库玛(B.Kumaravadivelu)是第二语言教育研究领域“后方法理论”的重要建构者和开拓者,自1994年首倡“后方法”宏观语言教学策略以来,始终坚定推动这一理论的发展。在我的认识中,该理论虽以“后方法”命名,但研究重心并不仅仅停留在对传统教学方法的批判上,而是紧扣“教师教育”这一主线,围绕语言教师的身份与角色进行解构与再建构,在语言教学实践和教师培养发展方面,积极植入并践行“教师赋权”的理念,使之成为“后方法理论”发展的核心命题。“后方法理论”的出现绝非偶然。正确把握它的实质,需要我们将目光投向更为宏观的当代教育研究范 B. Kumarravadivelu is an important constructor and pioneer in the field of second language education and post-theory theory. Since the first “post-method” macro-language teaching strategy was initiated in 1994, it has always been advancing this Theoretical development. In my understanding, although the theory is named after “post method”, the focus of research is not merely on the critique of traditional teaching methods, but on the main line of “teacher education”, focusing on language Deconstructing and reconstructing the identity and role of teachers, actively implanting and practicing the concept of “teacher empowerment” in language teaching practice and teacher training and development, making it the core of the development of “post methodology” Proposition The emergence of “post-methodology” is by no means accidental. Correctly grasp its essence, we need to turn our attention to a more macro model of contemporary education research