TPR教学技能特征及培养措施

TPR教学法符合儿童学习和第二语言习得规律,得到幼儿英语教师的认可。该教学需要教师有较强的教具制作和运用能力;较强的模仿、表演能力;良好的英语歌曲演唱能力及舞蹈表演能力;良好故事创编能力;标准的英语语音及流畅的口语;良好的肢体语言表达能力。通过加强学生语音训练,强化口语表达,培养学生用英语组织教学的能力;加强学生英语歌曲演唱训练,突出培养学生英语儿歌说唱能力增加学生的美术课时量,整合美术课程内容,重点培养学生手工制作能力;鼓励学生下园见习,加大实践教学力度,重点培养学生的教学技能(实践能力),培养幼儿英语教师的TPR教学技能。

学前英语教育专业学生TPR教学技能的培养

在幼儿英语教学中，全身反应教学法（TPR）得到广大教师的认可。这一教学法符合儿童的学习规律和第二语言习得规律，但对教师有较高要求。针对这些要求，应从以下方面对学前英语教育专业学生加强培养：加强语音训练，强化口语表达，培养学生用英语组织教学的能力；加强英语歌曲演唱训练，突出培养学生英语儿歌说唱能力；增加美术课时量，整合美术课程内容，重点培养学生手工制作能力；鼓励学生下园见习，加大实践教学力度，重点培养学生的教学技能（实践能力）。

The Need for Music as a Learner＇s Characteristic Affecting the Effects of Educational Films

This paper is about the development of applications for a more specific and therefore more effective teaching and instructional technology usage in classrooms. It investigates the relationship between a lack of music in educational films and its effect on film evaluation and interest gain in educational film topics. Results of the presented study raise the assumption of a need for music as central characteristic of learners related to the effects of educational science films： Basically, it shows that the evaluation of educational films is based on emotional as well as on factual criteria and that both dimensions are positively related to the interest of learners in the film content. Further it shows that learners with need for music, compared to their classmates that do not state a need for music, exhibit a significant worse evaluation on the film factual characteristics and a reduced class performance, as measured by reduced interest in the film topic, the research area and the motivation to carry out follow-up research on the topic. Implications are discussed.