Suggestopedia暗示教學(xué)法市公開課金獎市賽課一等獎?wù)n件

1、 暗示法 Suggestopedia第1頁 Introduction Characteristics Theories Design Procedure Application in China Evaluation第2頁Bulgarian psychiatrist-educator Georgi Lozanov 第3頁IntroductionIt is a method developed by the Bulgarian psychiatrist-educator Georgi Lozanov in 1960s .Suggestopedia is derived from Suggesto

2、logy (“suggestion” + “pedagogy”).Lozanov describes Suggestology as a science concerned with the systematic study of the nonrational or nonconscious influences that human beings are constantly responding to.第4頁 Lozanov acknowledges ties in tradition to yoga and Soviet psychology. raja-yogatechniques

3、for altering states of consciousness and concentration the use of rhythmic breathing Soviet psychology all students can be taught a given subject matter at the same level of skill. 第5頁 Characteristics The most conspicuous characteristics of Suggestopedia are the decoration, furniture, arrangement of

4、 the classroom, the use of music, and the authoritative behavior of the teacher. 第6頁 The theory of languageMemorization of vocabulary pairs a target language item and its native language translation suggests Lexis is central, and lexical translation rather than contextualization is stressed. Lozanov

5、 occasionally notes that the suggestopedic course directs the students not to vocabulary memorization and acquiring habits of speech, but to acts of communication.第7頁 The theory of learningSix principal theoretical components: Authority, Infantilization, Double-planedness Intonation, Rhythm, and Con

6、cert Pseudo-Passiveness 第8頁 Design Objectives: Suggestopedia aims to deliver advanced conversational proficiency quickly; the understanding and creative solution of problems. Learning activities: imitation, question and answer, and role play. The type of activities that are original to suggestopedia

7、 are the listening activities, which concern the text and text vocabulary of each unit.第9頁 Syllabus last 30 days and consist of ten units of study. 4 hours a day, 6 days a week. focus on dialogue in each unit which consists of 1200 words or so, with an accompanying vocabulary list and grammatical co

8、mmentary .The dialogues are graded by lexis and grammar.第10頁Learners roles Learners must immense themselves in the procedures of the method, and maintain a pseudo-passive state. Teachers roles To create situations in which the learner is most suggestible and then to present linguistic material in a

9、way most likely to encourage positive reception and retention by the learner.第11頁MaterialsDirect support materials (primarily text and tape)Indirect support materials the environment(classroom fixtures and music)第12頁4-hour language class has three distinct parts:1. oral review2. present and discuss

10、new material (conducted in the target language)3. the sance or concert session (heart of the method)Procedure第13頁上海華東師范大學(xué)洪丕熙教授和外語教學(xué)教授吳棠教授率先向國內(nèi)介紹了暗示教學(xué)法；其后，80年代初，山東教育工作者王敏勤又將其介紹入山東并于1989年首先在山東省鄒平縣和淄博市臨淄區(qū)幾所學(xué)校進(jìn)行保加利亞暗示教學(xué)法試驗(yàn)和烏克蘭沙塔洛夫教學(xué)法即綱要信號圖示教學(xué)法試驗(yàn)，簡稱“兩種愉快教學(xué)法試驗(yàn)”。起初是在不一樣學(xué)科對兩種教法分別進(jìn)行獨(dú)立試驗(yàn)，以后在試驗(yàn)中有意識地將兩種教法融會在一起，

11、主要是利用了前者基本模式和課堂音樂以及后者板書藝術(shù)。此法先被稱之為“愉快教學(xué)法”，后更名為“友好教學(xué)法” 。友好教學(xué)法在全國一百多所中小學(xué)都有試點(diǎn)，但在高校教育中卻仍是一片空白。因?yàn)榕c之技術(shù)要求相關(guān)一些標(biāo)準(zhǔn)比較苛刻難以實(shí)施，暗示教學(xué)法一直未能涉足世界各國主流教學(xué)法，只是曇花一現(xiàn)便幾近銷聲匿跡了。 -VI. Application in China第14頁VII. Evaluation Advantages： Suggestopedia emphasizes the central role of students and establishes their status. Suggestope

12、dia puts the emphasis on the active role of students. Suggestopedia aims at exploring the learners inner potential by creating a really relaxing learning atmosphere. 第15頁Disadvantages： limitation in developing students precision in language. Not suitable for the large-scale teaching. Music and pictures may distract students attention. It is difficult to