students’  knowledge  of  what  the  lesson  has  covered,  and  check  the  effectiveness  of the  instruction. CHARACTERISTICS   OF   A   GOOD   ORAL   QUESTION Questions  that  are  poorly  worded,  vague  in  meaning,  or  ambiguous  will  frustrate  both  you and   the   students.   Students   who   do   not   comprehend   the   true   meaning   of   poorly   phrased questions  will  hesitate  longer  than  usual  and  then  give  uncertain  answers.  You  may  feel dissatisfied  with  the  answers  and  reprimand  the  students  for  their  lack  of  attention  and understanding.  The  students,  knowing  that  they  have  answered  unsatisfactorily  through  no  fault of   their   own,   may   lose   enthusiasm   and   withdraw   from   active   participation.   You   can   avoid frustrations  of  this  kind  by  planning  your  questions  well  in  advance  as  well  as  carefully  choosing and  arranging  words  and  phrases. The  construction  of  good  oral  questions  requires  three  considerations;  level  of  instruction,  use of  interrogative,  and  clarity  of  meaning. Level  of  Instruction In   asking   questions,   use   simple   words,   correct   grammar,   and   complete   sentences.   Use   words the  students  know  and  understand.  As  the  course  progresses,  introduce  new  terms  and  more technical    phraseology. 45

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