本文選題：全身反應(yīng)教學(xué)法 + 教學(xué)表演　； 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：美國(guó)著名心理學(xué)教授詹姆斯.埃舍爾在上世紀(jì)六十年代通過(guò)大量的實(shí)驗(yàn)研究提出了全身反應(yīng)教學(xué)法(英文全稱Total physical response,簡(jiǎn)稱TPR)。全身法是一種鼓勵(lì)把語(yǔ)言和行為統(tǒng)一,運(yùn)用身體動(dòng)作對(duì)學(xué)生進(jìn)行外語(yǔ)教學(xué),堅(jiān)持“聽先于說(shuō)”,讓學(xué)生觀察模仿老師動(dòng)作、學(xué)生自我操作理解、順利說(shuō)出外語(yǔ)的教學(xué)方法。其中,運(yùn)用身體動(dòng)作教授外語(yǔ)至關(guān)重要。自全身法進(jìn)入到國(guó)人視線,就受到了許多老師、學(xué)者的好評(píng),國(guó)內(nèi)英語(yǔ)教學(xué)中得到了很好的運(yùn)用。在小學(xué)英語(yǔ)教學(xué)中應(yīng)用的較為廣泛,但是具體到詞匯教學(xué)研究卻不太全面。因此,筆者提出了本論文的研究問(wèn)題:什么樣的通則可以指導(dǎo)全身反應(yīng)法進(jìn)行小學(xué)英語(yǔ)詞匯教學(xué)。筆者想通過(guò)假設(shè):全身反應(yīng)教學(xué)法的應(yīng)用存在師生的一個(gè)表演通則,同時(shí)把這樣的一個(gè)通則定義為:一組動(dòng)作表示可以識(shí)別某一概念特有的關(guān)鍵屬性群。接著,筆者對(duì)英語(yǔ)詞匯進(jìn)行動(dòng)作設(shè)計(jì),在小學(xué)課堂上開展實(shí)踐。以此來(lái)檢驗(yàn)詞匯動(dòng)作設(shè)計(jì)是否合理,是否能提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣、激發(fā)他們學(xué)習(xí)英語(yǔ)的潛在能量、提高學(xué)生的認(rèn)知能力、加強(qiáng)學(xué)生在生活中英語(yǔ)交流的能力。同時(shí),通過(guò)實(shí)踐發(fā)現(xiàn)問(wèn)題、解決問(wèn)題、提出建議,還望本文對(duì)小學(xué)英語(yǔ)教學(xué)有所幫助。本文的第一部分主要闡述了本文的選題緣由,從理論和實(shí)踐兩個(gè)方面確定了選題意義。分別界定了全身反應(yīng)教學(xué)法、教學(xué)表演、小學(xué)英語(yǔ)課堂、小學(xué)生作為核心概念。整理并分析出國(guó)內(nèi)外的相關(guān)文獻(xiàn)并對(duì)研究缺失進(jìn)行分析,找到研究問(wèn)題、探尋研究思路以及研究方法。從S小學(xué)現(xiàn)狀、教學(xué)師資、學(xué)生情況、課程安排、教學(xué)內(nèi)容幾個(gè)方面進(jìn)行教學(xué)實(shí)踐的分析。文中第二部分依據(jù)全身反應(yīng)法的理論基礎(chǔ)、全身反應(yīng)法的實(shí)質(zhì)、理論假設(shè)、以及教學(xué)步驟、教學(xué)特點(diǎn)等內(nèi)容,為本文的詞匯教學(xué)提供理論依據(jù)。文章的三、四部分,對(duì)詞匯進(jìn)行動(dòng)作設(shè)計(jì),教學(xué)實(shí)踐,以及詞匯教學(xué)中的問(wèn)題分析。最后,在第五部分闡述了教學(xué)效果以及教學(xué)建議。
[Abstract]:James James, a famous American professor of psychology. In 1960's, Esher put forward the teaching method of whole body reaction (Total physical response,) through a lot of experimental research. The whole body method is a kind of teaching method that encourages the unification of language and behavior, uses body movements to teach students foreign languages, insists on "listening before speaking", allows students to observe and imitate teachers' actions, students' self-operation and understanding, and speaks foreign languages smoothly. Among them, the use of body movements to teach foreign languages is very important. Since the whole body method entered the sight of Chinese, it has been praised by many teachers and scholars, and has been well used in English teaching in China. It is widely used in primary English teaching, but the research on vocabulary teaching is not comprehensive. Therefore, the author puts forward the research question of this thesis: what kind of general principle can guide the whole body reaction method to carry on the primary school English vocabulary teaching. The author wants to assume that there is a general principle of performance of teachers and students in the application of the whole body reaction teaching method, and at the same time, define such a general principle as: a group of actions can represent the key attribute group that can recognize a concept. Then, the author designs the English vocabulary and carries out the practice in the primary school classroom. The purpose of this paper is to test whether the design of lexical movements is reasonable, whether it can enhance the students' interest in learning English, stimulate their potential energy in learning English, improve their cognitive ability, and strengthen their ability to communicate in English in daily life. At the same time, through practice to find problems, solve problems, put forward suggestions, hope that this article is helpful to primary school English teaching. The first part of this paper mainly expounds the reason of the topic, from the theory and practice to determine the significance of the topic. The whole body reaction teaching method, teaching performance, primary English classroom and primary school students are defined as core concepts respectively. The related literature at home and abroad is analyzed and the lack of research is analyzed to find out the research problems and to explore the research ideas and methods. The present situation of S primary school, teaching teachers, students' situation, curriculum arrangement and teaching contents are analyzed in teaching practice. The second part is based on the theoretical basis of the whole body reaction method, the essence of the whole body reaction method, the theoretical hypothesis, the teaching steps, the teaching characteristics and so on, which provides the theoretical basis for the vocabulary teaching in this paper. In the third and fourth parts, the author analyzes the action design, teaching practice and problems in vocabulary teaching. Finally, the fifth part expounds the teaching effect and teaching suggestions.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.31

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