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基于对方法概念局限性的不满,以及后现代主义和相关学科理论的支持,后方法外语教学思想应运而生,尝试综合多种因素从更广的视域来看待外语教学。Kumaravadivelu提出的后方法语言教育框架中包括三个参数和十条宏观策略等,倡导关注具体情境、注重教师认知自主性等,为外语教学构建了可遵循的指导原则和可操作的实践理念。后方法理念提醒我们要关注我国外语教学中各路教学法的辩证取舍、本地特色外语教学建设以及外语教师个人实践理论的构建等问题。
Based on the dissatisfaction with the limitations of the concept of methodology and the support of postmodernism and related discipline theory, the post-method foreign language teaching idea came into being, trying to synthesize many kinds of factors to treat foreign language teaching from a broader perspective. Kumaravadivelu proposed post-method language education framework includes three parameters and ten macro strategies, advocating attention to specific situations, pay attention to the autonomy of teachers and so on, for foreign language teaching to build can follow the guiding principle and practical concept of practice. The concept of post-method reminds us to pay attention to the dialectical choice of various teaching methods in our foreign language teaching, the construction of local characteristic foreign language teaching and the construction of foreign language teacher’s personal practical theory.