Suggestopedia暗示教学法市公开课金奖市赛课一等奖课件

1、 暗示法 Suggestopedia第1页 Introduction Characteristics Theories Design Procedure Application in China Evaluation第2页Bulgarian psychiatrist-educator Georgi Lozanov 第3页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页 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页 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页 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页 The theory of learningSix principal theoretical components: Authority, Infantilization, Double-planedness Intonation, Rhythm, and Con

6、cert Pseudo-Passiveness 第8页 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页 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页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页MaterialsDirect support materials (primarily text and tape)Indirect support materials the environment(classroom fixtures and music)第12页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页上海华东师范大学洪丕熙教授和外语教学教授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“两种愉快教学法试验”。起初是在不一样学科对两种教法分别进行独立试验，以后在试验中有意识地将两种教法融会在一起，

11、主要是利用了前者基本模式和课堂音乐以及后者板书艺术。此法先被称之为“愉快教学法”，后更名为“友好教学法” 。友好教学法在全国一百多所中小学都有试点，但在高校教育中却仍是一片空白。因为与之技术要求相关一些标准比较苛刻难以实施，暗示教学法一直未能涉足世界各国主流教学法，只是昙花一现便几近销声匿迹了。 -VI. Application in China第14页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页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