suggestopedia

suggestopedia暗示法Framework1.Background2.Definition3.Majorcharacteristics4.Approach5.Design6.Advantagesanddisadvantages7.Conclusion1.Background•SuggestopediaisderivedfromSuggestology(“suggestion”+“pedagogy”).•SuggestopediaisamethoddevelopedbyBulgarianpsychiatrist-educatorGeorgiLozanovin1960s.•In1978,LozanovacknowledgestiesintraditiontoyogaandSovietpsychology.理论起源洛扎诺夫在1955年用暗示疗法治疗一个疲劳沮丧、记忆衰退的病人，使其恢复并且增长了记忆力。经过9年的实验研究，证实了“俺是超长记忆力”的存在，因而建立了暗示教学理论和暗示法教学。Fromraja-yoga,Lozanovhasborrowedandmodifiedtechniquesforalteringstatesofconsciousnessandconcentration,andtheuseofrhythmicbreathing.FromSovietpsychology,Lozanovhastakenthenotionthatallstudentscanbetaughtagivensubjectmatteratthesamelevelofskill.2.DefinitionTheapproachwasbasedontheeffectofsuggestioninlearning,theconceptofwhichisthatpositivesuggestionwouldmakethelearnermorereceptivetostimulatelearning.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.”暗示教学法又称为启发教学法。Maingoal•Todecreasetheanxietyrelatedtolearninganewlanguage,sothatthestudentscannaturallyandcalmlyproducethelanguage.Mainidea•Lozanovbelievedthathumanbraincouldprocessgreatquantitiesofmaterialifsimplygiventherightconditionsforlearning,amongwhichareastateofrelaxation.•Studieshaveshownthatstudentslearnmorewhilelisteningtomusic.TheFunctionofMusicGaston(1968)claimedthatmusiccan(1)facilitatetheestablishmentandmaintenanceofpersonalrelations.(2)tobringaboutincreasedself-esteemthroughincreasedself-satisfactioninmusicalperformance.(3)tousetheuniquepotentialofrhythmtoenergizeandbringorder.Heusedmusictorelaxlearners,tostructure,topaceandtopunctuatethepresentationoflinguisticmaterials.thedecoration,furniture,andarrangementoftheclassroomtheuseofmusictheauthoritativebehavioroftheteacher.3.MajorCharacteristicsofSuggestopediaCentralityofmusicandmusicalrhythmlearning.Suggestopediathushasakinshipwithotherfunctionalusesofmusic,particularlytherapy.4.Approach•Memorizationofvocabularypairs—lexisiscentralandinwhichlexicaltranslationratherthancontextualizationisstressed.•Lozanovoccasionallynotesthatthesuggestopediccoursedirectsthestudentsnottovocabularymemorizationandacquiringhabitsofspeech,buttoactsofcommunication.4.1Thetheoryoflanguage4.Approach4.2Thetheoryoflearning•Adesuggestive-suggestivesense（消除暗示与提供暗示）•Createaconstantsetupaccesstoreservesthroughconcentrativepsycho-relaxation.（通过集中的心理放松暗示来不断的建立记忆储备）•SixprincipaltheoreticalcomponentssixprincipaltheoreticalcomponentsConcertpseudo-passivenessAuthorityInfantilizationRhythmIntonationDouble-planedness4.3sixprincipaltheoreticalcomponents•peoplerememberbestandaremostinfluencedbyinformationcomingfromanauthoritativesource(teacherassources)•Authorityisalsousedtosuggestateacher-studentrelationlikethatofparenttochild.Inthechild'srolethelearnertakespartinroleplayinggames,song,andgymnasticexercisesthathelptheolderstudentregaintheself-confidence,spontaneityandreceptivityofthechild.(Bancroft1972:19).•Thelearnerlearnsnotonlyfromtheeffectofdirectinstructionbutfromtheenvironmentinwhichtheinstructiontakesplace.Thebrightdécor(design)oftheclassroom,themusicalbackground,theshapeofthechairs,thepersonalityoftheteacherareconsideredasimportantastheformoftheinstructionalmaterialitself.•Bothintonationandrhythmarecoordinatedwithamusicalbackground.Themusicalbackgroundhelpstoinducearelaxedattitude.•Thisstateisfelttobeoptimalforlearning,inthatanxietiesandtensinarerelievedandpowerofconcertrationfornewmaterialisraised.•Thebodyrelaxed,themindbecamealert.5.DesignObjectives:Suggestopediaaimstodeliveradvancedconversationalproficiencyquickly;theunderstandingandcreativesolutionofproblems.Learningactivities:Imitation,questionandanswer,androleplay.Thetypeofactivitiesthatareoriginaltosuggestopediaarethelisteningactivities,whichconcernthetextandtextvocabularyofeachunit.5.DesignSyllabus•Last30daysandconsistoftenunitsofstudy.•4hoursaday,6daysaweek.•Focusondialogueineachunitwhichconsistsof1200wordsorso,withanaccompanyingvocabularylistandgrammaticalcommentary.•Thedialoguesaregradedbylexisandgrammar.Learners’roles5.DesignLearnersmustimmensethemselvesintheproceduresofthemethod,andmaintainapseudo-passivestate.Teachers’rolesTocreatesituationsinwhichthelearnerismostsuggestibleandthentopresentlinguisticmaterialinawaymostlikelytoencouragepositivereceptionandretentionbythelearner.5.Design1.Teacherusegesturesandexpressionstointroducethenewmaterial.2.Teacherreadthematerialwithvividexpressionandemotionsurroundedbythemusic.Studentscouldlookthetextandalsocouldimitate.3.Studentsclosethetext-booksandlistentotheteacher'sreadingwiththemusic.Theconcertsession暗示法教学实例1.(步骤1）布置好舒适的教室2.(步骤2）教师为每位同学分发一张卡片，上面写着学生的新的身份和爱好的颜色。如：MynameisAmy.Amy’sfavoritecolorisblue.MynameisTony.Tony’sfavoritecoloriswhite.等等3.(步骤3）教师教一些简单的句子，如：What’syourname?MynameisAmy.What’syourfavoritecolor?Myfavoritecolorisblue.等等4.（步骤4）给学生10分钟的时间，让他们彼此之间用英语相互自由交谈，了解对方的名字和喜欢的颜色5.（步骤5）学生翻开有中英文对照的讲义，坐在沙发上听教师在音乐的配合下抑扬顿挫地念文章：Weareinthebeautifulgarden.Therearemanyflowershere:redroses,purpleirises,yellowbuttercups…6.（步骤6）接着，教师变化背景音乐，再念一遍文章，让学生闭上眼睛欣赏7.（步