The Application Research Of TPR In Chinese Classes In Elementary And Secondary Schools In Missouri,USA

Total Physical Response(TPR)involved in this article is a teaching method proposed by the famous American psychologist James Asher in the 1960 s.This teaching method emphasizes second language teaching through body movements,and advocates "listening before speaking".By designing a variety of classroom activities,students will naturally acquire language skills in a relaxed learning environment.Since the TPR was introduced to China at the end of the 20 th century,it has been valued by many domestic scholars and teachers,and they have achieved certain results in research and teaching.After consulting relevant materials,I find that this teaching method is widely used in children's English teaching,but there is less research on teaching Chinese as a foreign language to American elementary and middle school students.Therefore,I combined my own teaching experience in Missouri,USA to propose the research topic of this paper: Whether the TPR is suitable for Chinese language teaching in American primary and secondary schools,and whether its teaching effect is better than traditional teaching methods.Through the use of the TPR and other teaching methods in the teaching classes,a comparative teaching experiment was conducted to obtain experimental data analysis and demonstration research topics.This paper consists of six chapters.The first chapter is the introduction.Starting from the background of the topic,clarifying the research objects and scope.The research contents of this thesis in different fields are summarized and elaborated,the research methods also are introduced.The second chapter introduces the related theories of TPR,which mainly includes three aspects of second language acquisition,memory traces in psychology and the theory of left and right brain division.The teaching principles and basic teaching steps of the TPR are summarized.The third chapter analyzes the teaching elements of using the TPR to teach Chinese.Firstly,the characteristics of classroom teaching in American primary and secondary schools are analyzed,which also points out the applicability of the TPR.The second part is an introduction to the Chinese language learning in Missouri,and last,the Chinese courses and students of the school I teach are analyzed.The fourth chapter is the combination of the TPR theory and teaching practice.Select three typical Chinese teaching cases in my teaching,collect the data of classroom observation and test,analyze and reflect on them.The fifth chapter summarizes the teaching experiment results.I discovered the advantages and disadvantages of the TPR method,and put forward some suggestions for teaching Chinese as a foreign language based on the problems found in the research.The sixth chapter is the conclusion.It summarizes the investigation results and points out the inadequacies of the research in this paper.