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Historia de la metodología de la enseñanza de lenguas



                Suggestopedia

       “The creation of a environment”




                        Alumno: Hector Mendoza
• Cuando una persona más se ríe y más se
  equivoca, más aprende. Esta es la misma
  forma por la cual los niños nos asombran por
  la alta velocidad de aprendizaje, es que lo
  hacen mientras juegan.
4 Principios
• Positive approach. (Everything is possible
  including mistakes)
• Short-term and long-term memory. (Same
  information, strong and intensitive)
• Emotional meaning. (The most important)
• Assimilation before analysis. (First we have to
  assimilate the information as children do, and
  then we analyze the meaning.)
• Prelude (The teacher introduces himself to the
  class)
• First concert reading (The teacher reads a text,
  as a background, playing classical music)
• Decoding (The students remember almost
  everything with fairy-tails, stories, etc.)
• Activation (Card games, little competitions,
  plays, etc.)
• Relaxation concert (Using opera music)
Bibliografía
•   G. Lozanov, (1971)Suggestology and the Outlines of Suggestopedia. Sofía.

•   G. Lozanov & E. Gateva, (1981) The Foreign Language Teacher's Suggestopedic Manual. Sofía.

•   E. Gateva, (1982),Creating Wholeness through Art. Sofía.

•   G. Lozanov: Desuggestive Learning - A Development of Suggestopedia

•   Foster,T.R.V. (1992), Positive Thinking: 100 ways to generate great ideas, Victoria: Wrightbooks
    Pty Ltd.

•   MacGregor,S. (1992), Piece of Mind, Australia: Calm Pty Ltd.

•   Campbell,D.G. (1992), 100 ways to Improve Teaching Using Your Voice & Music, Australia: Ha .

•   F. Skinner. (1979), Contingencias de Reforzamiento. Un análisis teórico. México: Trillas. wker
    Brownlow Education.

•   B. F. Skinner.(1991) El análisis de la conducta. México: Limusa.
Suggestopedia

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Suggestopedia

  • 1. Historia de la metodología de la enseñanza de lenguas Suggestopedia “The creation of a environment” Alumno: Hector Mendoza
  • 2.
  • 3.
  • 4. • Cuando una persona más se ríe y más se equivoca, más aprende. Esta es la misma forma por la cual los niños nos asombran por la alta velocidad de aprendizaje, es que lo hacen mientras juegan.
  • 5. 4 Principios • Positive approach. (Everything is possible including mistakes) • Short-term and long-term memory. (Same information, strong and intensitive) • Emotional meaning. (The most important) • Assimilation before analysis. (First we have to assimilate the information as children do, and then we analyze the meaning.)
  • 6. • Prelude (The teacher introduces himself to the class) • First concert reading (The teacher reads a text, as a background, playing classical music) • Decoding (The students remember almost everything with fairy-tails, stories, etc.) • Activation (Card games, little competitions, plays, etc.) • Relaxation concert (Using opera music)
  • 7.
  • 8. Bibliografía • G. Lozanov, (1971)Suggestology and the Outlines of Suggestopedia. Sofía. • G. Lozanov & E. Gateva, (1981) The Foreign Language Teacher's Suggestopedic Manual. Sofía. • E. Gateva, (1982),Creating Wholeness through Art. Sofía. • G. Lozanov: Desuggestive Learning - A Development of Suggestopedia • Foster,T.R.V. (1992), Positive Thinking: 100 ways to generate great ideas, Victoria: Wrightbooks Pty Ltd. • MacGregor,S. (1992), Piece of Mind, Australia: Calm Pty Ltd. • Campbell,D.G. (1992), 100 ways to Improve Teaching Using Your Voice & Music, Australia: Ha . • F. Skinner. (1979), Contingencias de Reforzamiento. Un análisis teórico. México: Trillas. wker Brownlow Education. • B. F. Skinner.(1991) El análisis de la conducta. México: Limusa.