认知教学法 (英语)

认知法 一、Brief introduction 认知教学法,又称认知-符号法,或认知-符号学习理论,是按照认知规律,调动学习者智力潜能,努力去发现和掌握语言规则,创造性地活用语言的一种外语教学法体系。 二、Basic theory Like the Audiolingual Method, the Cognitive Approach looks for a rationale in linguistics and psychology.he Cognitive Approach seeks in transformational grammar and cognitive psychology a basis for second language teaching. 1 Transformational Grammar :Chomsky maintained that language is an intricate rule-based system;Every normal human being is born with a LAD(language acquisition device).It is competence that a child gradually acquires, and it is this language competence that allows the child to be creative as a language user. 2 Cognitive psychology: Cognitive psychology emphasis on the various mental processes used in thinking, remembering, perceiving, recognizing, classifying, etc.The Cognitive Psychologist hold that learning must involve organization of material and learning should be structured.Structure has given meaning to parts previously incomprehensible. 三、characteristics 1)认知法明确指出,外语教学应以学生的认知活动为主,而不应让 教师主宰课堂。采取直接法和听说法的教师往往主观 设计 领导形象设计圆作业设计ao工艺污水处理厂设计附属工程施工组织设计清扫机器人结构设计 各种教学环节, 认知法却要求教师的备课建立在学生认知的特点上,根据学生认知过程 进行教学。 2)认知法的一个重要特点是反对机械模仿,注重培养学生的创造性 思维,鼓励学习和使用外语中的创新精神。为此,认知法要求让学生明 确每堂课甚至每一练习的教学目的,无论是学习语言知识还是技能训练 都强调理解其中的内容,使学生能根据教学目标创造性地学习。 3) 认知法的教学重视语法,必要时可用母语进行教学。然而,认知 法的语法教学又与语法翻译法不同,它要求通过有意义的练习达此目的。 同时,认知法根据认知心理学的原理,强调教学必须遵循从学生已知, 即已掌握的知识,到未知,即新知识领域的认识过程,它不同于语法翻 译法大量使用的演绎法。 ) Knowledge of language rules facilitates learning. 2) Rules are taught deductively. 3) Competence comes before performance. 4) The learner is the center of classroom teaching./learner-centered class. 5) Language practice is the main form of classroom teaching. 6) Learning is based on understanding. 7) Cognitive Approach gives equal importance to all the four skills. 8) Mistakes are unavoidable. 1. The Cognitive Approach concentrates on the learner’s processes of knowledge rather than on mechanistic procedures imposed upon his by the teacher. At the level of linguistic theory, it signals a rejection of the view that language is external to the mind of the individual. Cognitivism states that ①knowledge of language rules facilitate learning.The basic tenet of the Cognitive Approach which is different from that of the Audiolingual Method is, while in the Audiolingual Method, teachers were warned not to tell the learner about the language, that is, not to teach grammar. ②Grammar are taught deductively.In the Cognitive Approach, teachers are required to tell the learner about the language, because knowledge of language rules facilitates learning. 1. The Cognitive Approach concentrates on the learner’s processes of knowledge rather than on mechanistic procedures imposed upon his by the teacher. 2. At the level of linguistic theory, it signals a rejection of the view that language is external to the mind of the individual. 3. At the level of phychological learning theory, it signals a rejection of stimulus-response models. 4. At the level of teaching techniques, it signals the environment of deliberate grammar teaching as an aid to learning. 5. Cognitivism states that ①knowledge of language rules facilitate learning. 6. The basic tenet of the Cognitive Approach which is different from that of the Audiolingual Method is, while in the Audiolingual Method, teachers were warned not to tell the learner about the language, that is, not to teach grammar. ②Grammar are taught deductively. In the Cognitive Approach, teachers are required to tell the learner about the language, because knowledge of language rules facilitates learning. 8. It is believed that knowledge of language rules form the learner’s language foundation. They must learn the rules of the language before applying them. ③Competence comes before performance. 9. The Cognitive Approach holds that grammar is important, but is never taught for its own sake. The learning of grammar should be conducted in a functional way so that students may apply what they have learned to actual communicative situations. 10. The Cognitive Approach believes that learners play a decisive role in foreign language learning. 11. To achieve the teaching objectives, the teacher must understand the psychology of the learner. 12. Positive attitude, confidence, strong motivation and correct learning method all play a part in the success of language learning. 13. Since ④the learner is the center of classroom teaching,⑤ language practice should be the main form of learning. 14. Opportunities should be provided so that students can develop the ability of using the target language through active participation in language communication. 15. In a Cognitive classroom, it is the teacher’s responsibility to teach the students not only language knowledge and language skills, but also the ability to learn by themselves. 16. The Cognitive Approach insists that ⑥learning is based on understanding. Human type learning is different from animal type learning which is the result of stimulus-response. Language learning is a creative process. The students can only perform after they have understood the system of the language. We can’t imitate without activating a cognitive process. 17. The teacher should always make sure that students understand what they are doing. 18. In a Cognitive Approach classroom, meaningful learning and meaningful practice are emphasized during the entire learning process. In a meaningful process like second language learning, mindless repetition, imitation and other rotely oriented practices have no place in the classroom. 19. The Cognitive Approach ⑦gives equal importance to all the four skills. Any of them could get priority according to the goal of the course and the needs of the students. It is held that the receptive skills----listening and reading----should precede speaking and writing, because they are the means of developing and expanding competence, without which there will be no performance. Especially in a Foreign Language learning situation, written materials can help learning. 20. When a foreign language learner can resort to all the possible target language resources, learning will be more effective. 四、Principle 1以学习者为中心自学为主:以学生为中心教学为指导充分发挥学生自主 性创造性 2理解基础上进行学与练:强化汉语环境,自觉学习与自然习得相结合 3认知法的教学目是为了使学生的语言能力能接近以所学语言为本族语的人的水平。认知法所指的“语言能力”是生成转换语法理论所主张的内化语法规则的能力,它体现在听说读写四种技能之中.要求听说读写全面训练:听说读写全面要求,分阶段侧重,口语、 书 关于书的成语关于读书的排比句社区图书漂流公约怎么写关于读书的小报汉书pdf 面语协调发展。 4利用母语、对错误进行有分析的指导:利用母语进行与汉语的对比分析,严格使用母语或中介语 5运用电教手段营造教学情境:加强直观性充分利用现代教学技术 五、comment 1 advantage and disadvantage 1)Advantage: (1)认知法强调培养学生的创造性思维,这是传统外语教学法的薄弱 之处。在外语教学中发展创造性思维和提倡创造性精神不仅能从根本 上提高学生的外语水平,而且有利于加强对学生总体的素质教育,符 合新世纪对人才的要求。 (2)认知法主张外语学习必须理解语言规则,语言练习必须有意义并 结合学生的生活实际,有利于调动学生学习的积极性,也有助于提高 使用外语的准确性(accuracy)和得体性(appropriateness),这恰 恰是听说法所欠缺的。 2)Disadvantage: (1)使用认知法时,讲解语法必须恰到好处。若费时过多或 讲解过于详尽,就可能走到语法翻译法的老路上去。同时,认知法强调语言练习必须有意义,全盘否定机械操练,在实际教学中并不可行。 特别是在初学阶段,一定数量的机械练习是不可避免的。因此,如何处理语法教学和机械操练与有意义练习的比例仍然是认知法需要探讨的问题。 (2) 认知法的另一个缺点是未强调培养学生的交际能力。在使 用认知法时应多开展课外活动,为学生使用外语进行交际提供更多的条件和机会。 (3)较多地运用在教本国人学外语上,缺乏用认知法教外国人 学外语的实践,因此尚需在理论和实践上加以探索 2 Contribution (1)最大的贡献是提倡以学习者为中心,注重调动学习者积极性 (2)对其他的教学方法进行了批判性的继承,把认知心理学及当代心理 学引入对外语教学中。