Chinese teacher must see: let the classroom "move" teaching method!

Many professors of the elementary school lower grade Chinese teachers often plaint "hard" teaching Chinese language, especially in the requirements under the condition of teaching Chinese language in Chinese, the teacher should not only consider elementary school students to understand what I taught you can smoothly, and to consider how to enhance Chinese learning interesting, in order to promote students' learning enthusiasm, also want to consider the effectiveness of learning at the same time, avoid the students didn't have a chance to speak in the classroom practice, after class can't open the mouth, and so on and so forth.

许多教授小学低年级的汉语教师时常感叹教汉语“难”，尤其是在要求用汉语教汉语的情况下，老师既要考虑小学生对所教的内容能否顺利理解，又要考虑如何增强汉语学习的趣味性，以促进学生学习的积极性，同时也要考虑学习的实效性，避免出现学生在课堂中没有机会开口练习，课后开不了口等情况。

The most obvious characteristic of children is active and active, unable to sit still, when learning energy concentration time is relatively short. At the same time, children's cognitive ability is also in the initial stage of development, logical thinking ability has not developed, lack of due knowledge and ability support.

儿童最明显的特点就是活泼好动，坐不住，学习时精力集中时间比较短。同时，儿童的认知能力也处于发展的起始阶段，逻辑思维能力还没有发展起来，缺乏应有的知识和能力支持。

According to these characteristics of children, should we try to restrain students' behavior and let them learn Chinese like adults, or combine children's active characteristics with Chinese learning? Is there a Chinese teaching method that lets children "move"? The answer is yes -- the whole body response method.
The whole body response method was founded by American psychologist ascher in the early 1960s and prevailed in the 1970s.

根据儿童的这些特点，是努力约束学生的行为，让他们像成人一样学习汉语呢，还是把儿童好动的特点与汉语的学习结合起来？有让孩子们“动起来”的汉语教学法吗？答案是肯定的——这种方法就是全身反应法。

全身反应法是美国心理学家阿舍尔在20世纪60年代初创立的，盛行于70年代。

"Listening to commands -- doing actions" is the most prominent feature of the whole body response method, that is, the teacher first designs the teaching content into a series of instruction language items, and then asks students to respond to these items with their bodies, for example, the teacher says "stand up and clap your hands! After the students understand, they should immediately do "stand up and clap" together.

“听指令——做动作”是全身反应法最显著的特征，即：教师先把教学内容设计成一系列指令式语言项目，然后请学生对这些项目用身体做出反应，比如，老师说“站起来，拍拍手！”，学生听懂后，马上一起做“站起来并拍手”的动作。

Students should improve their comprehension through their body's reaction to language. This physical response should be controlled by the teacher with planned instructions. Students act according to the teacher's instructions so as to perceive and understand the language.

学生应通过身体对语言的反应动作来提高理解力。这种身体反应，应该由教师用有计划的指令来控制。学生根据教师的指令做出相应的动作，从而感知并理解掌握语言。

Such an approach emphasizes listening comprehension ahead. First, develop students' listening comprehension ability, and then ask students to express in spoken English. Students are allowed to speak when they are prepared. The teacher does not force the students to speak. In order to reduce students' nervousness, teachers put more emphasis on the meaning of the language rather than the form -- just say the right meaning, and not always focus on students' mistakes such as grammar.

这样的方法强调听力理解领先。首先培养学生的听力理解能力，然后再要求学生用口语表达。允许学生在预先做好准备的情况下发言。教师不强迫学生开口。为了降低学生的紧张情绪，老师更多地强调语言的意义而不是形式——意思说对就好，不总盯着学生的语法等错误。

Because Chinese is a language that attaches great importance to word order and function words, it is not easy for children in many countries to master Chinese well. At present, the popular communicative teaching method is a teaching method system focusing on the cultivation of communicative competence based on the language function. However, adult daily expressions, such as asking for directions, shopping and talking about business, are beyond the communicative scope and understanding ability of children, and it is difficult for children to fully accept them. However, according to the psychological characteristics such as children's love of movement and difficulty in sustaining attention, the teaching method of children's Chinese body reaction allows children to learn Chinese by running, jumping and playing games instead of listening to the teacher in a regular manner. In this way, the classroom atmosphere is active, children learn emotions actively and their attention lasts longer.

由于汉语是重视语序与虚词的语言，对于相当多国家的儿童来说，要掌握好汉语是很不容易的。目前流行的交际教学法是以语言功能为纲，着重培养交际能力的教学法体系，但成人化的日常用语，如问路、购物、谈生意，又超出了儿童的交际范围和理解能力，儿童很难完全接受。而儿童汉语身体反应教学法是教师根据儿童爱动、注意力难以持久等心理特征，让孩子通过跑、跳、做游戏学习汉语，而不是规规矩矩地坐在凳子上听讲，这样课堂气氛活跃，儿童学习情绪主动，注意力比较持久。

We should pay attention to the use of classroom language, which is the beginning of cultivating children's good classroom learning habits and language sense. Most classroom expressions are imperative sentences. Ascher believes that verbs, especially verbs in imperative sentences, are the central content of language, and language use and language learning should revolve around them. In response to the teacher's actions, students will stare at the teacher with their eyes. Almost at the same time they see the actions, they also hear the language. The images in their mind are combined with the language. In this way, it not only simplifies the explanation of classroom expressions, but also attracts the attention of children to the teachers, so that they can use their eyes, ears and brain to improve the effect of listening. For example, in the early natural acquisition of the classroom expression "stand up", if the teacher simply said "please stand up" to the student, the student would be very clear. Over time, the students will naturally understand this class expression.

要重视课堂用语的运用，它是培养儿童良好课堂学习习惯及语感的开端。课堂用语多为祈使句，阿舍尔认为：动词，尤其是祈使句中的动词，是语言中的中心内容，语言使用和语言学习都要围绕它展开。教师在第一次讲课时要边说边做，为响应老师的动作，学生一定会用眼睛盯着教师，几乎在看到动作的同时，也听到语言，头脑中图像与语言相结合，无需中文解释，便能理解词语。这样，既简化了课堂用语的讲解，又将儿童的注意力吸引到授课教师的身上，让他们做到眼、耳、脑并用，提高了听讲效果。例如：在课堂用语“站起来”的自然习得初期，教师如果单一地对学生说“请你站起来”，这个学生就很清楚了。久而久之，学生就自然而然地听懂了这句课堂用语。

Games are a staple of children's lives. The advantage of whole-body response teaching method is to emphasize the interactivity of the body and the vividness of teaching, so that children can learn more intuitively in the game. It can also better stimulate children's interest in learning Chinese. Because interest is the best teacher, the interest and learning organic combination, not only mobilize the learning momentum, but also suitable for children's learning state.
Such as teaching "look for to find, find friends, find a good friend, make a ritual, shake hands, you are my good friends" this nursery rhyme, can make the game full of action, "find friends" everybody sang together, finally took a handkerchief students put handkerchief secretly behind a classmate, when he was unaware of around a circle and then catch him, by the students with a handkerchief repeat game, know everyone will sing this song, and understand the meaning of the lyrics... Such games keep students interested. This method of learning songs is helpful to cultivate children's Chinese consciousness and thinking in a happy and relaxed atmosphere.

游戏是儿童生活中的主要内容。全身反应教学法的优势是强调身体的互动性、教学的生动性，以便让孩子在游戏中更直观地学习。也可以更好地激发孩子对汉语学习的浓厚兴趣。因为兴趣是最好的老师，将兴趣与学习有机地结合，不仅调动了学习的动力，而且适合儿童的学习状态。

比如在教“找找找，找朋友，找到一个好朋友，敬个礼，握个手，你是我的好朋友”这首儿歌时，可以一边做“找朋友”这个充满动作的游戏，大家一起唱歌，最后拿着手帕的学生把手帕偷偷放在某个同学背后，在他不知情时绕一圈后再抓住他，由这个同学拿着手帕 再重复游戏，知道大家都会唱这首歌，并弄懂了歌词的意义......这样的游戏让学生兴趣盎然。这类学习歌曲的方法有助于在欢乐、轻松的气氛中培养儿童的汉语意识和汉语思维。

The teaching procedure arrangement of whole-body response teaching method is roughly as follows:
1. The demonstration. The teacher clearly sends out the language instruction (or the language message), and with the movement auxiliary explanation, the student listens attentively understands its meaning, prepares for the response, is called listens attentively.
2. The teacher gives orders to students to make action response, absorb language knowledge and try to link language and action, which is called imitation "moving" listening.
3. Ask some students to give the order and others to act until all students can speak and act. Children continue to subconsciously absorb and internalize the language materials they hear, develop a sense of language, speak naturally, and give feedback and reinforcement through movement to make a whole body reaction.

全身反应教学法的教学程序安排大致如下：

1.示范。教师清楚地发出语言指令（或语言信息），并配以动作辅助说明，学生静听理解其意，为反应做好准备，称之为静听。

2.教师发令，让学生做出动作反应，吸收语言知识，把语言和动作试着联系起来，称之为模仿“动”听。

3.让部分学生发令，另一部分学生做出动作，直到所有的学生都可以边说边做动作。儿童对听到的语言材料不断潜意识地吸收、内化，行程语感，自然开口说话，并以动作反馈、强化，做出全身反应。