摘要
外语教师多少都面临过教学法无法有效指导现实教学的窘境,而教师们也习惯性寄希望于理论家提出更为完美的教学范式以解决现实教学中的种种问题。这时外语教师其实已亲手让出了本属自己的理论构建主动权,这便是外语教学“方法时代”对教师思维层面的“奴役”。而“后方法时代”教学法的提出,试图从另一角度解释教学理论与教学实践的共生关系,启发并解放外语教师的思维方式。构成该教学法基础的特殊性、实用性和可能性要素也可作为教学实践的指导原则。联系上述三个要素对法语语音阶段的教学实践进行分析与反思,总结语音教学中采用的具体方法,可以为法语教学工作者进行相关教学拓宽思路并提供参考。
Foreign language teachers are more or less faced with the following dilemma:pedagogy is not always effective in guiding real-life teaching,but they are accustomed to waiting for theorists to come up with more perfect paradigms to solve real-life teaching problems.This is typical of the“methodological era”in foreign language teaching,which has effectively resuted in teachers negating the initiative to build theories on their own and being“enslaved”in terms of problem-solving.“Post-methodological”pedagogy,on the contrary,is an attempt to account for the symbiotic relationship between teaching theory and teaching practice,and thus inspire foreign language teachers and liberate them from stereotypes.The three parameters,particularity,practicability and possibility,which form the basis of this novel conceptual approach,can also serve as guiding principles for teaching practice.Analyzing and reflecting on the practice of French phonetic teaching and revisiting the specific methods used in such teaching phase in light of those three parameters,will broaden thinking and provide guidance for teachers of French in their teaching of the subject.
关键词
“后方法时代”
外语教学法
三个要素
法语语音教学
“post-method era”
foreign language teaching method
three parameters
French phonetics teaching
