摘要
教学法长期占据着外语教学研究的主导地位,然而不断追求“最佳”教学法的方法视角暴露出的问题值得深思。后方法语言教学所独具的特征及强调教师作为教学实践理论的建构者,为我国审视外语教学研究提供了新的视角。后方法语言教学既不是替代教学法的一种方法,也不是对教学法的否定与排斥,而是对教学法的超越与重建,其重建的最终目的是形成个人教学实践理论。后方法理念对我国当前的外语教学研究具有重要启示。
Teaching methods have long occupied the dominant position in foreign language teaching research.However,the perspective of the continuous pursuit of“best”teaching method reveals problems worthy of reflection.The unique features of post-method and its emphasis on teachers as constructors of teaching practice theory provide a new perspective for China to examine foreign language teaching research.Post-method language teaching is neither an alternative to the teaching method nor a negation and rejection of the teaching method,but a transcendence and reconstruction of teaching method,whose ultimate goal is to form a theory of personal teaching practice.Therefore,the post-method concept has important implications for the current foreign language teaching research in China.
作者
但武刚
楚慧杰
Dan Wugang;Chu Huijie(School of Education Central China Normal University,Wuhan Hubei 430079,China)
出处
《课程．教材．教法》
CSSCI
北大核心
2020年第1期97-103,共7页
Curriculum，Teaching Material and Method
关键词
外语教学法
后方法
超越
重建
foreign language teaching
post-method
transcendence
reconstruction
