《THESILENTWAY默示教学法》由会员分享，可在线阅读，更多相关《THESILENTWAY默示教学法（6页珍藏版）》请在金锄头文库上搜索。
1、THE SILENT WAY 默示教學法 (SW)歷史背景與淵源SW 是由 Caleb Gattegno 在觀察一位歐洲學者進行數學教學後研發出來的教學法。它最主要的學習理論包括了：（1）學習者若能自己去察覺(discover)、發現、及創造 (create) ，將遠比覆誦(repeat) 、熟背(remember)來的好- 普通的教學通常可分為講述模式（expository mode ）和假設模式（hypothetical mode）。講述模式中所有的教學內容、型態、進度全權由教師來掌控，假設模式的教學則讓學生在實驗、摸索、嘗試中參與學習，加強了學習將度，增進內在的自信與成就感。Gatteg
2、no 認為 SW 可以讓學習者獲得假設模式的上課效果；（2）SW 所使用的教具，如依顏色來分類的彩色木條(colored cuisenaire rods)和發音卡(Fidel pronunciation charts)，是心理學中所說可以幫助學生學習和記憶的輔助媒介(associate mediator)；（3）SW 採用實驗心理學中解決問題（problem-solving）的方法來進行語言教學，也就是教師不再多遍地重述教學內容，而要求學生專心主動地去觀察、摸索出 L2 的各層風貌。 教學觀Gattegno 認為，語言為一結構性的組合體，所以教學上可以將發音、文法等元素加以抽離於社會情境下來介
3、紹。這也就是為何他會採用彩色笨子等教具來進行教學的原因。此外，Gattegno 也非常強調學習者要學好 L2 的兩大特質：（1）沈默（silence）-沈默使學生能專注於所學的標的物上，進而產生組織、統合的能力。學習中常見的覆誦（repetition）反而會攪擾心思運作的狀態；（2）意識狀態（awareness）-Gattegno 非常重視心理學中 如何學好學習（learning to learn）這門學問。他認為，意識狀態的發展要由注意力開始，然後才透過實驗、自我修正來達到融匯吸收的境界。這點也是 SW 有別於其他教學理論的最大特色。 教材教法一、 教學目標 SW 旨在培養學生初級的聽力和口
4、語能力，加強發音、語調的正確性，並使學生學得實用的文法觀念以及 L2 正確的學習方法。二、 課程安排SW 依照文法難易度以及教學上視覺呈現的效果來安排課程。所以，祈使句型、名詞複數型、數目字、介係詞代名詞、比較級、數量詞、時間性量詞等非常容易用教具和教室場景來介紹的內容都會出現在初級的教材中。以下就簡單舉例 SW 的課程編排情況 (Joel Wiskin, personal communication)：Lesson Vocabulary1. Wood color red wood, red, green, yellow, brown,pink, white, orange, black, c
5、olor2. Using the number 1-10 one, two, three.ten3. Wood color red two pieces.4. Take (pick up ) wood color red two pieces. Take (pick up)5. Take wood color red two pieces give, object pronouns give him 6. Wood red where? Where, on, under, near, far over, Wood red on table. Next to, here, there7. Woo
6、d color red on table, is it? Question-forming rules.Yes, on. Yes. NO.Not on.8. Wood color red long. Adjectives on comparison.Wood color green longer.Wood color orange longest9. Wood color green taller.Wood color red is it?10. Review. Students use structures taught in new situation, such as comparing
7、 the heights of students in the class. 下面示範如何用 SW 教泰國話的教案 (Joel Wiskin, personal communication)：1. Teacher empties rods onto table.2. Teacher picks up two or three rods of different colors, and after each rod is picked up says: mai:.3. Teacher holds up one rod of any color and indicates to a student
8、 that a response is required. Students say: mai:. If response is incorrect, teacher elicits response from another student, who then models for the first student.4. Teacher next picks up a red rod and says: mai sii daeng.5. Teacher picks up a green rod sand says: mai sii khiaw.6. Teacher picks up eit
9、her a red or green rod and elicits response from student. If response is incorrect, procedure in step 3 is followed (student modeling).7. Teacher introduces two or three other colors in the same manner.8. Teacher shows any of the rods whose forms were taught previously and elicits student response.
10、Correction technique is through student modeling, or the teacher may help student isolate error and self-correct.9. When mastery is achieved, teacher puts one red rod in plain view and says: mai sii daeng nung an.三、Teacher then puts two red rods in plain view and says: mai sii daeng song an.11. Teac
11、her places two green rods in view and says: mai sii khiaw song an.12. Teacher holds up two rods of a different color and elicits student response.13. Teacher introduces additional numbers, based on what the class can comfortably retain. Other colors might also be introduced.14. Rods are put in a pil
12、e. Teacher indicates, through his or her own actions, that rods should be picked up, and the correct utterance made. All the students in the group pick up rods and make utterances. Peer-group correction is encouraged.15. Teacher then says: kep mai sii daeng songan.16. Teacher indicates that a studen
13、t should give the teacher the rods called for. Teacher ask other students in the class to give him or her the rods that he or she asks for. This is all done in the target language through unambiguous actions on the part of the teacher. 17. Teacher now indicates that the students should give each oth
14、er commands regarding the calling of rods. Rods are put at the disposal of the class.18. Experimentation is encouraged. Teacher speaks only to correct an incorrect utterance, if no peer group correction is forth coming. 英語教學方面實例如下（國小英語師資訓練手冊，p. 23-24，師德）：步驟一 牆上掛著音色對應圖表、拼字發音對應表及字彙表。步驟二 教師嘴行作發 u音，但不出聲
15、。學生猜音，直到有人猜對u，老師點頭，且指音色對應圖表上的綠色u符號。步驟三 教師雙唇做發b音口型，但不出聲。學生猜音媽，怕等，直到有人猜爸，老師點頭，伸出兩指頭嘴型並作，學生說 ，老師指第一個指頭，學生說 （b）；老師點頭，對音色對應圖表上的深綠色b符號。步驟四 教師指著鹿的圖片，學生說動物老師搖頭；學生說梅花鹿，老師點頭，伸出三指頭，嘴型作梅花鹿，再指第三個指頭，學生說鹿，老師點頭。重複步驟 3 讓學生發（l），老師指音色對應圖表上的藍色l。步驟五 老師回到音色對應圖表上的綠色u符號，學生念u音。老師再指拼字發音對應表的 oo, ue, o 等，嘴行作u 音，讓學生明瞭u音以這些字母呈現。
16、重複步驟 5，b音拼成 b, bb, be 等，l 音拼成 l, ll, le, lle 等。步驟六 老師來回指拼字發音對應表與字彙表，讓學生欬 blue，唸出音blu。老師指藍色木條（rod）、藍色衣服、藍色卡片，要學生唸blue。步驟七 重複步驟，教 red, yellow 等顏色。四、 教師與學生的角色SW 的教學活動非常簡單。教師通常利用輔助媒介（教具）來示範2中的字或句子，之後便藉由教具的不同組合搭配來引導學生說出所要求的字彙或句型。以下分別介紹幾種 SW 中特殊的教具（國小英語師資訓練手冊，p. 22，師德）：1. 彩色木條（Cuisenaire Rods）：長短不同的彩色木條提供學生情境來練習語言。例如教顏色、樹木、長短、位置（A red rod is on the table）、動作(Hold up two long rods)等。2.
