Suggestopedia(暗示法)

1、Suggestopedia(暗示法）李晓柠42万佳贺55郭小娜60Suggestopedia(暗示法）vThe definitionvThe backgroundvThe main features vThe advantages and disadvantages vThe case studyThe definitionvThe approach was based on the effect of suggestion in learning, the concept of which is that positive suggestion would make the learner

2、more receptive to stimulate learning.v洛扎诺夫给暗示教学法下定义是：“创造高度的动机，建立激发个人潜力的心理倾向，从学生是一个完整的个体这个角度出发，在学习交流过程中，力求把各种无意识结合起来。” 暗示教学法又称启发教学法。The background vSuggestopedia is a teaching method developed by the Bulgarian psychotherapist George Lozanov(格奥尔基洛扎诺夫).vIt is used in different fields, but mostly in the

3、 field of foreign language teaching.产生背景v20世纪50年代中期，洛扎诺夫受到一起心理暗示疗法成功案例的启发，开始把全部精力转向暗示教学的研究。9年后，他以充足的实验根据证实了“暗示超常记忆力” 的存在。 同时，洛扎诺夫还有感于传统教学落后于时代发展的现实，看到了改革的必要。v传统教学的主要弊端在于： 低估了人类学习的潜力； 只强调刻苦，不讲究方法，造成学习者不同程度的心理紧张状态； 没有灵活运用最新的科研成果，缺乏建立在人体生理和心理研究基础上的综合性教学手段。 Main featuresvTo create a cheerful, relaxing a

4、tmospherev the authoritative behavior of the teacher and the authority of the materialvEmphasis on memorization of vocabulary pairsMain featuresvInfantilization(稚化): role playing games, songs and gymnastic exercises help students regain their self-confidence.vDouble-planedness: learners learn from t

5、he effect of direct instruction and the environment where the instruction takes place.Main featuresvStudents are the volunteers and the main participants of the class activity.vStudents are expected to tolerate and encourage their own infantilization.uCreating a relaxed and comfortable environmentuR

6、educing students pressure in learning language uAvoid boredom and making students become in the classuImproving students motivation of learning AdvantagesuNot all teachers are qualified for this methoduRequiring money to decorate the classroomuThe number of students is limiteduLasting a long time fo

7、r teaching every dayDisadvantages 应用暗示教学法教学外语，一般可分为呈现和运用两个阶段。 第一阶段，呈现新的语言材料。这个阶段又包括积极和消极的两个环境。在积极环境中，教师在用外语或本族语介绍课文背景的同时，运用手势和表情来丰富自己的表达。然后，教师随着优美动听的交响乐的旋律和节奏，带着生动的表情和浓厚的情感来朗读课文，而学生则看着课文，轻声跟着教师模仿。在消极环境中，学生以轻松愉快的心情静静地听教师配乐朗读课文或录音。这样可以产生有意或无意的认识效果和记忆效果，在不知不觉中记住许多语言材料。外语课的教学实例外语课的教学实例第二阶段，实际运用语言知识。语言知识

8、只有通过实际运用才能变成口头和笔头的交际能力。这个阶段主要采用多样化的交际性练习，诸如问答、对话、扮演角色、唱歌、游戏、猜谜、朗诵等，以及广泛开展小组语言交际活动以增强学生的练习机会。笔头练习是在口头练习的基础上进行的，通过听、说、读、写语言活动来运用语言知识，以培养创造性地表达思想感情的语言能力。外语课的教学实例外语课的教学实例 Suggestopedia has probably received both the most enthusiastic and the most critical response of any of the so-called new methods. However, these certain elements of it can