Suggestopedia-暗示教学法.ppt

暗示法 Suggestopedia,Introduction Characteristics Theories Design Procedure Application in China Evaluation,Bulgarian psychiatrist-educator Georgi Lozanov,Introduction It is a method developed by the Bulgarian psychiatrist-educator Georgi Lozanov in 1960s . Suggestopedia is derived from Suggestology (“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.,Lozanov acknowledges ties in tradition to yoga and Soviet psychology.,raja-yoga,techniques 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.,Characteristics The most conspicuous characteristics of Suggestopedia are the decoration, furniture, arrangement of the classroom, the use of music, and the authoritative behavior of the teacher.,The theory of language,Memorization 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 occasionally notes that the suggestopedic course directs the students not to vocabulary memorization and acquiring habits of speech, but to acts of communication.,The theory of learning,Six principal theoretical components: Authority, Infantilization, Double-planedness Intonation, Rhythm, and Concert Pseudo-Passiveness,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 are the listening activities, which concern the text and text vocabulary of each unit.,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 commentary . The dialogues are graded by lexis and grammar.,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 way most likely to encourage positive reception and retention by the learner.,Materials,Direct support materials (primarily text and tape),Indirect support materials the environment (classroom fixtures and music),4-hour language class has three distinct parts: 1. oral review 2. present and discuss new material (conducted in the target language) 3. the sance or concert session (heart of the method),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. Application in China,VII. Evaluation,Advantages： Suggestopedia emphasizes the central role of students and establishes their status. Suggestopedia puts the emphasis on the active role of students. Suggestopedia aims at exploring the learners inner potential by creating a really relaxing learning atmosphere.,Disadvantages： limitation in developing students precision in language. Not suitable for the large-scale teaching. Music and pictures may distract students attention. It is diffi