完全身体反应教学法

1、完全身體反應教學法Total Physical Response(TPR)一教學法名稱完全身體反應教學法Total Physical Response (TPR)二背景Back-ground1. James Asher (1966)2. 成年人應效仿兒童學習母語的過程;兒童在學會講話之前是先對命令回應。3. 以理解為主的教學理念:(1) 學語言時理解力先於開口講話(2) 等有了理解力才教會話(3) 靠聽力學得的技巧可增進其他技巧(4) 教學重視語言意義,而非語法 (5)應將學生的壓力降至最低三教學途徑Approach1.語言理論Theory of language1. 理解是學習語言的重點2.

2、 大部分的語法和字彙可由教師靈活運用命令句而學會3. 學生在具體概念中學會了認知地圖和語法結構後,再實施抽象概念教學即可。2.學習理論Theory of learning1. 採刺激-反應的學習理論2. 學習觀點(1) 生理程式採用理解途徑教學法,即先有了聽力,才開口說話(2) 頭腦側分法右腦學會語言,左腦創作語言 (3)減少壓力若學生專心體會由動作去反應命令,而不是專心於抽象語法的學習,就忘了壓力而能專心投入。四教學設計1.教學目標Objectives口語à基本的說話技能2.課程大綱Syllabus1. 一開始即重視意義,而非語法2. 語法視在教室中的使用需求和學生的程度而歸納出來

3、3. 祈使句和其他教學法綜合運用4. 建議生字數,每節課12-36字不等3.教學活動的型式Types of learning and teaching activities1. 祈使句練習之目的:誘發身體反應和動作2. 上過120小時後,開始學習會話3. 教材設定:以每日生活為中心,如:超市,加油站等4. 學習活動:(1) 角色扮演(2) 放幻燈片作問答 (3)陸續加入閱讀和寫作4.學生角色Learner roles 1. 老師發令,學生被動地聽命令,做動作(Walk to the table. Sit on the chair.)2. 老師發出混合的命令,看學生是否理解(Sit on the

4、 table.)3. 學生受鼓勵在感到可以開口時,即自己造句。5.教師角色Teacher roles1.老師是導演,而學生是演員。2.老師的任務-(1) 事前充分準備好句子提供學生繪製腦中認知地圖(2) 誘導互動提供學生接觸語言的最佳機會Teacher: Maria, pick up the box of rice and hand it to Miguel and ask Miguel to read the price.(3) 教師的回饋剛開始不要急於修正,就像父母在等子女講話一樣,之後介入漸多6.教材的角色The roles of instruction-al materials1. 初

5、期可免用教材,老師的動作、手勢、聲音,就是活教材。2. 之後可加入教室中的物品,如:杯子,書本等3. 老師需自製教材箱和蒐集輔助教具,如圖片、幻燈片、實物、單字圖表等。五教學流程ProceduresExamplesReview. This was a fast-moving warm-up in which individual students were moved with commands such as:Pablo, drive your car around Miako and honk your horn.Jeffe, throw the red flower to Maria.M

6、aria, scream.Rita, pick up the knife and spoon and put them in the cup.Eduardo, take a drink of water and give the cup to Elaine.New commands. These verbs were intruduced.Wash your hands. your face your hair. the cup.Look for a towel. the soap. a comb.Other items introduced were:Quickly Walk quick t

7、o the door and hit it. Quickly, run to the table and touch the square. Sit down quickly and laugh.Teeth Touch your teeth. Show your teeth to Dolores. Dolores, point to Eduardos teeth. Towel Put the towel on Juans arm. Juan, put the towel on your head and laugh. Maria, wipe your hands on the towel.Ne

8、xt, the instructor asked simple questions which the students could answer with a gesture such as pointing.Where is the towel? Eduardo, point to the towel!Where is the toothbrush? Miako, point to the toothbrush! Where is Dolores?Role reversal. Students readily volunteered to utter commands that manipulated the behavior of the instructor and other students.Reading and writing. The instructor wrote on the chalkboard each new vocabulary item and a sentence to illustrate the item. Then she spoke each item and acted out the sentence. The students listened as she read the material. Some copied