On the Application of Total Physical Response in Chinese Pre-School Children’s English Enlightenment Education开题报告

 2022-08-02 10:38:04

1. 研究目的与意义

Nowadays, studyingEnglish at a very early age has become an irresistible trend in China.However, the traditional English teaching methods with more and moredisadvantages still occupy the main position in the pre-schoolchildren’s English education. Under such circumstances, the renewal andimprovement of English teaching method has become an urgent need. TotalPhysical Response (TPR) as a novel and effective teaching method has beengradually adopted by English education institutions. However, the methodis still not widespread. Some people still doubt whether it is really suitablefor pre-school children. The studies of the application of this teaching methodin English class are not that complete, especially on the pre-schoolchildren’s age characteristics and the corresponding methods used in TPR. Thispassage will have a further study on this issue. The analysis of the agecharacteristic of pre-school children will present new ideas ofthe application of TPR in English classes and demonstrate that TPR adheresto the law of the language acquisition in the pre-school children’s ages.Such a beneficial English teaching method should be widely used in the Chinesepre-school children’s English education.

2. 研究内容和预期目标

This passageparticularly studies the psychological and age characteristics ofpre-school children and the corresponding teaching methods inTPR English classes. By doing some researches, it analyzes theproblems existing in Chinese pre-school children’s English enlightenmenteducation, aims to figure out whether TPR is a suitable English teaching methodfor the children during that age.

The passage can bedivided into five parts. In the chapter one, the passage will focus on thesituation of the pre-school children’s English enlightenment education in Chinaand give an analysis on the traditional English teaching methods. In the chapter two, the passages willpresent a detailed illustration of the TPR theory, including the origin, basictheories and teaching principles, etc. In the chapter three, the passage willstudy the age characteristics of the pre-school children and analyze thecorresponding teaching methods used in TPR English class. In last two chapters,the passage will introduce the limitations of the TPR and make a conclusion.

剩余内容已隐藏，您需要先支付后才能查看该篇文章全部内容！

3. 国内外研究现状

TotalPhysical Response is different from the traditional tedious, humdrum andone-way indoctrination teaching methods. Instead, in the TPR class, teachersgive commands and expect students to make the corresponding actions through thecommands. During the process, teachers make certain body movements while givingthe commands, aim to help students understand the commands by transforming thelanguage into the more acceptable body movements (Li[李蹊],2012) . In a word, it is a teaching method which can use body language to teachforeign language (Hao[郝丽芬], 2018).

Thetheory of TPR was first created by James Asher, the professor of psychology inSan Jose State University, California, USA. During his study about children’sacquisition of the mother language, Asher found that children in thepreproduction period can understand the meaning of the majority language beforethey can speak (Yu[余有珍], 1999).Hecalled that “silent period”. During this very important period, the childrenstore or internalize what they hear, learn the meaning of many sounds anddevelop a “feel” for grammar and syntax (Song, 2008). In other words, althoughthey are not able to speak, they are internalizing the patterns and sounds ofthe target language through the right brains, and when they have decoded enoughof the target language, speaking appears spontaneously (Li, 2008). Asherbelieved that this natural advantage of right brain can still make its effectin the second language or third language acquisition (Yu[余有珍],1999).

Afterthe theory was proposed, many scholars and researchers at home and abroad whoapprove this teaching method later made a large amount of studies. Most of themalmost share the same opinions on the principles of TPR. First, teachers shouldpay more attention on children’s listening rather than speaking abilities. Thewhole steps of a TPR teaching process can be listed as follows:Audition-Comprehension-Action-verbal Expression (Wang[王晓斐],2016) Teachers first need give commands and perform actions. This can beregarded as a demonstration or an imputing process. According to the'memory trace' theory of psychology which holds the view that themore often or the more intensively a memory connection is traced, associationwill be and the more likely it will be recalled (Zhang[张院院],2015). Therefore, in the initial process, what children need is to be immersedin a native-English environment, and more listening practice should be made toenhance their comprehension and understanding of the target language. Second,when using the TPR teaching method, teachers should create a free and relaxlearning environment for children. The Humanism teaching Theory emphasizes thatremove anxiety and provide a happy and relax studying environment will enhancechildren’s learning interests (Shao[邵婷],2015). Classes with TPR teaching method often full of happiness, under such ano-stress environment, children’s learning efficiency can be improved. Third,TPR teaching method should combine other teaching forms together. Wang (王雁君，2005）pointedout that the children’s learning motivation first comes from the interestingteaching content and the attracting teaching activities. Therefore, bycombining other teaching forms together, TPR can stimulate children’s interestin English and improvement the effectiveness of class teaching (Feng, 2017). Atpresent, there are several main TPR teaching methods, such as TPR with stories,TPR with songs, and TPR with games.

剩余内容已隐藏，您需要先支付后才能查看该篇文章全部内容！

4. 计划与进度安排

Research plan: 1. Stage one: the preparation stage (2022.11-2022.12) (1) Choose thesis topic, write thesis report. (2) Make research plans, collect and classify research materials. 2. Stage two: the implementation stage (2022.1-2022.3) (1) Finish the first draft of the thesis (2) Conduct the checking work 3. Stage three: the closing stage (2022.4-2022.6) (1) Finish the second or third draft of the thesis (2) Complete the final draft of the thesis (3) Complete the thesis oral defense

Outline: 1.Introduction 1.1Background 1.1.1The situation of Chinese pre-school children’s English enlightenment education 1.1.2The necessities to improve the situation 1.2Brief introduction of the passage’s content and structure 2.The theory of Total Physical Response 2.1The definition and origins of TPR 2.2The 3 basic theories and teaching principles of TPR 2.3The main procedures of TPR used in the English class 2.4TPR vs traditional teaching methods 2.4.1The review of traditional teaching methods 2.4.2The comparison between TPR and traditional teaching methods 3.The application of Total Physical Response in English enlightenment education 3.1The age characteristics of pre-school children 3.1.1Physical characteristics 3.1.2Psychological characteristics 3.2The age characteristics and corresponding teaching methods in TPR English classes 3.3A real teaching plan in pre-school children’s TPR English class 4.The limitations of TPR 5.Conclusion 5.1A brief conclusion of the study 5.2Suggestion for the future development of TPR

5. 参考文献

[1]FENG Shan-shan. (2017). An Application of Total PhysicalResponse to Primary English Teaching—A Case Study of Qingtong Primary School. US-ChinaForeign Language,15(1)

[2]Song Li-ping. (2008). TPR And TPR Activities. TimeEducation, (7), 1-2

[3]李昕白. (2018). The Application of TPR inChild English Teaching. Overseas English, (08), 234-237

剩余内容已隐藏，您需要先支付 10元 才能查看该篇文章全部内容！立即支付

以上是毕业论文开题报告，课题毕业论文、任务书、外文翻译、程序设计、图纸设计等资料可联系客服协助查找。

您可能感兴趣的文章