Silent Way沉默教學法公開課一等獎省優(yōu)質(zhì)課大賽獲獎?wù)n件

SilentWay

ByGuWanhongTellmeandIforget,

teachmeandIremember,

involvemeandIlearn.

——BenjaminFranklin

不聞不若聞之，聞之不若見之；

見之不若知之，知之不若行之；

學至于行而止矣。

——《荀子?儒效篇》BackgroundApproachDesignProcedureConclusionContentsBackgroundDefinition1.TheSilentWayisthenameofamethodoflanguageteachingdevisedbyCalebGattegno.2.Itisbasedonthepremisethattheteachershouldbesilentasmuchaspossible.ElementsTheuseofcolorchartsandthecoloredCuisenaire(奎西奈彩色棒)rods，grewoutofGattegno'spreviousexperienceasaneducationaldesignerofreadingandmathenaticsprograms.BackgroundcoloredCuisenairerodsfidelchartswordschartsBackgroundRelevantlearningtheoriesandeducationalphilosophies1.Learningisfacilitatedifthelearnerdiscoversorcreatesratherthanremembersandrepeatswhatistobelearned.2.Learningisfacilitatedbyaccompanyingmediatingphysicalobjects.3.Learningisfacilitatedbyproblemsolvinginvolvingthematerialtobelearned.ApproachTheoryoflanguageandlearningBylookingatthematerialchosenandthesequenceinwhichitpresentedinaslientWayclassroom,itisclearthattheSilentWaytakesastructuralapproachtotheorganizationoflanguagetobetaught.ApproachAimsGattegnotakesanopenlyskepticalviewoftheroleoflinguistictheoryinlanguageteachingmethodology.Hefeelsthatlinguisticstudies"maybeaspecialization,thatcarrywiththemanarrowopeningofone'ssensitivityandperhapsserveverylittletowardsthebroadendinmind".Considerabledisscussionisdevotedtotheimportanceofgraspingthe"spirit"ofthelanguage,andnotjustitscomponentforms.Bythe"spirit"ofthelanguageGattegnoisreferringtothewayeachlanguageiscomposedofphonologicalandsuprasegmentalelementsthatcombinetogivethelanguageitsuniquesoundsystemandmelody.Thelearnermustgaina"feel"forthisaspectoftargetlanguageassoonaspossible.ApproachObjectiveThegeneralobjectiveoftheSilentwayistogivebegining-levelstudentsoralandauralfacilityinbasicelementsofthetargetlanguage.GoalThegeneralgoalsetforlanguagelearningisnear-nativefluencyinthetargetlanguage,andcorrectpronunciationandmasteryofprosodicelementsofthetargetlanguageareemphasized.

Animmediateobjectiveistoprovidethelearnerwithbasicpracticalknowledgeofthegrammer.ApproachSyllabus

TheSilentWayadoptsabasicallystructuralsyllabus,withlessonsplannedaroundgrammaticalitemsandrelatedvocabulary.Gattegnoprovidesdetailsastothepreciseselectionandarrangementofgrammaticalitemsandlexicalitemstobecovered.ApproachLearningactivitiesUsecharts,rods,andotheraidstoelicitlearnersresponse.Responsetocommands,questions,andvisualcuesthusconstitutethebasisforclassroomactivities.TheroleoflearnersTobeindependence,autonomy,andresponsibilityTheroleofteacherswritethescript,choosetheprops,setsthemood,modelstheaction,designatestheplayers,andiscriticfortheperformanceprocedure1.Teacheremptiesrodsontothetable.2.Teacherpicksuptwoorthreerodsofdifferentcolors,andaftereachrodispickedupsays:[mai].3.Teacherholdsuponerodofanycolorandindicatestoastudentthataresponseisrequired.Studentssays:[mai].Ifresponseisincorrect,teacherelicitsresponsefromanotherstudent,whothenmodelsforthefirststudents.4.Teachernextpicksuparedrodandsays:[maisiidaeng].5.Teacherpicksupagreenrodandsays:[maisiikhiaw].……(page88)conclusionAdvantages1.Emphasizinglearninginsteadofteaching.2.Usingspecialaidstohelplearning.3.Discoveringlearningratherthanrepeatition.4.Beenindependentandresponsibebyendlesstrial.Shortcomings1.Ignoringthefunctionofteacher.2.Theprocesscanbelongbecauseofendlesstrail.conclusionpayattention!Itisintheactivityofself-correctionthroughself-awarencethatSilentWayclaimstodiffermostnotablyfromotherwaysoflanguagelearnning.Itisthiscapacityforself-awarenessthattheSilentWaycallsupon,acapacitysaidtobelittleappreciatedorexercisedbyfirstlanguagelearner.conclusionTheinnovationsinGattegno’smethodderiveprimarilyfromthemannerinwhichclassroomactivitiesareorganized,theindirectroletheteacherisrequire