| 外语教学的“后方法”视角 |
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| 引用本文： | 薛芬.外语教学的“后方法”视角[J].天津师范大学学报(基础教育版),2010,11(2):60-64. |
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| 作者姓名： | 薛芬 |
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| 作者单位： | 西北师范大学外国语学院,甘肃,兰州,730070 |
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| 摘 要： | 基于对方法概念局限性的不满,以及后现代主义和相关学科理论的支持,后方法外语教学思想应运而生,尝试综合多种因素从更广的视域来看待外语教学。Kumaravadivelu提出的后方法语言教育框架中包括三个参数和十条宏观策略等,倡导关注具体情境、注重教师认知自主性等,为外语教学构建了可遵循的指导原则和可操作的实践理念。后方法理念提醒我们要关注我国外语教学中各路教学法的辩证取舍、本地特色外语教学建设以及外语教师个人实践理论的构建等问题。
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| 关 键 词： | 外语教学法 后方法 语言教育理论 |
A Post-method Perspective on EFL Teaching |
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| XUE Fen.A Post-method Perspective on EFL Teaching[J].Journal of Tianjin Normal University(Elementary Education Edition),2010,11(2):60-64. |
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| Authors: | XUE Fen |
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| Institution: | XUE Fen(Foreign Languages College,Northwest Normal University,Lanzhou Gansu 730070,China) |
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| Abstract: | As a consequence of dissatisfaction with the limitations of the concept of method and the support of postmodernism and related subject theories,post-method pedagogy has been constructed as an attempt to unify disparate elements to treat EFL teaching from broader perspectives.Kumaravadivelu's post-method pedagogy framework includes 3 parameters and 10 macroscopic strategies,advocating context-sensitivity,attaching importance to teachers' cognitive decisions,and offering enlightening provocations and guiding ... |
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| Keywords: | foreign language teaching method post-method language teaching theory |
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