The intervention included in the tr

The intervention included in the treatment phase of the research involved the use of higher order questioning during a one-on-one story reading session. Higher order questions were defined by Barden (1995) as “those that require more than simple recall to produce an answer” . Barden defined lower order questions as “those that require responses either recalled directly from memory or cited explicitly in text”. All questions were open-ended. Lower level thinking questions, which were the only questions used during the baseline phase, were constructed using the first three levels of Bloom’s Taxonomy: Remembering, Understanding, and Applying. The higher order thinking intervention questions were constructed using teaching strategies from Frank E. Williams’s Total Creativity Program for Individualizing and Humanizing the Learning Process. Although Williams acknowledged that the model was not designed specifically for use with gifted children, and a search of the literature in gifted education revealed no studies in which its application with gifted children was evaluated, these strategies were chosen as they had been identified previously as suitable for use with intellectually gifted children and because of their perceived novelty in the prior-to-school setting. The teaching strategies chosen were Analogy, Provocative Question, Paradox, Attribute Listing, and Tolerance for Ambiguity. Definitions and examples of the questioning techniques appear in Table 2.

結果 (繁體中文) 1:

列入研究的治療階段的干預涉及到一個一對一的故事閱讀會話期間使用更高階的質疑。高階問題由巴頓（1995年）為“那些需要超過簡單的回憶，產生一個答案”定義。巴登定義低階的問題是“那些需要直接從內存召回答复或文本明確地引用”。所有的問題都是開放式的。記憶，理解，並應用：低層次的思考問題，這是在基準階段使用的唯一問題，使用前三個級別布魯姆分類學的構建。高階思維干預的問題是使用從弗蘭克E.威廉姆斯的總創意方案教學策略個性化和人性化的學習過程構成。雖然威廉姆斯承認，該模型並沒有使用專門設計的天才兒童，並搜索資優教育的文學沒有透露研究中，它與天才兒童的應用程序進行評估，因為他們先前已被確定為合適的，選擇這些策略對於智力超常兒童使用，因為在之前對學校環境的感知新奇的。選擇的教學策略是打個比方，挑釁性的問題，矛盾，屬性列表，並容忍歧義。定義和的質疑技術的示例顯示在表2中。因為他們先前已被確定為適用於智力超常兒童使用，因為在之前對學校環境的感知新奇的選擇這些策略。選擇的教學策略是打個比方，挑釁性的問題，矛盾，屬性列表，並容忍歧義。定義和的質疑技術的示例顯示在表2中。因為他們先前已被確定為適用於智力超常兒童使用，因為在之前對學校環境的感知新奇的選擇這些策略。選擇的教學策略是打個比方，挑釁性的問題，矛盾，屬性列表，並容忍歧義。定義和的質疑技術的示例顯示在表2中。

結果 (繁體中文) 2:

31,850.00
THIRTY-EIGHT THOUSAND AND FIFTY DOLLARS

結果 (繁體中文) 3:

研究治療階段的干預包括在一對一的故事閱讀過程中使用高階提問。Barden（1995）將高階問題定義為“需要簡單回憶才能給出答案的問題”。巴登將低階問題定義為“需要直接從記憶中回憶或在文字中明確引用答案的問題”。所有問題都是開放式的。低層次的思考問題，這是在基線階段使用的唯一問題，是使用布魯姆分類法的前三個層次構建的：記憶、理解和應用。高階思維干預問題是利用弗蘭克·E·威廉姆斯（FrankE.Williams）的“全面創新計畫”（TotalCreativeProgram）中的教學策略構建的，旨在使學習過程個性化和人性化。儘管威廉姆斯承認該模型不是專門為天才兒童設計的，而且對天才教育文獻的檢索顯示，沒有研究對其在天才兒童中的應用進行評估，選擇這些策略是因為他們之前被確定為適合智力天才兒童使用，並且因為他們在學前環境中感到新奇。選擇的教學策略有類比法、激發性問題法、悖論法、内容清單法和歧義容忍法。提問技巧的定義和示例見錶2。