论文部分内容阅读
语言教师一直以来都在关注教育体系中传统的语言教学方法的不足之处。因此语言教学法的钟摆正从“方法”向“后方法”摆动,尽管它仍然在这个运动的过程中。然而,“后方法”只是批判性地看待传统方法的一种思维方式,并不意味着“方法”的终结。“后方法”只是对“方法”概念的补充,二者的关系是辨证统一的。后方法时代的外语教学应以基于社会语言文化和语言学习理论的教学体系为指导,确定一系列相应的教学原则,并根据课程要求、教学目的、学生需求、学习风格、教学环境等设计安排教学活动,构建一个以教师自主教学为原则的、富有个性化的外语教学模式。
Language teachers have long been concerned with the shortcomings of traditional language teaching methods in the education system. So the language teaching method’s pendulum is swinging from “method ” to “post method ”, although it is still in the process of this movement. However, “post method ” is only a critical way of thinking about traditional methods, and does not mean the end of “method ”. “Post method ” is only a supplement to the concept of “method ”, the relationship between the two is dialectical unity. In the post-method time, foreign language teaching should be guided by the teaching system based on social language culture and language learning theory to determine a series of corresponding teaching principles and to arrange teaching according to the curriculum requirements, teaching purposes, student needs, learning styles and teaching environment Activities, to build a teacher-independent teaching principle, personalized foreign language teaching mode.