摘要
在外语自主学习体系中,教师的角色作用开始受到越来越严峻的挑战与考验。"后方法"理论为教师实现角色再定位提供了理论视点。就自主学习的动机与心理准备而言,教师通过结合中国外语学习者的特色及自主学习体系对学生的要求,采取具有鲜明"后方法"特色的劝导式教学,能有效帮助学习者增强自主学习意识,成功实现从传统型教师到新型教师角色身份的转变。本研究对于高校各类语言教师及中学英语教师在自主学习体系中的角色转换亦有明显的借鉴作用。
The study offers a post-method perspective on the transformation of teachers' role in the current Chinese context of learner autonomy. With teachers' role in an autonomous learning system being increasingly challenged,post-method pedagogy provides strong support for the existence of a new type of teacher that is indispensable in EFL teaching and learning. The case study reported in the paper reflects how the teacher successfully transforms his / her role to fit the new EFL teaching context in China,and how the 'persuasive communication 'teaching process matches the three dimensions of post-method theories on teachers' role. It also bears strong implication to high school English teachers on how they could adapt to their role change in the context of learner autonomy.
出处
《外语与翻译》
2016年第2期51-56,98,共6页
Foreign Languages and Translation
基金
2012年广东省高等教育教学改革项目(项目号:2012020)
第七批“中国外语教育基金”项目(项目号:ZGWYJYJJ2014A15)的部分研究成果
