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思辨能力的高下将决定一个人学业的优劣、事业的成败乃至一个民族的兴衰。在此意义上，我向全国中小学教师、
高等学校教师和学生以及社会大众郑重推荐“思想者指南系列丛书”。相信该套丛书的普及阅读和学习运用，必将
有利于促进教育改革，提高人才培养质量，提升大众思辨能力，为创新型国家建设和社会文明进步作出深远的贡
献。（孙有中，教授，北京外国语大学副校长）

内容简介

《像苏格拉底一样提问》是“思想者指南系列丛书”当中的一本，属于该系列下的“大众篇”，供广大读者使用。《像苏格拉底一样提问》包括五个部分以及三个附录，通过讲解以及举例，来帮助读者了解并学习苏格拉底提问的艺术。

作者简介

Richard Paul：思辨研究专家，国际思辨研究运动主要负责人，已发表200余篇与思辨研究相关的论文、出版25部论述思辨研究的著作。Linda Elder：教育心理学专家、思辨研究专家，在美国多所大学任教，主要教授课程为教育心理学、思辨能力培养；思辨研究协会会长、思辨中心执行主任。

目　　录

Letter to the Reader Letter to the Reader . . . . . . . . . . . . . . . . . vii
Introduction. . . . . . . . . . . . . . . . .1
Part One: A Taxonomy of Socratic Questions Based in Critical Thinking Concepts
Questions that Target the Parts of Thinking. . . . . . . . . . . . . . . . .5
Questions that Target the Quality of Reasoning. . . . . . . . . . . . . . . . .9
The Art of Socratic Questioning Checklist. . . . . . . . . . . . . . . . .12
Four Directions in Which to Pursue Thought. . . . . . . . . . . . . . . . . 16
Three Kinds of Questions. . . . . . . . . . . . . . . . .18
Asking One-System, No-System, and Conflicting-System Questions. . . . . . . . . . . . . . . .
.19
Questioning Questions: Identifying Prior Questions. . . . . . . . . . . . . . . . .23
Asking Complex Interdisciplinary Questions. . . . . . . . . . . . . . . . .25
Part Two: Socratic Questioning Transcripts

Letter to the Reader Letter to the Reader . . . . . . . . . . . . . . . . . vii Introduction. . . . . . . . . . . . . . . . .1 Part One: A Taxonomy of Socratic Questions Based in Critical Thinking Concepts Questions that Target the Parts of Thinking. . . . . . . . . . . . . . . . .5 Questions that Target the Quality of Reasoning. . . . . . . . . . . . . . . . .9 The Art of Socratic Questioning Checklist. . . . . . . . . . . . . . . . .12 Four Directions in Which to Pursue Thought. . . . . . . . . . . . . . . . . 16 Three Kinds of Questions. . . . . . . . . . . . . . . . .18 Asking One-System, No-System, and Conflicting-System Questions. . . . . . . . . . . . . . . . .19 Questioning Questions: Identifying Prior Questions. . . . . . . . . . . . . . . . .23 Asking Complex Interdisciplinary Questions. . . . . . . . . . . . . . . . .25 Part Two: Socratic Questioning Transcripts Transcript One: Exploring the Mind and How It Works (Elementary School). . . . . . . . . . . . . 33 Transcript Two: Helping Students Organize Their Thoughts for Writing (Middle School). . . . . . 41 Transcript Three: Helping Students Think Deeply About Basic Ideas (High School). . . . . . . . . 45 Transcript Four: Helping Students Think Seriously About Complex Social Issues (High School). . . 50 Part Three: The Mechanics of Socratic Questioning Three Kinds of Socratic Discussion. . . . . . . . . . . . . . . . .56 Wondering Aloud About Truth and Meaning . . . . . . . . . . . . . . . . . 63 Sources of Student Belief. . . . . . . . . . . . . . . . .65 General Guidelines for Socratic Questioning. . . . . . . . . . . . . . . . .67 Part Four: The Role of Questions in Teaching, Thinking, and Learning The Teacher as Questioner. . . . . . . . . . . . . . . . . 71 Understanding Content as Interrelated Systems with Real-Life Connections. . . . . . .<

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