Suggestopedia暗示教學(xué)法公開課一等獎市賽課一等獎?wù)n件

暗示法

SuggestopediaIntroductionCharacteristicsTheoriesDesignProcedureApplicationinChinaEvaluationBulgarianpsychiatrist-educatorGeorgiLozanovIntroductionItisamethoddevelopedbytheBulgarianpsychiatrist-educatorGeorgiLozanov

in1960s

.SuggestopediaisderivedfromSuggestology(“suggestion”+“pedagogy”).LozanovdescribesSuggestologyasascienceconcernedwiththesystematicstudyofthenonrationalornonconsciousinfluencesthathumanbeingsareconstantlyrespondingto.LozanovacknowledgestiesintraditiontoyogaandSovietpsychology.raja-yogatechniquesforalteringstatesofconsciousnessandconcentration

theuseofrhythmicbreathing

Sovietpsychology——allstudentscanbetaughtagivensubjectmatteratthesamelevelofskill.CharacteristicsThemostconspicuouscharacteristicsofSuggestopediaarethedecoration,furniture,arrangementoftheclassroom,theuseofmusic,andtheauthoritativebehavioroftheteacher.ThetheoryoflanguageMemorizationofvocabularypairs—atargetlanguageitemanditsnativelanguagetranslation—suggestsLexisiscentral,andlexicaltranslationratherthancontextualizationisstressed.

Lozanovoccasionallynotesthatthesuggestopediccoursedirectsthestudentsnottovocabularymemorizationandacquiringhabitsofspeech,buttoactsofcommunication.ThetheoryoflearningSixprincipaltheoreticalcomponents:Authority,Infantilization,Double-planednessIntonation,Rhythm,andConcertPseudo-PassivenessDesignObjectives:Suggestopediaaimstodeliveradvancedconversationalproficiencyquickly;

theunderstandingandcreativesolutionofproblems.

Learningactivities:imitation,questionandanswer,androleplay.Thetypeofactivitiesthatareoriginaltosuggestopediaarethelisteningactivities,whichconcernthetextandtextvocabularyofeachunit.Syllabuslast30daysandconsistoftenunitsofstudy.

4hoursaday,6daysaweek.

focusondialogueineachunitwhichconsistsof1200wordsorso,withanaccompanyingvocabularylistandgrammaticalcommentary

.Thedialoguesaregradedbylexisandgrammar.Learners’rolesLearnersmustimmensethemselvesintheproceduresofthemethod,andmaintainapseudo-passivestate.Teachers’rolesTocreatesituationsinwhichthelearnerismostsuggestibleandthentopresentlinguisticmaterialinawaymostlikelytoencouragepositivereceptionandretentionbythelearner.MaterialsDirectsupportmaterials(primarilytextandtape)Indirectsupportmaterials[theenvironment](classroomfixturesandmusic)4-hourlanguageclasshasthreedistinctparts:1.oralreview2.presentanddiscussnewmaterial(conductedinthetargetlanguage)3.theséanceorconcertsession(heartofthemethod)Procedure上海華東師范大學(xué)旳洪丕熙教授和外語教學(xué)教授吳棠教授率先向國內(nèi)簡介了暗示教學(xué)法；其后，80年代初，山東教育工作者王敏勤又將其簡介入山東并于1989年首先在山東省鄒平縣和淄博市臨淄區(qū)旳幾所學(xué)校進行保加利亞暗示教學(xué)法試驗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，簡稱“兩種快樂教學(xué)法試驗”。起初是在不同旳學(xué)科對兩種教法分別進行獨立試驗旳，后來在試驗中有意識地將兩種教法融會在一起，主要是利用了前者旳基本模式和課堂音樂以及后者旳板書藝術(shù)。此法先被稱之為“快樂教學(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，但在高校教育中卻仍是一片空白。因為與之技術(shù)要求有關(guān)旳某些原則比較苛刻﹑難以實施，暗示教學(xué)法一直未能涉足世界各國旳主流教學(xué)法，只是曇花一現(xiàn)便幾近銷聲匿跡了。--VI.ApplicationinChinaVII.Evaluation

Advantages：

Suggestopediaemphasizesthecentralroleofstudentsandestablishestheirstatus.

Suggestopediaputstheemphasisontheactiveroleofstudents.

Suggestopediaaimsatexploringthelearners’innerpotentialbycreatingareallyrelaxinglearningatmosphere.Disadvantages：

limitationindevelopingstudents’precisioninlanguage.Notsuitableforthelarge-scaleteaching.Musicandpicturesmaydistractstudents’attention.Itisdif