第一篇：淺談TPR教學(xué)法在小學(xué)英語入門教學(xué)中的運(yùn)用

淺談TPR教學(xué)法在小學(xué)英語入門教學(xué)中的運(yùn)用

貴州省威寧縣黑石頭鎮(zhèn)中心學(xué)校

張力

關(guān)鍵詞：TPR教學(xué)法

英語

入門教學(xué)

運(yùn)用

摘要：現(xiàn)在編寫的小學(xué)英語教材，均從兒童學(xué)習(xí)的心理、生理特點(diǎn)和興趣出發(fā)，設(shè)計了大量的活動。它通過看聽、表演、畫畫、玩玩、做做等多種形式訓(xùn)練學(xué)生的聽和說，給學(xué)生創(chuàng)造輕松愉快的學(xué)習(xí)氛圍，讓學(xué)生在玩中學(xué)，也在學(xué)中玩。正因?yàn)槿绱耍鳛樾W(xué)英語教師，一定要給學(xué)生上好入門課，讓學(xué)生一開始學(xué)英語時就深深喜歡上英語這門學(xué)科。

眾所周知，英語是世界上使用十分廣泛的語言之一。英語有“世界通用語”之稱，它的使用價值越來越高。近年來，隨著我國加入世界貿(mào)易組織，奧運(yùn)會的成功舉辦，上海世博會的成功舉辦等一系列的國際性的活動，而這一切活動都需要英語作為交流的工具，所以近年來在我國掀起了一股學(xué)習(xí)英語的熱潮。學(xué)習(xí)和掌握英語是對21世紀(jì)公民的基本要求。在我們國家，特別是在不發(fā)達(dá)地區(qū)，以前要到初中才開設(shè)英語課程。但為了適應(yīng)時代的要求，教育部已決定從2001年秋季起，積極推進(jìn)小學(xué)開設(shè)英語課程。為了響應(yīng)教育部的號召，小學(xué)開設(shè)英語的地區(qū)日益增加，規(guī)模迅速擴(kuò)大，即使是在我們這些不發(fā)達(dá)的地區(qū)，也逐漸開設(shè)英語課程。既然如此，那么怎樣才能讓小學(xué)生在開始學(xué)習(xí)英語時不怕英語，在學(xué)習(xí)語言的黃金時期打下一個較堅(jiān)實(shí)的基礎(chǔ)，對其今后進(jìn)一步學(xué)好英語以及培養(yǎng)用英語進(jìn)行交際的能力呢？在這兒，筆者想簡單地談?wù)凾PR教學(xué)法在小學(xué)英語教學(xué)中的運(yùn)用。

可能許多同行都對它不陌生，況且很熟悉吧。TPR是“Total Physical Response”的縮寫，是“全部動作反應(yīng)”的意思。該教學(xué)法以發(fā)展心理學(xué)、學(xué)習(xí)心理學(xué)、人本主義心理學(xué)的理論為基礎(chǔ)，主張通過行為動作學(xué)習(xí)語言。而人本主義心理學(xué)強(qiáng)調(diào)認(rèn)知與情意的統(tǒng)一，構(gòu)筑自我實(shí)現(xiàn)的人格。因此，英語教學(xué)要以學(xué)生為中心，重視學(xué)生的經(jīng)驗(yàn)，防止抑制兒童學(xué)習(xí)中的身體活動、感知活動和語言活動，并且發(fā)揚(yáng)學(xué)生間、師生間的討論合作，發(fā)展良好的人際關(guān)系，營造一種寬松的心理氛圍。此教學(xué)法在國外已廣泛用于幼兒和小學(xué)生第二語言及外語的教學(xué)中，它是一種符合兒童心理和語言發(fā)展規(guī)律的教學(xué)方法，它強(qiáng)調(diào)語言與動作的協(xié)調(diào)配合。它是通過指令教語言，學(xué)生開始只需對其動作作出反應(yīng)，因而可消除緊張心理，減輕心理壓力，精神得到放松，然后慢慢地說。它強(qiáng)調(diào)理解先于表達(dá)，因而考慮了學(xué)生的情意因素。它的特點(diǎn)是：

1、通過身體動作學(xué)語言.，2、強(qiáng)調(diào)理解，.3、先聽后說，4、通過整句學(xué)語言，5、強(qiáng)調(diào)語言的意義、而不是形式。

其實(shí)我們每個人都深有體會，我們在學(xué)習(xí)語言的過程中，聽讀能力（即輸入性語言能力）的發(fā)展總是先于說寫能力（即輸出性語言能力）的。說和寫的能力只有在大量聽和讀的基礎(chǔ)上才能逐步發(fā)展起來。作為一名小學(xué)英語教師，在教學(xué)生說英語之前一定要先培養(yǎng)他們聽的能力，只有多聽才能說，即輸入要大于輸出。幼兒在學(xué)會說話前往往能聽懂許多詞語，例如：當(dāng)他們還不會說“再見”的時候，如果你邊做動作邊向他們說過幾遍以后，他便懂得是什么意思了。當(dāng)你叫他做一個“再見”的動作時，他已做得很好了，但是，要學(xué)會邊做動作邊說“再見”卻要很長一段時間以后。所以基于以上的理論，我在教剛開始學(xué)習(xí)英語的學(xué)生時，我沒有過早地要求他們說，最先我只要求他們聽，或者邊聽邊做動作，在他們聽過無數(shù)遍，大腦受到無數(shù)次刺激以后才要求他們說，這時他們已經(jīng)做到“二會”，即能聽懂和會說。比如，我在教學(xué)：Stand up，please.Sit down, please, Open your book.Close your book, Put up your hand, Put down your hand時，我就采用了TPR教學(xué)法。我先做示范，讓同學(xué)們仔細(xì)地聽我說并看我做動作，這樣做了好幾遍以后，學(xué)生大概能聽懂這幾句話的意思了，我便專門發(fā)指令讓他們做。如：當(dāng)我說“Stand up”時，學(xué)生聽到指令后便迅速做出反應(yīng)，馬上站起來，我又接著說“Stand up”，此時，有的同學(xué)可能會把我的指令理解為“Sit down”，馬上坐下去了，但當(dāng)他們坐下去的時候發(fā)覺有許多同學(xué)沒有坐，依然站著，加之站著的同學(xué)會笑坐下去的同學(xué)，于是坐下去的同學(xué)馬上意識到剛才是自己聽錯了，就立刻站起來。這時剛才聽錯的同學(xué)會有一種爭取下次不讓別的同學(xué)取笑的心理，便認(rèn)認(rèn)真真地聽，認(rèn)認(rèn)真真地做。就按這樣的方法反復(fù)訓(xùn)練幾遍以后，便讓同學(xué)們大膽地開口說，有許多同學(xué)便能準(zhǔn)確無誤地說出這些句子。這時我再表揚(yáng)一下他們，給做得好的同學(xué)一點(diǎn)獎勵。用這種方法，一堂課下來，同學(xué)們一定會品嘗到成功的喜悅，覺得學(xué)習(xí)英語很有興趣，能在輕松愉快的氛圍中學(xué)這門語言，于是他們就喜歡上了英語。

以上筆者簡單談了一些TPR教學(xué)的方法，就我所教的班級來說還是收到很好的效果，同行們，你們可以采用這種方法試一下，看能否給你的英語課堂教學(xué)增添一些色彩，帶來一些生機(jī)活力，使你的學(xué)生在入門階段就深深地喜歡上英語這門課程。

第二篇：TPR教學(xué)法在小學(xué)英語教學(xué)中的作用

TPR教學(xué)法在小學(xué)英語教學(xué)中的作用

分類：我的文章 2010-09-08 16:59

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TPR(Total Physical Response)就是全身反應(yīng)教學(xué)法，是指象幼兒學(xué)習(xí)母語的過程一樣，通過身體運(yùn)動學(xué)習(xí)外語的一種方法。這種方法對于從小學(xué)就開始學(xué)習(xí)英語，特別是從幼兒時期就開始學(xué)習(xí)有著很大的優(yōu)勢，是一種非常有效的學(xué)習(xí)方法。它有以下幾點(diǎn)優(yōu)點(diǎn)：

一、優(yōu)先發(fā)展學(xué)生的聽、說能力

小學(xué)生學(xué)英語的過程就是聽、說、讀、寫。老師每設(shè)計一個單詞或一句話的TPR，并把它教給學(xué)生時，老師必須邊說邊做動作，這時學(xué)生不但是聽眾，也是觀眾，這樣很自然也就吸引了他們的注意力，就會集中精力認(rèn)真地聽，再加上直觀的肢體語言，不但加深了學(xué)生對英語的理解，在他們腦海中也留下了深刻的印象，即使不用英語解釋，學(xué)生也能邊聽邊看這個TPR邊猜出它的意思，而一旦學(xué)生理解了老師想表達(dá)的意思，在老師的引導(dǎo)下，學(xué)生就會自然而然地跟著老師邊說邊做動作了，不但能把聽力訓(xùn)練與身體動作結(jié)合起來，還能脫口而出，由于老師的肢體語言非常形象而生動，學(xué)生在日常生活中，就會養(yǎng)成一聽到某些TPR教的詞和句子的時候，就會想起與這些詞和句子相應(yīng)的TPR，就會輕松地說英語了，這樣能讓學(xué)生養(yǎng)成用英語思維的習(xí)慣，而不會在心中先默念一遍中文，才能翻譯成英語。下面就舉一個例子來說明。

剛開始教三年紀(jì)的學(xué)生英語時，大部分是從來沒有接觸過英語的小朋友，但我上課盡量多實(shí)用英語。首先我教他們“sit down”（坐下）和“stand up”（站起）。我先是邊說“stand up ”邊從椅子上站起來，還用雙手做了站起來的動作，有幾個聰明的同學(xué)慢慢地站起來，然后我又邊說“sit down”邊坐下，同時也用雙手作出讓他們坐下的動作，站起來的同學(xué)就很自然地坐下來了，在這個過程中，他們只是聽和看，緊跟著我再重復(fù)作了第二遍，并示意他們跟著我做，由于第一遍我做了非常形象的TPR，還有一些同學(xué)跟著做了“stand up”和“sit down” 的動作，所以在第二遍中。他們幾乎能準(zhǔn)確無誤地做出來了，最后，我示意他們邊做邊跟著說，在整個過程中，我沒有說一個中文，但是他們不但理解而且說得很好，也做得很好，在以后的教學(xué)中，只要我一做“stand up”和“sit down”的動作，他們就能全體整齊有序地做出相應(yīng)的動作并說出相應(yīng)的單詞。

二、能最大限度地激發(fā)學(xué)生的興趣與動機(jī)

兒童的天性就是好動，英語課中用豐富生動的肢體語言上課，可以最大限度地激發(fā)兒童的興趣與動機(jī)。興趣是最好的老師，有了興趣，學(xué)生就會以最大的熱情溶入學(xué)習(xí)英語的課堂上來，他們就會非常積極地模仿老師的動作，甚至自己創(chuàng)造出更栩栩如生、千奇百怪的動作來，有著強(qiáng)烈的表現(xiàn)欲。例如：教“monkey”（猴子）這個單詞時，我做了一個抓耳撓腮的動作，所有同學(xué)都樂了，興奮地跟著模仿，有些同學(xué)還邊做邊說：“I am the King of monkey”（我是猴王）.當(dāng)我叫一些同學(xué)上來表現(xiàn)時，真的讓我很佩服與欣賞學(xué)生的創(chuàng)造力與想象力，因?yàn)樗麄兌甲龅蔫蜩蛉缟坏７铝宋业膭幼鳎€新創(chuàng)了許多我想不到的動作，簡直就象來到了花果山，看到了千萬種猴子精彩的表演。這時我深切地體會到只要學(xué)生能在感興趣的前提下全情投入，英語就會在一種輕松愉快的氛圍中學(xué)好！所以充分地讓學(xué)生在動腦、動手、動耳、動眼、動口，甚至動腳的過程中學(xué)習(xí)英語，不但提高了他們學(xué)習(xí)英語的興趣，還加深了他們對英語的理解與記憶，再也不用象以前傳統(tǒng)教學(xué)中的死記硬背了。

三、有效的TPR是管好紀(jì)律的最佳手段

小學(xué)階段的學(xué)生集中注意力的時間是非常短的。年齡越小，集中的時間就也短，甚至只有幾分鐘，這時學(xué)生容易出現(xiàn)走神、開小差，低聲交談，甚至搗亂等課堂現(xiàn)象。那么吸引他們的注意力，讓課堂紀(jì)律好起來，最好的辦法就是讓他們的腦、手、腳全身都動起來，他們就不會有其他空閑的時間來搗亂了，不但可以管好紀(jì)律，還可以消除疲勞，提高學(xué)習(xí)效率。

比如：叫學(xué)生全部站起來，跟著我邊做邊念： “ Nod your head.Yes!Yes!Yes!Shake your head.No!No!No!Raise your hand.One, Two,Three!Put your hand down.Look at me.Look at him.Look at her!Very good!Now do it again!”

這時所有的同學(xué)的注意力都被吸引過來了，根本就沒有再開小差、走神、低聲交談、搗亂的機(jī)會。

總之，TPR教學(xué)法是一種非常科學(xué)的教學(xué)方法，它對初學(xué)英語的小學(xué)生帶來的效果是非同尋常的。

第三篇：游戲教學(xué)法在小學(xué)英語中的運(yùn)用

游戲教學(xué)法在小學(xué)英語中的運(yùn)用

【摘要】 本文首先分析了我國小學(xué)英語教學(xué)中游戲教學(xué)法的應(yīng)用現(xiàn)狀，然后對激趣式游戲、操練性游戲、拓展性游戲和合作式游戲進(jìn)行了深入分析。

【關(guān)鍵詞】 游戲教學(xué) 詞匯學(xué)習(xí)快速反應(yīng)

愛玩是人類的天性，在這其中又以兒童最為突出，因?yàn)樗麄儗τ谧约旱男袨榭刂颇芰ο鄬€比較薄弱，因此我們在開展小學(xué)英語教學(xué)時可以將這一特性有機(jī)的融合到日常教學(xué)活動中來。近幾年很多學(xué)校陸續(xù)都在將游戲教學(xué)法引進(jìn)到小學(xué)英語教學(xué)中來，這樣對于提高小學(xué)生的學(xué)習(xí)興趣以及小學(xué)英語教學(xué)效果都有很大的好處。

一、游戲教學(xué)法在國內(nèi)小學(xué)英語教學(xué)中的運(yùn)用現(xiàn)狀

首先是關(guān)于英語在小學(xué)教學(xué)中的定位問題。對于很多我們國內(nèi)的小學(xué)來說，英語這門課程的開設(shè)相對而言都是處于一個比較尷尬的地位，因?yàn)殡m然我們都知道英語對于學(xué)生們?nèi)蘸蟮那髮W(xué)生涯與日常生活來說都是非常重要的，但是仍然有很多小學(xué)把英語課程的定位都是相當(dāng)?shù)偷模c其他一些美術(shù)音樂等科目的定位是一樣。其次是關(guān)于小學(xué)英語的師資力量方面。我國進(jìn)行小學(xué)英語教學(xué)的教師學(xué)歷呈現(xiàn)出一種參差不齊的狀態(tài)，在這其中英語專業(yè)出身的教師相對還是比較少，因此這就造成了他們自身聽說能力也存在一定的欠缺，對于課堂內(nèi)容與教學(xué)活動的把控方面還呈現(xiàn)不足。

隨著游戲教學(xué)法的引入，很多小學(xué)英語課堂上逐漸開始出現(xiàn)這一類的教學(xué)活動，但是雖然以住傳統(tǒng)的教學(xué)方式相比，所表現(xiàn)出來的教學(xué)效果與教學(xué)質(zhì)量都有一定的改善，但是總體來說，我國關(guān)于小學(xué)英語的游戲教學(xué)法還是存在一定缺陷的，像現(xiàn)在所使用的教學(xué)游戲通常都還只是一些浮于形式上的東西，缺乏整體的教學(xué)策略。正因如此，雖然在課堂上進(jìn)行教學(xué)時使用教學(xué)游戲在短時間內(nèi)激起學(xué)生一時的興趣，但是由于這些游戲缺乏內(nèi)涵，因此很容易使學(xué)生感到厭倦，并達(dá)不到游戲教學(xué)法的真正效果。

二、教學(xué)游戲的分類與運(yùn)用技巧

一般來說小學(xué)時期的教學(xué)游戲以規(guī)則游戲占主導(dǎo)地位，而這一類游戲在設(shè)計上往往都具有一定的競爭性，在用?則來限定游戲的同時，也加入了一些需要相互交流與溝通的部分在里面，屬于一種具有一定社會性的游戲。

1、激趣式游戲。通常這一類游戲比較適合教師需要講解新知識時使用，因?yàn)樗坏梢砸饘W(xué)生對于新知識的好奇心，同時還能在一定程度上啟發(fā)學(xué)生們的思維能力。教師在進(jìn)行英語教學(xué)時，一定要注意巧妙的將游戲融入到平時的日常教學(xué)中來，因?yàn)樵陂_展這個游戲時，不僅可以讓學(xué)生復(fù)習(xí)到很多以前學(xué)習(xí)過的詞匯與語法句子等，同時還能為后續(xù)需要學(xué)習(xí)的新課程做準(zhǔn)備，另外由于這類游戲?qū)儆谝粋€比較開放性的游戲，因此很容易調(diào)動學(xué)生們的好奇心，讓他們會有一種非常迫切的心態(tài)想要知道游戲里到底有什么東西，從而讓他們非常積極的去開發(fā)自己的大腦，去想像，對于提升他們的學(xué)習(xí)興趣是非常有幫助的。

2、操練式游戲。這一類游戲其實(shí)也比較簡單，它也可以分為兩種，一種是反復(fù)操練式的游戲，而另一種是快速操練式的游戲。像我們一般進(jìn)行反復(fù)操練式游戲時，多用于課后學(xué)習(xí)完新的單詞之后，再進(jìn)行反復(fù)練習(xí)，而課前一般多采用的是快速操練式游戲來進(jìn)行單詞的回憶與復(fù)習(xí)以前的知識。以快速操練式游戲?yàn)槔航處煂⑿枰寣W(xué)生復(fù)習(xí)的單詞的卡片出示出來，學(xué)生見到后快速的將單詞拼讀出來，比如說：教師出示的單詞為“spring”，那么學(xué)生就需要快速的將它拼讀出來s-p-n-i-n-g spring spring spring。這一類游戲最大的好處就是有效的緩解學(xué)生在記憶單詞時的枯燥，因?yàn)楫?dāng)學(xué)生在快速的進(jìn)行反應(yīng)時，他們就必須手腦并用，在游戲過程中完成了對單詞的記憶。

3、拓展性游戲。這種類型的游戲用來給學(xué)生復(fù)習(xí)舊知識，并且讓舊知識與新知識串聯(lián)起來最合適了。以單詞聯(lián)想游戲?yàn)槔航o學(xué)生們一個單詞，讓他們自由發(fā)揮，說出與這個單詞有著關(guān)的內(nèi)容。比方說所給學(xué)生們的單詞是“Zoo”。學(xué)生們就會說“Panda”“ Elephant”“ Tiger”等等。這種游戲不僅可以鍛煉到學(xué)生們的聯(lián)想能力，還能讓督促學(xué)生們?nèi)?fù)習(xí)他們已經(jīng)學(xué)習(xí)過的知識，達(dá)到溫故而知新的目的。

4、合作式游戲。這一類游戲主要講究的是小組間的合作與交流，它既可以是展示性的角色扮演，也可以是有著競賽性質(zhì)的淘汰游戲。以角色扮演為例：一般來說這種游戲是最受學(xué)生歡迎，也是最能訓(xùn)練學(xué)生英語口語的一種游戲。教師一般在開展這種游戲之后可以盡可能的營造也一種角色扮演的氛圍，比方說先根據(jù)需要扮演的角色給學(xué)生們準(zhǔn)備一些道具或頭飾，讓學(xué)生在進(jìn)行角色扮演時更為的投入。比如白雪公主的故事，教師就可以為學(xué)生們準(zhǔn)備好學(xué)生在角色扮演時所需要的頭套呀面具。

結(jié)束語：總之，小學(xué)英語中的游戲教學(xué)法是門非常深奧的教學(xué)藝術(shù)，所以作為教師不能認(rèn)為小學(xué)英語不重要，從而忽視了對于小學(xué)英語教學(xué)方法的研究，因?yàn)橹挥袕男〈蚝糜⒄Z的學(xué)習(xí)基礎(chǔ)，對于他們以后的求學(xué)生涯才能有更大的幫助。

參 考 文 獻(xiàn)

[1] 姚雅麗，凌茜.游戲教學(xué)法在小學(xué)英語教學(xué)中的應(yīng)用研究[J].濰坊工程職業(yè)學(xué)院學(xué)報.2015（04）

[2] 張海宗.論游戲教學(xué)法在小學(xué)英語教學(xué)中的應(yīng)用[J].英語教師.2016（03）

第四篇：TPR教學(xué)法在小學(xué)英語課堂教學(xué)中的應(yīng)用與研究

學(xué)科代碼：520101 學(xué) 號：050501060019

貴 州 師 范 大 學(xué)（本 科）

題 目：

畢 業(yè) 論 文

A Study of the Application of TPR Teaching Method in English Classroom of Primary School

TPR教學(xué)法在小學(xué)英語課堂教學(xué)中的應(yīng)用與研究

學(xué) 院：外國語學(xué)院 專 業(yè)：英語教育 年 級：2005級3班 姓 名：令狐X 指導(dǎo)教師：鄭XX（教授）完成時間：2009年4月

ACKNOWLEDGEMENTS

The completion of this thesis would not have been possible without the encouragement, the guidance, and the support of many other people.First of all, I would extend my sincere and heartfelt thanks to my supervisor Professor Zheng zhijin, who has given me valuable suggestions and insightful comments in the thesis writing.He has also spent much time going through brainstorming with me, put my work on the right track, read in great details every draft of every section of this thesis, and helped improve the appropriateness of English used.My gratitude to Professor Zheng knows no bound.Special thanks also go to my family for their unfailing support and love throughout my university study.CONTENTS

ACKNOWLEDGEMENTS Abstract（in English）………………………………………………………….5 Abstract（in Chinese）…....................................................................................5 I Introduction….................................................................................................5 1.1 The Definition of TPR....................................................................................6 1.2 Background of the Study……………………………………………………7 1.3 Significance of the Thesis…………………………………………………..7 1.4 Organization of the Thesis…………………………………………………..8 II Literature Review……………………………………………………………..9 2.1 The Benefits of TPR………………………………………………………....9 2.1.1 Success with Children?s English Learning……………………………9 2.1.2 Three Obvious Features………………………………………………11 2.1.2.1 High-speed Understanding of Any Target Language………..11 2.1.2.2 Long-term Retention………………………………………....12 2.1.2.3 Zero Stress…………………………………………………...13 III Psychology of Children?s Learning State………………………………..….14 3.1 Distraction of Children?s Attention………………………………………....14 3.2 Use TPR to Solve the Problem of Distraction………………………………14 IV The Application of TPR Methods in Classroom…………………………….17 4.1 The Activities of TPR……………………………………………………….17 4.1.1 The Pointing Game…………………………………………………....18 4.1.2 Identifying Emotions………………………………………………….19 4.1.3 Following Recipes…………………………………………………….19 4.1.4 Information Gaps……………………………………………………...20 V Conclusion……………………………………………………………………21 5.1 Major Findings………………………………………………………….…...21 5.2 Implications………………………………………………………………….21 5.3 Limitations…………………………………………………………………22 5.4 Future Studies……………………………………………………………...23 BIBLIOGRAPHY……………………………………………………………..24

DECLARATION

A Study of the Application of TPR Teaching Method in English

Classroom of Primary School

令狐敬

Abstract：This study based on the conclusion demonstrated in Asher's studies that display oral practice with actions brings considerable effectiveness.TPR would be an appropriate and effective teaching method that will promote acquisition of comprehensible input in a natural way;it is a good way to learn a second language, not just for children, but also for adults as well.At the same time, it?s a great helper to the teachers, who can use it in their classes to make the studying environment active and dynamic.Thus it can help teachers solve many problems in English class.Help young children learning English, make them found English learning very interesting.They love English class.It?s a good beginning to learn English in their future.Key Words：TPR(Total Physical Response);Long-term Memory;zero stress;developing interests.摘要：本文建立于美國著名心理學(xué)家詹姆斯·阿士爾（Dr.James J.Asher）提出的通過口語實(shí)施最有效的伴隨肢體運(yùn)動的全身學(xué)習(xí)法理論上。TPR是一種有效的教學(xué)方法，在自然的情況下通過可理解性輸入習(xí)得語言。此方法，不僅適合于孩子同樣適合成年人學(xué)習(xí)語言。同時對于老師的課堂教學(xué)起著很重要的作用，能使課堂更加生動活躍，從而使學(xué)生喜愛英語學(xué)習(xí)，有一個良好的開端，為今后的英語學(xué)習(xí)打下堅(jiān)實(shí)的基礎(chǔ)。

關(guān)鍵詞：TPR全身直接式溝通教學(xué)法；長期記憶； 零壓力；激發(fā)興趣。

I Introduction TPR（Total Physical Response）is an effective and helpful method being used in primary school.It can be developed to reduce children? stress when they are studying foreign languages.Also it can arouse students? interests of learning English, and develop their intelligence.Meanwhile, TPR is an efficient and appropriate way that is a great helper for teachers in organizing classes, using TPR will make classes active and dynamic.In this article, the author will present advantages of TPR methods to readers, and then the author will demonstrate some effective teaching activities to them, and also illustrates how to use them in English classes.Following, the author analyzes children?s learning psychology on children?s learning English, which might help teachers understand what things influence children? studying are and improve the teaching quality.Finally, it will display some limitations in conclusion part.1.1 The Definition of TPR Total Physical Response(TPR)is a language teaching method built around the coordination of speech and action;it attempts to teach language through physical(motor)activities.(Asher, 1966;79-84)Developed by James Asher, a professor of psychology at San Jose State University, California, people can acquire a foreign language by acquisition of comprehensible input through reacting imperative drills and other activities in classes, which is just like babies learn their first language.(Asher, 1996)

In a developmental sense, Asher sees that this is almost the same thing between successful adults? second language learning and children first language acquisition.(Asher)He claims that speech directed to young children consists primarily of commands, which children respond to physically before they begin to produce verbal responses.Asher feels adults should repeat this processes by which children acquire their mother tongue.It is a very effective way to aid learning second language.………The method relies on the assumption that when learning a second or additional language that is internalized through a process of code breaking similar to first language development and that the process allows for a long period of listening and developing comprehension before production.……（Asher, 1969;13-17）

TPR is primarily intended for ESL(English as a Second Language)teacher, although the method is used in teaching other languages as well.(Asher)

……..TPR is when students initially hear commands in their second language, respond physically to the commands(like raising their hands, jumping in place, or walking to the door)and then later produce these commands orally and in writing.TPR lessons have student?s complete activities by using physical motions or visual aids.They practice new material by seeing, touching, or performing the concepts taught.It seemed like a really fun way to learn English…….(Degregori and Trithart, 2004)

1.2 Background of the Study

Some educators believe that one of the most important aspects of foreign language acquisition depends on listening comprehension first.The importance of the language learning order was emphasized by Harold E.Palmer.He suggested that in order to acquire main speech skills, listening and speaking, learners should study step by step through the four phases: perception, recognition, imitation and reproduction.(Palmer, 1925)He further claimed that perception and recognition should come before imitation and reproduction.Imperative drills he proposed aimed at establishing the foundation for internalizing a foreign language through the first two phases.In this sense, some similarities can be found between imperative drills and TPR.（WATANABE and KAWABUCHI;p53-54）

Palmer also referred, such as subconscious comprehension, which is defined as 'the art of understanding connected speech(spoken or written)without conscious effort, analysis or translation' and 'the incubation period', during which time 'a vast number of units are cognized in all their aspects: sounds, combinations, and successions of sounds, and the semantic values represented by all of these.(Palmer, 1917)

More recently, Krashen could be seen to have agreed Palmer in proposing similar constructs: the input hypothesis and the silent period.Krashen assumed that learners can acquire the target language through large quantities of comprehensible input, which is slightly above the learner's present level of competence.(Krashen, 1982)

1.3 Significance of the Thesis 7 At first, the general objective of TPR is to teach oral competency at a beginning level, however after this method has been in practical for a long period time, many educators claimed that the most important thing of TPR is that a TPR course aims to produce learners who feel relaxed and pleasure when they are obtaining English, thereby they can become confident and relaxed communication with native speakers.TPR method can be developed to reduce peoples? stress when studying foreign languages and thereby encourage pupils to persist in their study beyond a beginning level of proficiency, and more effective in developing pupils? interest of learning English.In this thesis, the author tries to present how teachers use TPR method to help children in primary school classes.Many teaching activities are based on imperative drills.Teachers will set lots of task to let children finish, some of them look like sports? goals, arts? task.Whatever goals are set, it can be achievable through the use of action-based drills in the imperative forms, which always make students are very exciting in class.In another place, it can also help teachers make classes vivid and dynamic.Total Physical Response techniques are very useful for young children particularly before they begin to read and write.Helping young children learning English by making them found learning English is very appealing, and then loving their English classes.It?s a good beginning to learn English in future studies.1.4 Organization of the Thesis In this thesis, the author tries to manage to illustrate a variety of teaching drills of TPR in details, which include types of TPR activities.The whole thesis includes four important parts, which are the definition of TPR，the literature review of TPR studies, psychology of children?s learning state, and the application of TPR methods in classroom.At the end of the thesis, the writer makes a conclusion from the study of TPR teaching method, trying to reveal lots of advantages in using this pedagogy, the author also wants to show some disadvantages to the readers.II.Literature Review The previous researchers considered that TPR research opened up the concept for children and adults acquiring another foreign language, and comprehension is a key point to learn a new second foreign language and it? s also one of the most important things concluded from TPR method.Success can be assured if comprehension is developed before speaking.……One important reason: Everywhere on earth in all languages throughout history, there is no instance of infants acquiring speaking before comprehension.Comprehension always comes first with speaking following perhaps a year later……..(Asher, 1983)

TPR was developed to teach foreign languages for people of any and all age groups.With TPR students hear commands in their second language, respond physically to the commands(for example, raising their hands, jumping in place, or walking to the door)and then later produce the commands orally and in writing.It is linked to the theory of memory, which will form a long-term retention, if something is always repeating all the time.(Degregori and Trithart, 2004)

2.1 The Benefits of TPR

In the following context, many benefits of TPR will be shown in the three obvious features and some experiments, which will explain how students have accomplished in English study through using TPR method.2.1.1 Success with Children’s English Learning

Dr.James J.Asher first described the TPR method in his book “Learning Another Language through Actions”.He and other linguists observed the following Characteristics about successful language learners: 1.……Good language learners achieve fluency faster when they are immersed in activities that involve them in situational language use …

2.……Good language learners often start their language learning with a period of silence as they watch the effect of language on others……..3……Good language learners show comprehension by successfully accomplishing language-generated tasks……

4…… Good language learners focus on overall sentence meaning rather than a sentence?s grammatical parts……

5…….Good language learners make faster progress when the language of instruction is consistent(though limited)on a daily basis, and……

6.......Good language learners make faster progress when the content involves language that is clearly usable or valuable outside the classroom…………….(Asher, 1977;117)

He also considered that these are similar things between the success of the Foreign Language Acquisition and children whose mother tongue is the process of acquisition.For children to learn in their native language when they initially through the actions of parents said that the response instructions, such as “Pick it up” and “Put it down”, children learn to speak before they understand the instruction from the adults, therefore, there has a long time called silence period, a language acquisition time, children just listening but not speaking during this time.And when children get through the period, and it is easy to learn the new target language.Believe that students who begin to learn using TPR do have better listening comprehension.(Asher, 1966)

……..One study by David Wolfe and Gwendolyn Jones(1982)fulfilled the same research the benefit of TPR has.Wolfe and Jones integrated the TPR strategy in a Level I Spanish class.For their experiment they divided the students into two groups to use this method.For one group was taught using the TPR strategy twenty minutes a day, while the other group was taught the usual traditional manner.Results showed that significant educational differences on the unit tests provided by the publisher.Experimental subjects also expressed greater satisfaction with their Spanish course and their Spanish teacher…….(Wolfe and Jones, 1982)

2.1.2 Three Obvious Features It is one of the main aims of English teaching in primary schools to stimulate pupils' interests in English and to develop their enthusiasm for learning English.TPR has three strong features for English learning, which are high-speed understanding of target language, long term retention, and zero stress, testifying TPR help students learn English successfully.2.1.2.1 High-speed Understanding of Any Target Language Some former experts claimed that talking and comprehension are located in different parts of the brain.TPR will input some new information into people?s brain and then have reaction out immediately.Students understand what their teachers are saying by doing physical actions, which is a high-speed understanding of acquiring their target language.It?s just like infants understanding their parents? imperative tasks.For instance, “baby, look at mom,” “baby, say mom, dad”.etc, which are real situation in people?s life, so TPR aims to create classes that looks like in real life, thus it could accomplish high-speed understanding of English.Here is an example of how students? brains are processing information at lightning speed: [1] “Stand” means to rise up from their chairs;their bodies immediately go from sitting to standing when they heard the instructor say, “Stand”.Also, “walk” means to move forward, their bodies walk forward when the teacher said, “Walk.”.These strange utterances must be valid.11 Once they understand, they can use this skill to move over into the left brain with traditional exercises in speaking, reading, and writing.Then return to the right brain with more TPR to understand another sample.Then use that understanding to switch to speaking, reading, and writing.2.1.2.2 Long-term Retention This method claims to guarantee the long-term retention of English, since the use of physical actions while or after listening helps to gain sound and meaning most effectively.This study reveals that TPR is an effective method to promote long-term retention of the target language in Japanese 7th graders.TPR creates facts which make for long-term comprehension.At lightning pace, the student's brains process information like this: “I actually stood up when the teacher uttered the alien direction: 'Stand.' It is a fact.It is true.It actually happened;therefore, I can store this in long-term memory.” The result is TPR can achieve long-term retention.It can be found that some evidences are some former researcher?s experiments from the following thesis.One study by Valerie Marsh described TPR as “the most effective method for teaching long-term retention of vocabulary”(Marsh, 1997;25).According to Marsh, one of the key components of TPR is “the low level of stress which enhances fluency, invites participation and increases motivation”(Marsh, 1997;25)

…..At Stockdale High School in Bakersfield, California over the past three years, 100 of the students learning through TPR have scored 3 or higher on the A.P.exam.Of these students, seventeen were true beginners who took the test in their third year of Spanish, and four were true beginners who took the test in their second year of 12 Spanish.Although formal grammar instruction in TPR is delayed, test results show that grammar was nevertheless successfully acquired early on in the program.……

In another place, the powerful feature about vocabulary retention, one of the reasons TPR interests so many researchers are because they had observed many students struggling with vocabulary retention.This is not good in any foreign language classroom because in order to complete lessons and move forward with subject material, students need to retain vocabulary.It just like as the author had mentioned, when a teacher said “stand” , students will raise their bodies from their chairs, thus they will probably understand and remember what “stand” means and know how to use this word in the same conditions.2.1.2.3 Zero Stress Dr.Asher believed that carrying out the activities of the body language teaching is a good way to make students acquire a new language in a harmonious atmosphere.Students respond to commands that require physical movement.It is also very efficient and quickly pedagogy.The aim is make learners first start hearing before speaking, and meanwhile reduce students? pressure in learning a second language.(Asher, 1974)

In TPR class, Student will find it is funny and easy, and then they will enjoy getting up out of their chairs and moving around.Simple TPR activities do not require a great number of preparations on the part of the teacher.“TPR is aptitude-free.”，according to Asher.It is inclusive working well with a mixed ability class.It is common that people probably can do a good job in a no stress atmosphere, so even are children when they are learning a new language.Fortunately, TPR make it come true.Students may acquire words, phrases, even sentences through physical actions, playing games, and storytelling.All in all, they feel happy when they are learning English;therefore they will become centered roles in classes.13

III Psychology of Children’s Learning State

Students who are at the age of 5 to 12 are very lively and vigorous;they never stop to listen to an English grammar class, because they are very easy to distract.If teachers still use a grammar teaching method in a primary school, they must be very difficult to complete lessons and move forward with subject material, and the worst thing is students will lose their interests in learning English, some of them even hate the English classes.However, if a teacher uses TPR in his or her classes, the problem must be solved.3.1 Distraction of Children’s Attention

It is easy to everyone to lose their attention in a boring lesson, especially children.Classroom distraction is a very ancient problem for many teachers.Students whispered, passed notes, and daydreamed during class;however whether teachers should think about why children are always like that, what can change this situation, how solve this problem.If they access TPR in the classroom, distraction problem must be getting far away from it.3.2 Use TPR to Solve the Problem of Distraction If teachers use activities of TPR in their classes, like this kind of problem may be solved easily.They can use the main theme is “Listen and Act”，that is imperative drills.Here some examples:

[2] Method one: Listen and act Procedure:

Target Language: stand up, sit down, warming up Target Grade: Kindergarten to Junior High 1

Have students do the following actions.Commands supporting vocabulary …Stand up, sit down.Hands up, hands down.Stand up, and bow.Sit down, sit down.And clap.Stand up, sit down.Hands up, hands down.Stand up, and bow.Sit down.Sit down.And cheer!

Come on, louder!

Stand up, sit down.Hands up, hands down.Stand up, and bow.Sit down, sit down.And cheer...(Graham)

Method two: Touch

Choose two students and add more vocabulary that are in the classroom---such as book, pencil, paper, desk, floor, teacher—and add to the commands put, place, scratch.Use the following type of commands repeatedly in arbitrary order, alternating pairs of students from time to time until all the students clearly understand what these commands and actions mean.For example: [3] Put the pencil on the desk.Scratch your head.Scratch your arm.Put the paper in the box.Put your hands on your head.Place the box on the teacher?s desk.Scratch your head and arm.”

(Ren, 2001;11)

From these TPR methods, we can see that teachers will draw students? attention in classes.Because in order to finish their teachers? commands, students have to concentrate their attention on the command words, thus they are likely to remember those words by behaving them repeatedly.In the meanwhile, students probably think that learning English is such an easy and cheerful task, and they must be fond of English classes.Method three: Listen and draw

It is similar to acting out physically, but in this type, the students are drawing picture, diagrams on paper.“This sort of activity works is very well as an information gap activity between pairs of students.”(Wang, 2002;90)Here is an example:

[4] One student draws a simple picture and then tells his/her partner how to draw it in English.Neither partner can look at each other?s drawing during the task.After they have completed the task, they can compare their pictures to see how similar they are.Other way: according to last example.“Introduce the word draw.This opens up a rich network of things a teachers can ask their students to do.Start very simply with the familiar words that the students have already internalized through TPR.For example:

[5] Draw a book

Draw a ball

Draw a hand

Draw a box

Draw a hand on a desk.Draw a window and a hand and book.”

The concrete staff is much easier to understand and remember than abstract staff for people, in particular, primary school students.The more detailed staff is, the easier students can memorize.So if teachers ask them to draw something, they are likely to have a brainstorm to figure out some interesting pictures, which may develop their imagination.After students finished their works, teachers may award some special works, which can raise students? interests of English Classes, and then they probably acquire English in nature way.In another place, it is a good start to students, enhancing their listening skill.It is very important of students to have a good state while listening.Students should get clear that listening is the first step of any language acquisition;they should pay more attention to learn it well at the very beginning.Listen carefully also can solve the problem of distraction.…“Psychological linguistics regards listening is involved with the perception of a language: Perception is to turn the voice into meanings，and it is an analysis of the language signal perception.The process of the language perception is an activity of the short--time memorization.”…(Zhang, 1996;1)

IV the Application of TPR Methods in Classroom 4.1 The Activities of TPR-Physical response Everyone learns to comprehend much faster than they learn to produce.At any stage in the learning process, comprehension is always the most significant in foreign languages acquisition.Children may not be able to give a linguistic response to teachers? instructions but they can give a physical response.For this reason, a teaching technique based on commands is often used with young children.4.1.1 The Pointing Game With a small group of students, use a collection of pictures(such as those one might find in a mail order catalog)to instruct concepts that have been taught.Ask students to point to various specific body parts, colors, clothing items, etc.now let?s look at some examples.[6] Point to the window!Point to the book!Show me the book!Put the book on the desk!Put the blue book on the desk and the red book on the chair!Draw a cat under the tree!

Children will be willing to present their comprehension through a physical action long before they are willing to give a linguistic response.Moreover, the use of real objects in the classroom and the use of picture flashcards allow the teacher and children to respond to language long before they can respond linguistically.This method also can improve students? capability of response and develop their left brain, becoming more intelligent.Certainly, the most important thing is enhance those words teachers command repeatedly.Teachers can use this game in classes;first of all, they should tell their students some supporting words in this game.For instance, “point” means use your finger direct the staff that instructs commands, and “show” means have something a look at to everyone, etc.Tell students to give actions to their teachers when hearing commands.If they want to finish the tasks, they have to concentrate and listen carefully.4.1.2 Identifying Emotions

After students have acquired simple commands such as “cry” or “l(fā)augh,” pictures can be placed across the front of the room that clearly demonstrate such emotional reactions.Students can be asked to take the picture of a person displaying a specific reaction.Later, this same procedure can be extended to other kinds of descriptions of emotions.(Someone crying, someone laughing).Later this same procedure can be extended to other kinds of descriptions of emotions, perhaps more subtle ones(someone who is sad, someone who is angry).This game is like a role play some times, being difficult to understand emotional words which are too abstract;teacher will use this action game to give their students hand to grasp these untouched words.When students acting trainers? orders, they may comprehend what feelings are like.4.1.3 Following Recipes At much later stages, making birthday cakes, baking cookies, or preparing dishes can provide a TPR experience, and it can also involve students in the cultures of other countries and those within the United States.First of all, display all the ingredients for any given recipe and introduce each item, one by one.And then, show each student with a written recipe.An extra large version to which you and the students can refer can be placed at the front of the room.While you or a student reads the recipe, other students can measure, mix the ingredients, and so on.As a follow-up, students can bring in favorite recipes to share.These can be put together to form a class recipe book to which others can be added.TPR is a pedagogy applying to bring in a real English environment to ESL.In this game, students will pick up a great many of cooking technique, making cakes, baking cookies.They must have a wonderful time in English classes.In the meantime, they probably obtain the target language in the classes.However, the instructor maybe more hard-working, they have to organize students to tidy up the classroom after classes.4.1.4 Information Gaps Information gaps can be created in which one student has information that another does not have but needs.One student may give a set of directions or commands to another student, who will carry them out to meet some stated goal(e.g.making a peanut butter and jelly sandwich).There are many kinds of information gaps, which include shopping information gaps, direction information gaps, puzzle information gaps, etc.for example:

[7] Shopping Information Gaps: Step 1: Teachers let students make two sheets, one of is A sheet, the other one is B sheet.Step 2:

Giving them the supporting words and sentences:

What did he buy in the supermarket? He bought a box of chocolate.How much was it? It was 50yuan.Etc.Step3: Ask students to finish the sheets in pair.In this activity, students can practice capability of question arising.(Wh-questions...)They have to finish the two sheets by asking their partner many questions.Also, it trains them how to acquire information in their lives, and it reaches the main target of learning a foreign language-communication.V Conclusion TPR is an effective way to learn English for ESL, especially primary school students.It based that the first thing to learn a foreign language is comprehensible input, and then have a respond to do teachers? commands.And why this teaching pedagogy is so popular and successful? Because it will bring a zero stress atmosphere to children to learn English, they will not be afraid of speaking English, and then they are likely to be cheerful when they are in English classes.Nevertheless, the method also has some limitation in the process of teaching.5.1 Major Findings TPR(Total physical response)is a language teaching strategy which uses commands, either written or verbal, to introduce new language and concepts to students.Imperative drills are a typical method is in TPR lesson, a teacher will give a command and the student must follow the command with a physical response.For example, if the teacher says, “stand up and down three times” the students after hearing the command, they will raise their bodies from their chairs and down three times.Children will train listening skills and how to respond to directions given orally or visually through the Total Physical Response(TPR)method.It can also reach this end through teaching some songs, for instance, which is about human being?s body 'Head, shoulders, knees and toes' children will learn the parts of the body.TPR strategy has a large number of activities may be used in English classes of primary school, which can make students pleasure and fun in classes, consequently they have an interest in learning English and to be a leader and center role in training English.5.2 Implications TPR is totally physical.According to many former studies, it is a right-brain approach.And the key point is Comprehensible Input.TPR is not a complete method.According to current theory, TPR works because it is an excellent way of providing students with comprehensible input;the teacher's movement provides the background knowledge that makes the command more comprehensible.ESL students acquire the second language as they acquire their native language, which are almost like infants study how to speak their mother tongue.TPR also can provide a low-anxiety environment to the students through lots of comprehensible input in.Students will produce language when they are ready.It is a direct method for teaching language with real-life situations.It gives instant feed-back to the teacher.TPR is an astoundingly successful beginning language teaching method.TPR students have outperformed comparison students convincingly in method comparison studies, both in those done by Asher and his associates as well as those done by other scholars(Wolfe & Jones, 1982).It has been shown to be effective for both children and adults, and has been used for a variety of languages.5.3 Limitations The TPR method applies to the nature of children and matches the principle of happy-learning, which enables children to learn easily, to learn fast and finally to feel the happiness of English study.But its disadvantages are as follow:

1.This method just suits for the first period of language learning, especially beginners.Because most of its contents are gestures, through which children may not get further knowledge, and it has to be carried out with some other approaches.2.The TPR method contains of lots of game activities, role-playing and group competitions.But children will easily get excited when they are happy so it will be hard to accomplish the expected results even if they have good control of class, , in another place, it becomes a annoy to some shy students.Students are not generally given the opportunity to express their own thoughts in a creative way.The teacher may find that it is limited in terms of language scope.Certain target languages may not be suited to this method.5.4 Future Studies Many scholars determined that TPR can be used with a person of any age, TPR works with all levels of language learners.The author also has coincidence with them, if teachers combine TPR with other teaching pedagogies, such as interactive teaching methods, it will be more effective to make TPR work very well in a language classroom.Experienced teachers have the ability to cope when things go wrong.It?s useful when planning to build in some extra and alternative tasks and exercises.Also teachers need to be aware of what is happening in the classroom.Students may raise an interesting point and discussions could provide unexpected opportunities for language work and practice.In these cases, teachers should combine TPR with other teaching strategies to make TPR work very well in a language classroom.From studies such as these, the author concluded that the TPR method to teaching foreign languages is both beneficial and effective.Teachers can use both traditional method and TPR strategy in classes;they should try to have a good preparation and organize their classes, which is the most effective way.Giving them examples when instruct students to finish targets, which will not make the classes become noisy.Students can concentrate their attention while listening to English.BIBLIOGRAPH Danny, Brassell,（2007）.Enhancing ESL Students’ Literacy Skills.DE Wolfe.（1982）.Integrating Total Physical Response Strategy in a Level I Spanish Class, G JonesTPRS Publications Inc-ERIC EJ586008 Zink de Diaz, Laura.(2005).”TPR Foreign Language Instruction and Dyslexia".Retrieved on 2007-05-23.Ren Xiaoping.Listening Barriers Among Chinese Students And Training Tactics [J].延安教育學(xué)院學(xué)報，2001 Zhang Qi.Psychological analysis in listening teaching and radio programs teaching [J].云南教育學(xué)院學(xué)報，1996.10.p1 王薔 A course in English language teaching [M].上海:高等教育出版社，2002.5.DECLARATION

Linghu jing, the undersigned, hereby declare that this thesis does not contain any material which has been accepted for the award of any other higher degree or graduate diploma in any tertiary institution and that, to the best of my knowledge and belief, this thesis does not contain any material previously published or written by another person, except when due reference is made in the text of the thesis.Signed: Dated:

第五篇：淺析TPR教學(xué)法在小學(xué)英語教學(xué)中的應(yīng)用

學(xué)號：***040 成績：

西安翻譯學(xué)院

高職高專畢業(yè)論文

題目：淺析TPR教學(xué)法在小學(xué)英語教學(xué)中的應(yīng)用

作

者：

曾彤

指導(dǎo)教師

朱廣珍

專業(yè)班級

08級商務(wù)英語4班 院

系

外國語學(xué)院

完成日期

2011年3月

淺析TPR教學(xué)法在小學(xué)英語教學(xué)中的應(yīng)用

曾彤

外國語學(xué)院08級商務(wù)英語4班（西安翻譯學(xué)院，陜西 西安 710105）

Analysis on the Application of TPR in English Teaching

in Primary School

Zeng Tong Business English, Class 4, Foreign Language College(Xi’an Fanyi University, Xi’an 710105)

摘要：近幾年，英語教學(xué)法已經(jīng)取得了長足的進(jìn)展，一些新型的小學(xué)英語教學(xué)方法應(yīng)運(yùn)而生，TPR教學(xué)法是小學(xué)英語教學(xué)法中一種常見的教學(xué)方式。本文旨在通過TPR教學(xué)法與傳統(tǒng)教學(xué)法的對比來分析TPR教學(xué)法的特點(diǎn)和優(yōu)勢，并具體探討TPR教學(xué)法在小學(xué)英語教學(xué)中的應(yīng)。論文最后提出TPR在小學(xué)英語教學(xué)中出現(xiàn)的一些誤區(qū)和建議。

關(guān)鍵詞：TPR教學(xué)法；小學(xué)英語教學(xué)；應(yīng)用

Abstract: In recent years, English teaching methodology has made a lot improvement.And some new methods of English teaching in primary school has appeared.TPR is one of the common methods of children English teaching.This paper aims to analyse the characteristics and advantages of TPR though the comparing analysis of traditional teaching methodology and TPR.It also explores the applications of TPR in primary school English teaching.Finally this paper points out some misunderstandings of the application of TPR in primary school and provides some suggestions.Key words: TPR methodology;English teaching in primary school;application

引言

TPR教學(xué)法（Total Physical Response全身肢體反應(yīng)教學(xué)法）。創(chuàng)立于20世紀(jì)60年代初，其創(chuàng)始人是美國加州的心理學(xué)和統(tǒng)計學(xué)教授James Asher，力圖通過身體的活動來進(jìn)行語言教學(xué)，是一種建立在語言和行動和諧一致基礎(chǔ)上的語言快速教學(xué)法。目的是在開口前培養(yǎng)聽力能力，言行協(xié)調(diào)一致，減少語言學(xué)習(xí)中的心理壓力。他認(rèn)為成功的外語習(xí)得和少兒習(xí)得母語的過程有一個相似的地方，在少兒學(xué)習(xí)母語時，他們最初是通過動作對父母的指令表示反應(yīng)，如“Pick it up”和“Put it down”，少兒學(xué)會說話之前已經(jīng)聽懂大人的指令，所以語言習(xí)得存在一個只聽不說的沉默期。既silent period.久了以后，就很容易學(xué)會說新的語言，由于學(xué)習(xí)母語的過程是理解先于表達(dá)，所以學(xué)習(xí)第二語言也應(yīng)先聽，然后再學(xué)會說，而且語法結(jié)構(gòu)和詞匯也可以通過熟練運(yùn)用老師的指令來掌握。

帕爾默六十年前就指出：“在英語學(xué)習(xí)的初始階段，教學(xué)方法如果不包含大量的學(xué)生執(zhí)行教師的課堂活動是不可能成功的。”通過近些年來各個教學(xué)工作者的親身實(shí)踐，TPR教學(xué)法已作為一種非常行之有效的語言學(xué)習(xí)法應(yīng)用到許多小學(xué)外語教材中。

TPR教學(xué)法是一種獨(dú)特的語言教學(xué)法，與傳統(tǒng)的教學(xué)法相比有所不同，TPR教學(xué)法有其自身的特點(diǎn)和優(yōu)勢。這篇論文主要論述了TPR教學(xué)法的教學(xué)特點(diǎn)和教學(xué)意義，體現(xiàn)了TPR教學(xué)法的優(yōu)勢。其次，論述了在小學(xué)英語教學(xué)課堂中，TPR教學(xué)法的具體實(shí)施和教學(xué)方法可以更好的培養(yǎng)小學(xué)生學(xué)習(xí)英語的興趣。但是，TPR教學(xué)法也有許多不足之處，在小學(xué)英語教學(xué)中我們需要對TPR教學(xué)法有更多的改進(jìn)和思考。

一、傳統(tǒng)英語教學(xué)與TPR教學(xué)法

TPR教學(xué)法的主要特點(diǎn)是:1.強(qiáng)調(diào)聽力理解領(lǐng)先;2.學(xué)生需要通過身體對語

【1】

言的反應(yīng)動作來提高理解力;3.允許學(xué)生在做好準(zhǔn)備的情況下參與活動;4.教師的教學(xué)應(yīng)該強(qiáng)調(diào)意義而不是形式。

相比之下,我國傳統(tǒng)的英語教學(xué)法是語法教學(xué),即通過傳授英語的語法結(jié)構(gòu),培養(yǎng)初學(xué)者的語法結(jié)構(gòu)意識來掌握語言。如,“There is a book on the table.” “It is not a dog”,傳統(tǒng)法講解“Therebe”句型、動詞單復(fù)數(shù)、冠詞的用法、介賓結(jié)構(gòu)、“It”句型及否定結(jié)構(gòu)。簡單的兩個句子,涉及到了這么多基本的語法知識,即使弄懂了,但學(xué)生一開口,還是單復(fù)數(shù)不分,肯定與否定混淆,甚至于大學(xué)的學(xué)生會話中還犯“he she”不分的毛玻同時,類似的“標(biāo)準(zhǔn)語法”句型在現(xiàn)實(shí)生活中極少接觸到。因此傳統(tǒng)的語法教學(xué)教的不是生動的口頭語言,而是書面語,即“死的語言”,小學(xué)生極難掌握。

TPR英語教學(xué)法是教師根據(jù)學(xué)生愛動,注意力難以持久等心理特征,讓小學(xué)生通過跑、跳、做游戲?qū)W英語,而不是規(guī)規(guī)矩矩地坐在凳子上聽講,這樣課堂氣氛活躍,學(xué)生學(xué)習(xí)情緒主動,注意力持久。如果小學(xué)生發(fā)音不準(zhǔn),老師就要自然狀態(tài)下不停重復(fù),直到發(fā)準(zhǔn)為止,學(xué)生也不必重復(fù)老師的話,但要按老師語言的涵義反應(yīng)。學(xué)生對老師發(fā)出信息的反饋越正確,表明對老師信息的理解越準(zhǔn)確。心理學(xué)家證實(shí),強(qiáng)迫學(xué)生重復(fù)老師的話會引起學(xué)生心理壓力和緊張情緒,限制學(xué)生語言學(xué)習(xí)技能的發(fā)展和提高。

二、TPR教學(xué)法的意義

2.1活躍課堂氣氛 培養(yǎng)學(xué)生興趣

瑞士著名教育家皮杰士說過：“所有智力方面的活動都要依賴于興趣。”我們也常說“興趣是最好的老師”，可見興趣對學(xué)習(xí)的重要性。在英語教學(xué)中，要想使學(xué)習(xí)學(xué)得積極主動，并取得好的學(xué)習(xí)效果，培養(yǎng)學(xué)生的興趣至關(guān)重要，甚至可以說這是學(xué)習(xí)英語的前提和保證。而TPR教學(xué)法取代傳統(tǒng)地學(xué)生一

味地坐在那里聽老師講，毫無生氣，而是學(xué)生動起來，將動作與語言相結(jié)合，使學(xué)生能夠邊說邊做，這極大地提高學(xué)生的學(xué)習(xí)興趣。2.2重聽力訓(xùn)練 提高口語表達(dá)

TPR教學(xué)法首先培養(yǎng)學(xué)生的聽力理解能力，然后再要求學(xué)生用口語表達(dá)。就是通過教師邊說邊用動作示范，學(xué)生靜聽，再教師發(fā)指令學(xué)生做動作，直至學(xué)生能說，而在學(xué)生會說之前，已聽過教師說過數(shù)十遍，就相當(dāng)于接受聽力訓(xùn)練，從而在教師直接發(fā)出命令時，學(xué)生能馬上做出動作，如此不斷地重復(fù)，學(xué)生的聽力能力不斷提高。教學(xué)“Open the penci-case”這個詞組時，教師邊打開某一學(xué)生的文具盒邊說“Open the pencil-case”，然后教師走到其他學(xué)生的身旁再做示范，學(xué)生在聽了看了后完全明白該句的意思，此時教師再發(fā)出“Open the pencil-case”,學(xué)生能很快地做出動作。在接受聽的訓(xùn)練后，學(xué)生能模仿教師的語音，語調(diào)說出句子，能很自然地說出“Open the pencil-case”,長此不斷，學(xué)生的聽力和口語表達(dá)會提高不少，對將來的學(xué)習(xí)也受益匪淺。2.3幫助理解課堂用語 提高教學(xué)效果

教師用語雖不能說是一節(jié)課的精髓之處，但也可以說是一節(jié)課的關(guān)鍵所在，尤其是對外語來講，聽不懂教師用語，就不明白老師到底要講什么，要我們干什么，而“TPR”教學(xué)法能夠很容易地解決這一問題，“Come in, please.” “Open your book,please.” “Sit down”.“Give me your pen.” “Great!”等等這些課堂上隨時用到的教師用語在學(xué)生第一次聽到教師只須一個簡單的動作，幫助學(xué)生理解教師用語，學(xué)生就能很快領(lǐng)會其意思，不需要大費(fèi)口舌。第二，第三次學(xué)生再聽到時，他們就能立即明白，由此就能大大地提高教學(xué)效果，師生都能受益。

2.4操作簡單方便 易于學(xué)生理解

教師讓學(xué)生明白自己所說的內(nèi)容可以有多種方法：優(yōu)生幫助，圖片輔助，畫畫演示等等，但實(shí)施起來皆有其不便之處，相比較而言，“TPR”教學(xué)法省事且易懂，如教師教“hand”時說“hand hand clap your hands”，并且做拍手動作，學(xué)生一看就知道“clap your hands”是“拍手”的意思，不需要圖片，也不需要畫畫，更不需要優(yōu)生幫助，而且還易于學(xué)生理解。

三、TPR教學(xué)法在小學(xué)英語教學(xué)中的應(yīng)用

3.1TPR教學(xué)法的具體實(shí)施 3.1.1熱身活動

Warming up 相當(dāng)于英語課堂中的熱身和啟動，它是一節(jié)課的序幕，是教師講授每一節(jié)課時給予學(xué)生的第一感知，是優(yōu)化學(xué)生學(xué)生心境和語言學(xué)習(xí)環(huán)境的重要手段。其目的在于激活學(xué)生思維、吸引學(xué)生注意、調(diào)控學(xué)生情緒，為開展語言學(xué)習(xí)作好知識、技能、心理和環(huán)境上的準(zhǔn)備。而意識到這以前，教師經(jīng)常讓學(xué)生唱一首歌，再讀一下chant就草草了事，結(jié)果是學(xué)生唱歌不會唱，東張西望，chant不會讀，東瞅西橋，可見學(xué)生的注意力十分分散，那又如何開始一堂新課！在熱身活動中也可以應(yīng)用TPR教學(xué)法。最初的常識就是我讀一些單詞或短語，讓學(xué)生邊做動作邊玩，或者我做動作，讓學(xué)生說等，學(xué)生的興趣極高，參與性很強(qiáng)。有了這次經(jīng)驗(yàn)，我以后常常自編一些歌謠并配上相應(yīng)的動作作為熱身活動。大受學(xué)生歡迎。如：clap、clap、clap your hands(拍手）shake、shake、shake your head(搖頭)

wave、wave、wave your arms(揮手)...再如：cat、cat、cat give me your hat

dog、dog、dog give me your doll

duck、duck、duck give me your cake...學(xué)生既能說又能動，不亦樂乎，從而起到了醞釀情緒、滲透主題和帶入清凈的作用，保證學(xué)生課始就能積極主動并始終有效地與課堂學(xué)習(xí)。3.1.2單詞教學(xué)

小學(xué)英語教學(xué)中，單詞教學(xué)是必不可少的一個重要環(huán)節(jié)，由于小學(xué)生年齡小，好玩，不愿把更多的精力花費(fèi)在記單詞上。因此，幾乎所有的小學(xué)生一提起英語單詞，就感到很頭痛，一節(jié)單詞課堂教學(xué)中，無非是傳授新單詞，練習(xí)鞏固單詞而已，沒有什么創(chuàng)新，對學(xué)生，對教師都是極其厭煩的事情，尤其是操練過程中，只是教師一味地機(jī)械地領(lǐng)讀，讓學(xué)生死記硬背，課堂就變得死氣沉沉，學(xué)生也會口干舌燥，昏昏欲睡，這樣的教學(xué)即費(fèi)時費(fèi)力，效果也差，因此，這就要求教師注意教學(xué)方法，充分調(diào)動學(xué)生的學(xué)習(xí)積極性，把單詞教學(xué)貫穿到娛樂之中，使學(xué)生學(xué)起來不感到枯燥，乏味，激發(fā)他們的學(xué)習(xí)興趣，使他們每個人的學(xué)習(xí)才能得以發(fā)揮，而經(jīng)過實(shí)踐，TPR教學(xué)法的應(yīng)用，可以調(diào)動學(xué)生的各個感官，讓單詞教學(xué)生輝不少，就如PEP1中動作單詞教學(xué)dog cat elephant duck mouse等，可以通過教師念，學(xué)生做動作，教師做動作，學(xué)生說，一生念，另一生做等，一輪下去，學(xué)生不但能說能做，而且在學(xué)的過程中，知道各種動物的走路跑步習(xí)慣，可謂是兩全其美，再如贊嘆詞：Cool！Great！Super！等，教師在平時的教學(xué)中經(jīng)常應(yīng)用并伴以動作出現(xiàn)，學(xué)生聽多了看多了，也會自己說這些單詞了，也讓學(xué)生感覺到學(xué)習(xí)英語是一件很快樂的事情。3.1.3短語教學(xué)

在短語教學(xué)中，也可以應(yīng)用TPR教學(xué)法，而且小學(xué)英語課本中出現(xiàn)的基本

上是動詞短語，那用起TPR教學(xué)法更是得心應(yīng)手了，教師教得輕松，學(xué)生也學(xué)得輕松，如在PEP1Unit2PartB中學(xué)習(xí)“Turn left”，“Turn right”，“Go straight”這三個表示方向的短語時，為了降低學(xué)生的學(xué)習(xí)難度，集中他們的注意力，教師先示范給學(xué)生看，一邊做動作，一邊說英語，接著讓學(xué)生跟著老師做動作，然后，老師喊口令，學(xué)生做出相應(yīng)的動作，最后同桌再進(jìn)行練習(xí)。這樣，學(xué)生就在動一動，說一說的實(shí)踐中較快地掌握了這幾個英語句子，并且記得也比較牢。此外在課余練習(xí)中，應(yīng)用TPR教學(xué)法，老師完全可以放手讓學(xué)生自主學(xué)習(xí)，偶爾做適當(dāng)?shù)狞c(diǎn)撥，每周利用早讀時間以小組為單位，以短語為內(nèi)容做TPR練習(xí)，而每小組輪流有一小老師，他首先要選好練習(xí)的內(nèi)容，并做出表格，利用該表格由領(lǐng)讀人發(fā)指令，其他學(xué)生邊說邊做動作，或者對換角色，并對學(xué)習(xí)的效果做好記錄，如此不僅提高學(xué)生的積極性，也提高了學(xué)習(xí)效率。3.1.4句子教學(xué)

假如你碰到一個小學(xué)生，你問他“蘋果”用英語怎么說，他會很快給你一個滿意的答案 “apple”,假如你再問他“紅蘋果”怎么說，他遲疑地告訴你“red apple”,假如你再問他“這是一個紅蘋果”怎么說，他遲疑了半天也支不出半句，可見，學(xué)習(xí)英語句子對小學(xué)生來說是非常難的一件事。而在小學(xué)英語教學(xué)中，句子教學(xué)卻是一項(xiàng)重要的內(nèi)容，它貫穿整個小學(xué)英語教學(xué)的始終。應(yīng)而如何上好句子教學(xué)，是每一位英語教師思索的焦點(diǎn)。在教學(xué)實(shí)踐中，運(yùn)用TPR教學(xué)法，發(fā)現(xiàn)這能使句子變得形象化，簡單化，學(xué)生易懂易學(xué)，興趣也大增。3.2TPR的教學(xué)方法 3.2.1演示教學(xué)法

教師通過生動的表演，即運(yùn)用身體語言來闡明口中不斷重復(fù)的語言信息。比如教“point to the window, point to the door , touch your nose , touch your ears.”

時，教師輔以本身的動作示范，再要求學(xué)生們重復(fù)同樣的動作，五分鐘內(nèi)學(xué)生就可以自如地對指令做出完全正確的反應(yīng)。

3.2.2卡片教學(xué)法

教師把一些學(xué)過的單詞寫在不同的卡片上，每一個學(xué)生手持一卡片，教師不斷重復(fù)單詞的發(fā)音，學(xué)生記住后教師便念單詞點(diǎn)名，持相應(yīng)卡片的學(xué)生可以舉起卡片以示理解。然后學(xué)生們交換卡片，再用同樣的方法訓(xùn)練，這樣，學(xué)生在輕松愉快中掌握了發(fā)音，同時注意力也容易專注。但這種方法使用久了便覺得枯燥，無趣。所以應(yīng)結(jié)合其他教學(xué)法共同進(jìn)行。3.3.3圖畫教學(xué)法

小學(xué)生對直觀的圖畫很感興趣，因此教師要充分利用圖畫來講授內(nèi)容。出示圖畫，讓學(xué)生說出單詞，或讓學(xué)生說出單詞，并出示相應(yīng)的圖畫。小學(xué)生通常對具體而直觀的東西比較感興趣，因此老師可以盡量教小學(xué)生們生活中常見的事物單詞，用實(shí)物圖片代替簡單文字，例如教“bird”可以讓小朋友看到鳥的圖片，并播放鳥叫聲，教“dog”可以讓小朋友聽聽“汪汪”的狗叫聲。最好是把圖畫制成卡片的形式，這樣可以結(jié)合很多游戲來進(jìn)行教學(xué)活動。3.3.4整體教學(xué)法

老師通過把句子或單詞設(shè)定在特定的故事情節(jié)或場景中，教小朋友從整體把握意思，例如“Yesterday I ate a piece of bread.”老師可以將a piece of bread替換為a piece of cake或者a bowl of dumplings.這樣的教學(xué)能起到事半功倍的效果，有助于小學(xué)生們英語學(xué)習(xí)中舉一反三。3.3.5游戲教學(xué)法

小學(xué)生的特點(diǎn)之一就是喜歡游戲，在游戲中學(xué)習(xí)，小學(xué)生會倍感興趣，比如操練句型“What’s this?”時，可以做猜東西的游戲，就是把圖畫制成的卡片蓋

起來，或露出圖畫的一角。然后問“What’s this?”讓學(xué)生猜，直到猜對為止。這樣做會讓學(xué)生盡情盡量的說學(xué)過的英語，猜錯了也沒有關(guān)系，因?yàn)槲覀兊哪康木褪菫榱俗寣W(xué)生開口說英語。再如教duck, cat, dog等動物名稱時教師可模仿其形態(tài)或叫聲，或者讓學(xué)生自己模仿，通過模仿其滑稽的樣子，發(fā)出惟妙惟肖的叫聲，學(xué)生自然就聯(lián)想到該動物，英語名稱自然就記住了。但是使用游戲教學(xué)法最大的問題就是紀(jì)律問題了。因此教師在學(xué)生做游戲前要將組織游戲的步驟計劃好，而且要將如何做游戲示范給學(xué)生看，這樣學(xué)生明確他們要干的事情，就不會混亂了，另外要選擇一些簡單易操作的游戲。游戲雖然有趣，但一節(jié)課不可過多使用，要注意在課堂上使用游戲的理由只有一個——幫助學(xué)生學(xué)習(xí)英語。

3.3.6比賽教學(xué)法

教師設(shè)計與內(nèi)容相關(guān)的比賽，在學(xué)習(xí)比賽活動過程中，學(xué)生的成就動機(jī)更強(qiáng)烈，學(xué)習(xí)興趣和克服困難的毅力增強(qiáng)，學(xué)習(xí)和工作效率一般都有很大的提高。因此，適當(dāng)?shù)谋荣惛偁幙梢约顚W(xué)生學(xué)習(xí)，比如在教授新課Module 4 Unit 1 Robots(新課程標(biāo)準(zhǔn)第二冊)時，我就采用了男女比賽的方法。在比賽之前，我先在黑板的一邊畫上兩個簡單的代表男孩和女孩的圖像，然后說出比賽規(guī)則：問題回答正確加一分；回答錯了不加分也不扣分；亂說話或做小動作扣一分，一節(jié)課結(jié)束后，評出勝利者，然后在勝利者的圖像上畫上笑臉，輸了的則畫上哭臉。結(jié)果表明這節(jié)課上的非常成功，不但提高了學(xué)生學(xué)習(xí)的積極性，而且他們都自覺的維護(hù)紀(jì)律，達(dá)到了很好的學(xué)習(xí)效果。這不失為一種好方法，但用久了或不適當(dāng)?shù)氖褂茫矔箤W(xué)生產(chǎn)生反感情緒。所以教師必須適當(dāng)運(yùn)用這個方法，還要注意合理的引導(dǎo)學(xué)生對待輸贏的結(jié)果。

四、對TPR教學(xué)法的幾點(diǎn)思考

4.1切忌強(qiáng)迫學(xué)生

《教學(xué)原理》中提到TPR教學(xué)法教學(xué)原則是學(xué)生理解口語的能力要在說話之前發(fā)展，只有進(jìn)行充分的理解性和聽，才能自然地轉(zhuǎn)移到說。同時進(jìn)行聽說兩種技能的訓(xùn)練，只會給學(xué)生造成壓力，因?yàn)槿狈斫獾穆牐瑢W(xué)生沒有做好說話的準(zhǔn)備，很容易說錯，因此教師不要一開口就強(qiáng)迫學(xué)生去說，不可強(qiáng)迫學(xué)生說，而應(yīng)在學(xué)生大量地聽老師發(fā)音，看老師做動作，理解后再要求學(xué)生說。這時，學(xué)生能極其自然地說英語，否則給學(xué)生以壓力，強(qiáng)迫學(xué)生說，學(xué)生就會產(chǎn)生緊張情緒，不僅影響這次說英語，也將影響他們以后的英語學(xué)習(xí)。因此，在運(yùn)用TPR教學(xué)法中，切忌強(qiáng)迫學(xué)生開口說英語，要讓學(xué)理解的基礎(chǔ)上自然流利地說出英語。4.2切忌嘩眾取寵

聽有些老師上英語課，熱熱鬧鬧，有唱歌，有跳舞，有表演等等，但總感覺華而不實(shí)，沒有把教學(xué)目標(biāo)落到實(shí)處，反倒是一場精彩的表演秀，又像在嘩眾取寵。而應(yīng)在TPR教學(xué)法也應(yīng)注意到這一方面。記得在PEP3Unit5PartBLet’s talk中，目標(biāo)中提出要學(xué)生能聽懂會說“Let me try!”于是上公開課的老師做好精心準(zhǔn)備，設(shè)計好各項(xiàng)比賽，有跳繩比賽，打乒乓球比賽，拍籃球比賽等，意圖是學(xué)生想要參加比賽，要做拍胸的動作，并大聲說“Let me try!”(老師會先做好示范)結(jié)果課堂上很熱鬧，學(xué)生也很積極，大拍胸脯大叫“Let me try!”但沒想到的是學(xué)生都是跳繩高手，一跳都一兩百下，結(jié)果大部分時間花在這輔助環(huán)節(jié)上，一節(jié)課時間到也只有個別會說“Let me try!”，而該課時的其他教學(xué)目標(biāo)都沒能夠完成，可見在運(yùn)用TPR教學(xué)法要恰到好處，不可嘩眾取寵。

4.3忌喧賓奪主

TPR教學(xué)法的步驟是先由教師說出指令并示范動作，然后請學(xué)生跟著做，再教師說出指令，不示范動作，請學(xué)生按照老師的指令去做，最后教師說出指令，不示范動作，要求學(xué)生復(fù)述指令，完成動作，需要時也可請一位學(xué)生說出指令，教師和其他學(xué)生一起執(zhí)行指令，他的主要部分應(yīng)該后兩個，但有一些教師為了迎合學(xué)生的要求，往往把過多的放在第三步上，即教師說出指令，學(xué)生做動作，如此以來，學(xué)生產(chǎn)生慣性，教師發(fā)一指令，學(xué)生就做一動作，而且做對做錯也無關(guān)緊要，但一旦反過來，學(xué)生就不知所措，這主要是因?yàn)榻處熜e奪主，從而忽視了學(xué)生說的能力的訓(xùn)練，只停留在表層上。4.4切忌牽強(qiáng)附會

有些比較抽象的單詞和句子很難用TPR來表達(dá)，教師在向?qū)W生解釋一些抽象的事物的時候會比較困難，這時候教師完全可以不用TPR教學(xué)，但有些教師仍固執(zhí)地使用TPR教學(xué)，動作模棱兩可，弄得學(xué)生也迷迷糊糊，不知教師到底想說什么，記得有一老師在公開課講天氣情況的四個單詞rainny,sunny,windy,cloudy,snowy時，在教學(xué)sunny時，教師為了使學(xué)生明白，又不能用中文解釋，就用手指頭旁畫一個圓圈，臉上顯出高興的表情，他的意圖是讓學(xué)生明白有太陽，又很高興，說明不太熱，可說是晴朗的，但學(xué)生不明就里，又不好出聲，只好依樣畫葫蘆，教師讀這單詞，他們就做這動作，全班學(xué)生也都互相這樣做，但問起他們這是什么意思，他們卻只是搖搖頭，可見這樣的解釋是牽強(qiáng)附會，還不如不要。

結(jié)語

TPR教學(xué)法是全身肢體反應(yīng)教學(xué)法，教師通過自身語言將教學(xué)中的單詞，句型及兒歌,游戲等表達(dá)出來,使學(xué)生不通過母語翻譯便能夠理解教師的語言,從而完全實(shí)施了母語教學(xué)法。

《英語課程標(biāo)準(zhǔn)》中明確提出基礎(chǔ)教育階段要激發(fā)學(xué)生學(xué)習(xí)英語的興趣，使學(xué)生樹立自信心,因此小學(xué)低年級英語教學(xué)的關(guān)鍵不是把語言知識灌輸給學(xué)生，而是通過聽，說，唱，游等活動著激發(fā)學(xué)生學(xué)英語的興趣，同時養(yǎng)成良好的英語學(xué)習(xí)習(xí)慣，為高年級學(xué)習(xí)英語打好基礎(chǔ)。從這個目標(biāo)出發(fā)，在英語課堂中，采用以TPR教學(xué)法為主的各種方法進(jìn)行英語口語教學(xué)，借助動作，讓學(xué)生感受意義，產(chǎn)生興趣，積極參與，把課堂上所學(xué)的內(nèi)容充分地“動”起來，把靜態(tài)的詞，句變成學(xué)生的動態(tài)。

總之，TPR教學(xué)法具有很強(qiáng)的兼容性和靈活性，小學(xué)英語教學(xué)是一門科學(xué)，更是一門藝術(shù)，任何一種教學(xué)法的功能都是有限的，應(yīng)當(dāng)合理地運(yùn)用TPR教學(xué)法，探索其中的奧妙，摒棄其不足之處，充分調(diào)動學(xué)生的學(xué)習(xí)積極性，使小學(xué)生英語課堂煥發(fā)精彩！

參考文獻(xiàn)：

［1］張志遠(yuǎn).兒童英語教學(xué)法[M].北京：外語教學(xué)研究出版社,2002 ［2］沈亞平.淺談“全身反應(yīng)法”在小學(xué)英語教學(xué)中的應(yīng)用[J].http:///050801/200603/20060315 100522.html,2006 ［4］王陽.英語基礎(chǔ)課程的教與學(xué)[M].西安：陜西科技出版社,1997