在汉语教学进一步实现国际化和本土化的现实需求中，对基础教育阶段的汉语教学法研究日益引起学界的重视。TPR教学法是建立在语言学、心理学和教育学等多学科基础上的教学法理念，被广泛用于教学实践。本文在现有的相关研究基础上，进一步系统整理了TPR教学法在初级汉语词汇教学中的方法和理念，以美国诺曼D学校的中小学教学实践为主要研究内容，通过教学实验、问卷调查和面对面访谈等形式，对TPR教学法在中小学初级汉语词汇教学中的应用展开研究。

本文共六章，分为三个部分。

第一部分为第一章绪论和第二章D学校初级汉语词汇教学设计。

第一章讲述了本文的选题缘起和研究意义；在对TPR教学法理论和研究现状系统梳理后，发现了在面向中小学初级汉语词汇教学方面的研究创新点；在此基础上，提出本文的研究方案。第二章详细介绍了本文将TPR教学法应用于中小学初级汉语词汇教学的教学设计理念和D学校的实验设计，突出强调了教学设计需要重点把握内容与形式之间的关联性。

第二部分为第三、四、五章，分别讨论教学实施、教学反馈及调查结果等。

第三章进行了分层对比的教学实施，在中小学不同年级阶段的初级汉语词汇教学中应用TPR教学法和其他教学法，以此展现不同教学法指导下词汇教学效果的差异性，在实施过程的观察分析中凸显TPR教学法的优势和特点。第四章从学生课堂表现、教学评价和教学反思三个方面论述TPR教学法在中小学初级汉语词汇教学中应用的反馈，力求从多角度进行综合评价，对TPR教学法的实际效果有更加全面的认识。第五章从问卷调查结果中分析了汉语教师对TPR教学法在行为动作、汉语要素、心理认知三个层面的认可度和接受度等，从访谈记录中深入了解TPR教学法在初级汉语词汇教学应用上的困惑和疑虑。

第三部分为第六章，是本研究的结论。结论归纳了在中小学初级汉语词汇教学中TPR教学法展现出来的六点特质，分别是动态教学、主体教学、智力教学、高效教学、趣味教学和平等教学，进而提出了关于教学、培训和未来研究的建议。

In the actual demand for further internationalization and localization of Teaching Chinese to Speakers of Other Language (TCSOL), the study of Chinese teaching methods in the basic education stage has increasingly attracted the attention of the academic circles. Total Physical Response (TPR) is a teaching method based on linguistics, psychology and pedagogy. It is widely used in teaching practice. Based on the existing relevant research, this thesis further systematically sorted out the methods and concepts of TPR in primary Chinese vocabulary teaching. The main research content is the teaching practice in Norman Discovery School (D School) of the United States. Through teaching experiments, questionnaire surveys, face-to-face interviews and other forms, we can observe the application of TPR method in primary Chinese vocabulary teaching of elementary and middle schools.

This thesis consists of six chapters, divided into three parts.

The first part is the first chapter Introduction and the second chapter Primary Chinese vocabulary teaching design of D School.

The first chapter tells the origin of this topic and the research significance; after systematically sorting out the theory and research status of TPR method, we can discover the research innovations in primary Chinese vocabulary teaching of elementary and middle schools. On this basis, the research plan is proposed. The second chapter introduces in detail the teaching design of TPR method applied to primary Chinese vocabulary teaching in elementary and middle schools and the experimental design of D School, highlighting the need for teaching design to grasp the relationship between contents and forms.

The second part includes Chapters 3, 4 and 5, which discusses teaching implementation, teaching feedback, and survey results respectively.

Chapter 3 carries out the stratified and contrasted teaching implementation. The TPR and other teaching methods are used in the primary Chinese vocabulary teaching in different grades so as to show the difference in the vocabulary teaching effect under the guidance of different methods. The observation and analysis of the process highlights the advantages and characteristics of TPR method. Chapter 4 discusses the feedback of TPR method on primary Chinese vocabulary teaching of elementary and middle school from three aspects: student classroom performance, teaching evaluation and teaching reflection. And it strives to carry out a comprehensive evaluation from multiple perspectives on TPR method. Chapter 5 analyzes the recognition and acceptance of TPR method on behaviors, Chinese elements, and psychological cognition by Chinese teachers from the questionnaire survey results. Finally, it gains an in-depth understanding of TPR method on primary Chinese vocabulary from interview records confusion and doubt in teaching applications.

The third part is Chapter 6, which is the conclusion of this study. It summarizes six characteristics of TPR method in primary Chinese vocabulary teaching of elementary and middle schools, which are dynamic, subject, intelligence, efficient, fun and equal. In the end, it put forward suggestions about teaching, training and future research.