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暗示教学法,又称洛扎诺夫教学法,由保加利亚心理学博士戈里·洛扎诺夫于60年代中期所创。 洛扎诺夫创立这门教学理论的构想源于他的两个发现。一是他访问印度时得知瑜珈教徒通过强化的联想能记住经书上的10万个词;二是1955年在他的心理诊疗临床中,用暗示法使一名抱怨自己记性不好、成绩不佳的上业余学校的工人产生了超常的记忆力。随后他连续实验九年,在1965年创建了暗示教学法小组,实验外语教学。 实验证明暗示教学法的成绩是惊人的,五个星期,成人开口讲外语;一个月,儿童便能读文章;初中生,一天可学会50—100个自然科学和外语词汇……。确有成效则无需广告,70年代初,经联合国教科文组织推荐,现已遍及美国、加拿大、法国、德国、奥地利及日本等国。各国的试验报告均证实了暗示教学法在教学实践中是有成效的。此法在我国
Implied teaching method, also known as Lozanov pedagogy, by the Bulgarian psychology Dr. Gori Lozanov created in the mid-1960s. Lonzanov’s idea of creating this teaching theory stems from two of his findings. First, when he visited India, he learned that Yogis could remember about 100,000 words in the book through fortified associations. Second, in his psychiatric clinic in 1955, he used allusions to make one complain about his poor memory. The poor upper class amateur school workers had extraordinary memories. He then continued for nine years, creating a group of implied pedagogies in 1965 to experiment with foreign language teaching. Experiments prove that the teaching method scores amazingly, five weeks, adults speak a foreign language; a month, children can read articles; junior high school students, one day can learn 50-100 natural sciences and foreign language ... .... Indeed effective without advertising, the early 70s, recommended by UNESCO, now has the United States, Canada, France, Germany, Austria and Japan and other countries. Test reports from all over the world confirm that teaching methods are effective in teaching practice. This law in our country