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“后教学法”是指20世纪后期西方语言教学研究中出现的从根本上超越传统教学法概念的外语教学思想。文献表明,在教师教学理念得到革新的后教学法时代,文化机制中的人本因素日趋受到重视。在职外语教师研究取向由行为主义转向了人本主义,研究视角超越了客体的方法论走向主体的学习应用,延伸到教师认知研究,教师信念研究及文化机制对外语教师成长的影响研究,行动研究模式使外语教师成为与理论家“共同讨论,改进实践”的研究者。作为非本族语者的我国广大外语教师具有双重文化身份,针对中国文化情境,外语在职教师研究亟待超越西方二语理论的束缚,拓展研究范畴,从社会学、心理学、教育学的多维视角来寻找教师发展的人本化本土化特征及对策。
“Post teaching method ” refers to the foreign language teaching thought that appears in the study of western language teaching in the late 20th century that fundamentally surpasses the traditional teaching method. The literature shows that in the era of post-teaching methods where teachers’ teaching ideas are innovated, human factors in cultural mechanisms have drawn increasing attention. The study orientation of serving foreign language teachers turned from behaviorism to humanism. The research perspective goes beyond the methodological application of object to the main body, and extends to the research on the impact of teachers’ cognitive research, teacher’s beliefs and cultural mechanisms on the growth of foreign language teachers. The model enables foreign language teachers to become researchers working with theorists to “discuss and improve practice.” As a non-native speaker, the majority of foreign language teachers in our country have dual cultural identities. In view of the Chinese cultural context, the study on foreign teachers urgently needs to go beyond the bounds of the Western Second Language Theory and expands the scope of the research. From a multidimensional perspective of sociology, psychology and pedagogy To find the humanistic localization of teacher development and its countermeasures.