暗示教学法翻译论文及报告.doc

Suggestopedia 一．Background Suggestopedia is a method developed by the Bulgarian psychiatrist-educator Georgi Lozanov. Suggestopedia is a specific set of learning recommendations derived from Suggestology, which Lozanov describes as a science ... concerned with the systematic study of the nonrational and/or nonconscious influences that human beings are constantly responding to (Stevick 1976: 42). Suggestopedia tries to harness these influences and redirect them so as to optimize learning. The most conspicuous characteristics of Suggestopedia are the decoration, furniture, and arrangement of the classroom, the use of music, and the authoritative behavior of the teacher. The method has a somewhat mystical air about it, partially because it has few direct links with established learning or educational theory in the West, and partially because of its arcane terminology and neologisms, which one critic has unkindly called a package of pseudo-scientific gobbledygook (Scovel 1979: 258). The claims for suggestopedic learning are dramatic. There is no sector of public life where suggestology would not be useful (Lozanov 1978: 2). “Memorization in learning by the suggestopedic method seems to be accelerated 25 times over that in learning by conventional methods” (Lozanov 1978: 27). Precise descriptions of the conditions under which Suggestopedia experiments were run are as hard to come by as are precise descriptions of successful classroom procedures. For example, Earl Stevick, a generally enthusiastic supporter of Suggestopedia, notes that Suggestopedia teachers are trained to read dialogues in a special way. The precise ways of using voice quality, intonation, and timing are apparently both important and intricate. I have found no one who could give a first-hand account of them (Stevick 1976: 157). Lozanov acknowledges ties in tradition to yoga and Soviet psychology. From raja-yoga, Lozanov has borrowed and modified techniques for altering states of cons