本文梳理了从“方法”时代到“后方法”时代的语言教学法,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,美国著名第二语言教学专家库玛(Kumaravadivelu)提出了三个参数和十项宏观教学策略等的“后方法”语言教学观。“后方法”语言教学观倡导关注具体隋境、注重教师认知自主性等,为第二语言教学构建了可遵循的指导原则和可操作的实践理念。库玛教授在其新作《全球化社会引领下的语言教师教育》中提出了“面向教师教育的KARDS模型”。KARDS代表的是“知”(knowing)、“析”(analyzing)、“辩”(recognizing)、“行”(doing)和“观”(seeing)。这种包含多元模块的综合教育模式,或许可从根本上变革语言教师教育的理念和实践。 Based on the dissatisfaction with the limitation of the concept of “Method ” and the support of postmodernism and related discipline theory, the author of the famous American second Kumaravadivelu, a language teaching expert, put forward the concept of “post-method” language teaching with three parameters and ten macro-teaching strategies. “Post Method ” The concept of language teaching advocates the specific Sui environment, pay attention to the teacher’s autonomy and so on, for the construction of the second language instruction can follow the guiding principles and practical concept of practice. Professor Kumar proposed “KARDS Model for Teacher Education” in his new book, “Language Teacher Education under the Guidance of Globalized Society”. KARDS stands for “knowing,” “analyzing,” “recognizing,” “doing,” and “seeing.” This multi-module integrated education model may fundamentally change the philosophy and practice of language teacher education.