英文原文
Whether we think of the museum as temple or forum, the experience we strive to stimulate for our visitors is that of contemplation — contemplation leading to awareness enlightenment, and understanding. In today’s information world, however, where attention spans are driven by 30 second media messages, contemplation is not always achieved easily or naturally. Ideas and information are to be digested instantaneously without benefit of contemplation or reflection, for they have become luxuries we can rarely afford. This orientation presents formidable challenges to adults who enter the museum seeking rewarding learning experiences. Rather than attaining a state of contemplation, which the Random House College Dictionary defines as an “act of thoughtful observation,” adults often find themselves in a trance. They wander through galleries in what seems a half-conscious state, glazed and overwhelmed, hardly engaged in any form of thoughtful inquiry. Yet, I believe that most visitors, adults especially, want to “slow down” sufficiently to engage in contemplation, but are puzzled as to how to do it. I believe the kind of contemplation that can occur in museums often needs to be learned. Docents provide a great service to visitors by teaching them how to experience the power of the museum’s “magic” through contemplation. There are a number of strategies docents can use during their tours to stimulate “thoughtful observation.” One way is through inquiry. The use of questions can be very effective for both docent and visitor. For docents, questions tell more about the visitor and how to adjust the tour; for visitors, questions help to focus and broaden experiences with the objects exhibited. Children are thought to be more receptive to questions during tours; adults more reserved. While this is often the case, adults can be extremely responsive depending on how and when questions are posed, and what is asked. Questions during an adult tour should accomplish one or more of the following purposes: Create an informal and nonthreatening environment; Tell you more about the visitors; Direct the visitors’ attention; Motivate adult visitors to use their experiences to think about objects; Teach visitors how to ask questions about the objects; Address the questions you believe visitors are asking themselves. While these six categories do not constitute an all-inclusive list, they can provide a good starting point for developing questioning strategies for touring adults. You may find it useful to keep a list of questions that elicit particularly productive or enthusiastic responses. Questioning is an appropriate teaching method with adult visitors. Once you understand why and how they are used, questions can become very helpful tools, assisting adults to investigate and appreciate museum exhibitions.
中文翻译
无论我们将博物馆视为圣殿还是论坛，我们努力为参观者激发的体验都是沉思——沉思带来意识启蒙和理解。然而，在当今信息世界中，注意力持续时间被30秒的媒体信息驱动，沉思并不总是容易或自然地实现。思想和信息需要即时消化，没有沉思或反思的好处，因为它们已成为我们很少能负担得起的奢侈品。这种取向给进入博物馆寻求有益学习体验的成年人带来了巨大挑战。成年人往往发现自己处于恍惚状态，而不是达到沉思状态（《兰登书屋大学词典》将其定义为“深思熟虑的观察行为”）。他们以半意识状态在画廊中徘徊，目光呆滞且不知所措，几乎不参与任何形式的深思熟虑的探究。然而，我相信大多数参观者，尤其是成年人，希望“放慢脚步”充分参与沉思，但困惑于如何做到。我认为博物馆中可能发生的沉思往往需要学习。导览员通过教导参观者如何通过沉思体验博物馆的“魔力”来提供重要服务。导览员在游览期间可以使用多种策略来激发“深思熟虑的观察”。一种方式是通过询问。提问对导览员和参观者都非常有效。对导览员来说，问题能更多地了解参观者以及如何调整游览；对参观者来说，问题有助于聚焦和拓宽与展品的体验。儿童被认为在游览期间更易接受问题；成年人更保守。虽然这通常是事实，但成年人可能非常响应，取决于问题如何、何时提出以及问什么。成人游览中的问题应实现以下一个或多个目的：创造非正式且无威胁的环境；更多地了解参观者；引导参观者的注意力；激励成人参观者利用他们的经验思考展品；教导参观者如何对展品提问；解决你认为参观者正在问自己的问题。虽然这六个类别不构成一个全面的列表，但它们可以为开发成人游览提问策略提供一个良好的起点。你可能会发现保留一份能引发特别富有成效或热情回应的问题列表很有用。提问是与成人参观者合适的教学方法。一旦你理解为什么以及如何使用它们，问题可以成为非常有用的工具，帮助成年人调查和欣赏博物馆展览。
文章概要
本文探讨了博物馆导览中针对成人参观者的提问策略，强调在信息过载时代，成人往往难以进入沉思状态，而有效的提问可以帮助他们放慢脚步、聚焦注意力并利用个人经验深化展览体验。文章提出了六类提问目的，包括创造友好环境、了解参观者、引导注意力、激励经验运用、教导提问技巧以及回应潜在问题，旨在通过提问促进成人的深思熟虑观察和学习参与。
高德明老师的评价
用12岁初中生可以听懂的语音来重复翻译的内容：这篇文章说，大人们去博物馆时，有时候会像做梦一样走神，看不进去东西。但导览员可以用提问来帮忙，比如问“你以前来过吗？”或者“这个让你想起什么？”，这样大人们就能更专心，用他们的经验来理解展品，就像玩游戏一样有趣。
TA沟通分析心理学理论评价：从TA沟通分析角度看，这篇文章深刻体现了成人自我状态在博物馆体验中的激活与应用。成人自我状态是理性、客观和适应性的部分，文中提到的提问策略如“创造非正式环境”和“引导注意力”，正是通过结构化互动，帮助参观者从可能陷入的儿童自我状态（如被动、恍惚）或父母自我状态（如评判压力）切换到成人自我状态，促进自主思考和情感投入。例如，“激励成人利用经验思考”直接调用成人自我状态中的记忆和认知资源，增强自我效能感。这展示了TA理论中自我状态转换在非临床环境中的实践价值，强调通过外部引导（导览员提问）激发内部成人自我状态，实现更深的心理参与。
在实践上可以应用的领域和可以解决人们的十个问题：应用领域包括博物馆教育、成人培训、社区活动和心理咨询。可以解决人们的十个问题：1. 注意力分散，帮助聚焦当下体验；2. 学习动力不足，通过提问激发兴趣；3. 社交焦虑，创造安全互动环境；4. 记忆激活困难，利用经验连接新知识；5. 自我表达障碍，鼓励分享观察；6. 批判思维缺乏，引导深思熟虑提问；7. 情感隔离，促进情感与认知整合；8. 生活经验闲置，转化为学习资源；9. 被动消费信息，转向主动探究；10. 自我效能感低，通过成功互动提升自信。