沉默教學(xué)法SILENT-WAY教學(xué)文案

上海外國(guó)語(yǔ)大學(xué)英語(yǔ)(yīnɡyǔ)學(xué)院TheSilentWay第一頁(yè)，共24頁(yè)。CONTENTS123BackgroundApproachDesign4Procedure第二頁(yè)，共24頁(yè)。TheSilentWayisamethodoflanguageteachingdevisedbyCalebGattegno.1BackgroundThepremiseoftheSilentWay:Theteachershouldbesilentasmuchaspossibleintheclassroombutthelearnershouldbeencouragedtoproduceasmuchlanguageaspossible.第三頁(yè)，共24頁(yè)。1BackgroundElementsoftheSilentWay:theuseofcolorchartsandthecoloredCuisenairerods（古氏積木(jīmù)）.第四頁(yè)，共24頁(yè)。1Background

Fidelcharts第五頁(yè)，共24頁(yè)。1BackgroundWordcharts第六頁(yè)，共24頁(yè)。1BackgroundThelearninghypotheses:Learningisfacilitatedifthelearnerdiscoversorcreatesratherthanremembersandrepeatswhatistobelearned.Learningisfacilitatedbyaccompanyingphysicalobjects.Learningisfacilitatedbyproblemsolvinginvolvingthematerialtobelearned.第七頁(yè)，共24頁(yè)。1BackgroundJeromeBruner,theeducationalpsychologistandphilosopher,distinguishestwotraditions:theexpositorymodeandthehypotheticalmode.Thesilentwaybelongstothehypotheticalmode,viewinglearningasaproblem-solving,creative,discoveringactivity,inwhichthelearnerisaprincipalactor,notabench-boundlistener.Discoveringandcreativelearning第八頁(yè)，共24頁(yè)。1BackgroundDiscoveringandcreativelearningThebenefitsderivedfrom"discoverylearning":Theincreaseinintellectualpotency.Theshiftfromextrinsictointrinsicrewards.Thelearningofheuristicsbydiscovering.Theaidtoconservingmemory.第九頁(yè)，共24頁(yè)。1BackgroundAccompanyingphysicalobjectsTheCuisenairerodsandthecolor-codedpronunciationcharts(calledFidelcharts),providephysicalfociforlearningandcreatememorableimagestofacilitatestudentrecall.第十頁(yè)，共24頁(yè)。1Backgroundproblem-solvingBenjaminFranklinrepresented"problem-solvingapproachestolearning"inthewords:

TellmeandIforget,teachmeandIremember,involvemeandIlearn.第十一頁(yè)，共24頁(yè)。2Approach:TheoryofLanguageandLearningTheoryoflanguageLearningalanguageistograspits"spirit"—thewayeachlanguageiscomposedofphonologicalandsuprasegmentalelementsthatcombinetogivethelanguageitsuniquesoundsystemandmelody.TheSilentWaytakesastructuralapproachtotheorganizationoflanguagetobetaught.Gattegnoseesvocabularyasacentraldimensionoflanguagelearningandchoiceofvocabularyascrucial.第十二頁(yè)，共24頁(yè)。2Approach:TheoryofLanguageandLearningTheoryoflearning(1)Basedontheprocessoflearningafirstlanguage,Gattegnorecommendsthatlearnerneedsto“returntothestateofmindthatcharacterizesababy'slearning–surrender”.(2)Theprocessesoflearningasecondlanguageare“radicallydifferent”fromthoseinvolvedinlearningafirstlanguage.AsuccessfulL2approachmustbe“artificialandstrictlycontrolled”.(3)The“artificialapproach”isbasedontheprinciplethatsuccessfullearninginvolvescommitmentoftheselftolanguageacquisitionthroughtheuseofsilentawarenessandthenactivetrial.第十三頁(yè)，共24頁(yè)。2Approach:TheoryofLanguageandLearningTheoryoflearningTheselfconsistsoftwosystems—alearningsystemandaretainingsystem.Silenceisconsideredthebestvehicleforlearning,becauseinsilencestudentsconcentrateonthetasktobeaccomplishedandthepotentialmeanstoitsaccomplishment.Repetition(asopppsedtosilence)“consumestimeandencourgesthescatteredmindtoremainscattered".Awarenessiseducable.Asonelearns"inawareness,"one'spowersofawarenessandone'scapacitytolearnbecomegreater.("learningtolearn")第十四頁(yè)，共24頁(yè)。3DesignObjectivesThegeneralobjective—togivebeginninglevelstudentsoralandauralfacilityinbasicelementsofthetargetlanguage.Theimmediateobjective—toprovidethelearnerwithabasicpracticalknowledgeofthegrammar.第十五頁(yè)，共24頁(yè)。3DesignSyllabusTheSilentWayadoptsabasicallystructuralsyllabus,withlessonsplannedaroundgrammaticalitemsandrelatedvocabulary.第十六頁(yè)，共24頁(yè)。3DesignlearningactivitiesLearningtasksandactivitiesintheSilentWayhavethefunctionofencouragingandshapingstudentoralresponsewithoutdirectoralinstructionfromorunnecesssarymodelingbytheteacher.第十七頁(yè)，共24頁(yè)。3DesignroleoflearnersLearnersintheSilentWayareexpectedtodevelopindependence,autonomyandresponsibility.第十八頁(yè)，共24頁(yè)。3DesignrolesofteachersTeachersilenceistheuniquedemandoftheSilentWay.StevickdefinestheSilentWayteacher'stasksastoteach,totestandtogetoutoftheway.Theteacherusesgestures,charts,andmanipulativesinordertoelicitandshapestudentresponsesandsomustbebothfacileandcreativeasapantomimistandpuppeteer.第十九頁(yè)，共24頁(yè)。3Designmaterialscoloredrods,color-codedpronunciationandvocabularywallcharts,apointer,andreading/writingexercises.AllSilentWaymaterialsareusedtoillustratetherelationshipsbetweensoundandmeaninginthetargetlanguage.第二十頁(yè)，共24頁(yè)。3Design

FidelchartsWordcharts第二十一頁(yè)，共24頁(yè)。3DesignColoredrodstherodsmaybeusedfornamingcolors,forsizecomparisons,andsoon.thepointerisusedtoindicatestress,phrasingandintonation.Apointer第二十二頁(yè)，共24頁(yè)。3ProcedureASilentWaylesso