作者通过近五年的演讲教学观察和研究发现,除了语言上的问题和难点以外,中国EFL练习者最大的困难其实是如何面对演讲练习活动的紧张心理。怎样降低紧张心理,如何培养学生的成长心理,以便能让更多的大学生积极、主动的加入到演讲之类的英语口语展示活动当中来,是本文研究的核心问题。很多英语语言基础良好的练习者,不见得就能把英语展示类口语活动做好,就是因为这个核心问题-如何降低心理压力没解决;很多学生拒绝演讲、辩论口语活动就是其固定心理太强,成长心理没有得以培养。本着推广演讲、辩论等口语教学,让更多的练习者尤其是语言基础相对较弱、心理压力更大的大学英语练习者都能加入到演讲教与学活动当中来,北航选取大学英语口语课堂,进行“舒缓”教学法立项研究。舒缓教学以降低学生紧张心理、培养成长心理为主要教学目的。本文以演讲教学最通用的外研社“演讲的艺术”教材为蓝本,进行了“舒缓”教学法初步尝试,供各位同行借鉴。 Through nearly five years’ teaching observation and research, the author found that in addition to language problems and difficulties, the biggest difficulty for EFL practitioners in China is actually how to deal with the nervousness of speech practice activities. How to reduce the nervousness, how to cultivate students’ growth psychology, so that more college students can actively and actively participate in spoken English speaking activities are the core issues of this thesis. Many English-language practitioners with good fundamentals are not necessarily able to do a good job in oral English-speaking activities just because the core issue of how to reduce psychological pressure is not resolved. Many students refuse to give speeches and debate oral activities because their fixed psychology is too strong, Growth psychology has not been able to cultivate. In the promotion of speech, debate and other oral teaching, so that more practitioners, especially the language foundation is relatively weak, more stressful college English practitioners can join the speech teaching and learning activities, Bei-Hang selected college spoken English Classroom, conduct “soothing ” pedagogical project research. Soothing teaching to reduce student nervousness, develop mental growth as the main teaching purpose. This article is based on the most commonly used teaching materials for teaching lectures and the art of lecture, and attempts to make a preliminary attempt for the teaching of “soothing” teaching method for your colleagues.