完全身體反應(yīng)教學(xué)法

1、完全身體反應(yīng)教學(xué)法Total Physical Response(TPR)一教學(xué)法名稱完全身體反應(yīng)教學(xué)法Total Physical Response (TPR)二背景Back-ground1. James Asher (1966)2. 成年人應(yīng)效仿兒童學(xué)習(xí)母語(yǔ)的過程;兒童在學(xué)會(huì)講話之前是先對(duì)命令回應(yīng)。3. 以理解為主的教學(xué)理念:(1) 學(xué)語(yǔ)言時(shí)理解力先於開口講話(2) 等有了理解力才教會(huì)話(3) 靠聽力學(xué)得的技巧可增進(jìn)其他技巧(4) 教學(xué)重視語(yǔ)言意義,而非語(yǔ)法 (5)應(yīng)將學(xué)生的壓力降至最低三教學(xué)途徑Approach1.語(yǔ)言理論Theory of language1. 理解是學(xué)習(xí)語(yǔ)言的重點(diǎn)2.

2、 大部分的語(yǔ)法和字彙可由教師靈活運(yùn)用命令句而學(xué)會(huì)3. 學(xué)生在具體概念中學(xué)會(huì)了認(rèn)知地圖和語(yǔ)法結(jié)構(gòu)後,再實(shí)施抽象概念教學(xué)即可。2.學(xué)習(xí)理論Theory of learning1. 採(cǎi)刺激-反應(yīng)的學(xué)習(xí)理論2. 學(xué)習(xí)觀點(diǎn)(1) 生理程式採(cǎi)用理解途徑教學(xué)法,即先有了聽力,才開口說話(2) 頭腦側(cè)分法右腦學(xué)會(huì)語(yǔ)言,左腦創(chuàng)作語(yǔ)言 (3)減少壓力若學(xué)生專心體會(huì)由動(dòng)作去反應(yīng)命令,而不是專心於抽象語(yǔ)法的學(xué)習(xí),就忘了壓力而能專心投入。四教學(xué)設(shè)計(jì)1.教學(xué)目標(biāo)Objectives口語(yǔ)à基本的說話技能2.課程大綱Syllabus1. 一開始即重視意義,而非語(yǔ)法2. 語(yǔ)法視在教室中的使用需求和學(xué)生的程度而歸納出來(lái)

3、3. 祈使句和其他教學(xué)法綜合運(yùn)用4. 建議生字?jǐn)?shù),每節(jié)課12-36字不等3.教學(xué)活動(dòng)的型式Types of learning and teaching activities1. 祈使句練習(xí)之目的:誘發(fā)身體反應(yīng)和動(dòng)作2. 上過120小時(shí)後,開始學(xué)習(xí)會(huì)話3. 教材設(shè)定:以每日生活為中心,如:超市,加油站等4. 學(xué)習(xí)活動(dòng):(1) 角色扮演(2) 放幻燈片作問答 (3)陸續(xù)加入閱讀和寫作4.學(xué)生角色Learner roles 1. 老師發(fā)令,學(xué)生被動(dòng)地聽命令,做動(dòng)作(Walk to the table. Sit on the chair.)2. 老師發(fā)出混合的命令,看學(xué)生是否理解(Sit on the

4、 table.)3. 學(xué)生受鼓勵(lì)在感到可以開口時(shí),即自己造句。5.教師角色Teacher roles1.老師是導(dǎo)演,而學(xué)生是演員。2.老師的任務(wù)-(1) 事前充分準(zhǔn)備好句子提供學(xué)生繪製腦中認(rèn)知地圖(2) 誘導(dǎo)互動(dòng)提供學(xué)生接觸語(yǔ)言的最佳機(jī)會(huì)Teacher: Maria, pick up the box of rice and hand it to Miguel and ask Miguel to read the price.(3) 教師的回饋剛開始不要急於修正,就像父母在等子女講話一樣,之後介入漸多6.教材的角色The roles of instruction-al materials1. 初

5、期可免用教材,老師的動(dòng)作、手勢(shì)、聲音,就是活教材。2. 之後可加入教室中的物品,如:杯子,書本等3. 老師需自製教材箱和蒐集輔助教具,如圖片、幻燈片、實(shí)物、單字圖表等。五教學(xué)流程ProceduresExamplesReview. This was a fast-moving warm-up in which individual students were moved with commands such as:Pablo, drive your car around Miako and honk your horn.Jeffe, throw the red flower to Maria.M

6、aria, scream.Rita, pick up the knife and spoon and put them in the cup.Eduardo, take a drink of water and give the cup to Elaine.New commands. These verbs were intruduced.Wash your hands. your face your hair. the cup.Look for a towel. the soap. a comb.Other items introduced were:Quickly Walk quick t

7、o the door and hit it. Quickly, run to the table and touch the square. Sit down quickly and laugh.Teeth Touch your teeth. Show your teeth to Dolores. Dolores, point to Eduardos teeth. Towel Put the towel on Juans arm. Juan, put the towel on your head and laugh. Maria, wipe your hands on the towel.Ne

8、xt, the instructor asked simple questions which the students could answer with a gesture such as pointing.Where is the towel? Eduardo, point to the towel!Where is the toothbrush? Miako, point to the toothbrush! Where is Dolores?Role reversal. Students readily volunteered to utter commands that manipulated the behavior of the instructor and other students.Reading and writing. The instructor wrote on the chalkboard each new vocabulary item and a sentence to illustrate the item. Then she spoke each item and acted out the sentence. The students listened as she read the material. Some copied