Suggestopedia-暗示教学法.ppt

暗示法Suggestopedia IntroductionCharacteristicsTheoriesDesignProcedureApplicationinChinaEvaluation Bulgarianpsychiatrist educatorGeorgiLozanov IntroductionItisamethoddevelopedbytheBulgarianpsychiatrist educatorGeorgiLozanovin1960s SuggestopediaisderivedfromSuggestology suggestion pedagogy LozanovdescribesSuggestologyasascienceconcernedwiththesystematicstudyofthenonrationalornonconsciousinfluencesthathumanbeingsareconstantlyrespondingto LozanovacknowledgestiesintraditiontoyogaandSovietpsychology raja yoga techniquesforalteringstatesofconsciousnessandconcentration theuseofrhythmicbreathing Sovietpsychology allstudentscanbetaughtagivensubjectmatteratthesamelevelofskill CharacteristicsThemostconspicuouscharacteristicsofSuggestopediaarethedecoration furniture arrangementoftheclassroom theuseofmusic andtheauthoritativebehavioroftheteacher Thetheoryoflanguage Memorizationofvocabularypairs atargetlanguageitemanditsnativelanguagetranslation suggestsLexisiscentral andlexicaltranslationratherthancontextualizationisstressed Lozanovoccasionallynotesthatthesuggestopediccoursedirectsthestudentsnottovocabularymemorizationandacquiringhabitsofspeech buttoactsofcommunication Thetheoryoflearning Sixprincipaltheoreticalcomponents Authority Infantilization Double planednessIntonation Rhythm andConcertPseudo Passiveness Design Objectives Suggestopediaaimstodeliveradvancedconversationalproficiencyquickly theunderstandingandcreativesolutionofproblems Learningactivities imitation questionandanswer androleplay Thetypeofactivitiesthatareoriginaltosuggestopediaarethelisteningactivities whichconcernthetextandtextvocabularyofeachunit Syllabus last30daysandconsistoftenunitsofstudy 4hoursaday 6daysaweek focusondialogueineachunitwhichconsistsof1200wordsorso withanaccompanyingvocabularylistandgrammaticalcommentary Thedialoguesaregradedbylexisandgrammar Learners roles Learnersmustimmensethemselvesintheproceduresofthemethod andmaintainapseudo passivestate Teachers roles Tocreatesituationsinwhichthelearnerismostsuggestibleandthentopresentlinguisticmaterialinawaymostlikelytoencouragepositivereceptionandretentionbythelearner Materials Directsupportmaterials primarilytextandtape Indirectsupportmaterials theenvironment classroomfixturesandmusic 4 hourlanguageclasshasthreedistinctparts 1 oralreview2 presentanddiscussnewmaterial conductedinthetargetlanguage 3 thes anceorconcertsession heartofthemethod Procedure 上海华东师范大学的洪丕熙教授和外语教学专家吴棠教授率先向国内介绍了暗示教学法 其后 80年代初 山东教育工作者王敏勤又将其介绍入山东并于1989年首先在山东省邹平县和淄博市临淄区的几所学校进行保加利亚暗示教学法试验和乌克兰沙塔洛夫教学法即纲要信号图示教学法试验 简称 两种愉快教学法实验 起初是在不同的学科对两种教法分别进行独立试验的 后来在实验中有意识地将两种教法融会在一起 主要是利用了前者的基本模式和课堂音乐以及后者的板书艺术 此法先被称之为 愉快教学法 后更名为 和谐教学法 和谐教学法在全国一百多所中小学均有试点 但在高校教育中却仍是一片空白 由于与之技术要求相关的一些原则比较苛刻 难以实施 暗示教学法始终未能涉足世界各国的主流教学法 只是昙花一现便几近销声匿迹了 VI ApplicationinChina VII Evaluation Advantages Suggestopediaemphasizesthecentralroleofstudentsandestablishestheirstatus Suggestopediaputstheemphasisontheactiveroleofstudents Suggestopediaaimsatexploringthelearners innerpotentialbycreatingareallyrelaxinglearningatmosphere Disadvantages limitationindevelopingstudents precisioninlanguage Notsuitableforthelarge scaleteaching Musicandpicturesmaydistractstudents attention Itisdifficulttoconduct esp intheprimaryandmiddleschool Opinion Suggestopediaasafacilitatedteachingstrategyshouldbecooperatedwithotherstrategiesinlanguageteaching THANKYOU