后方法时代外语教学方法的重建  

Reconceptualizing the Concepts of Methods of Foreign Language Teaching in the Post-Method Era

作　　者：武和平[1] 张维民[1] 

机构地区：[1]西北师范大学

出　　处：《课程．教材．教法》2011年第6期61-67,共7页Curriculum，Teaching Material and Method

基　　金：中国外语教育基金及西北师范大学“知识与科技创新工程”项目资助

摘　　要：外语教学进入后方法时代，教学方法概念的地位和内涵需要重新界定。在后方法时代，方法概念虽然不再享有唯我独尊的核心地位，但仍然应该成为引领外语教师教学实践和专业发展的重要理论资源。从外语教学方法的历史演变来梳理外语教学方法演变的主要线索以及后方法时代主流外语教学方法的核心理念和共同特性，对当今我国基础教育英语课程改革有较大意义。In the post-method era of foreign language teaching, both the status and the content of the concept of teaching method should be redefined. While the concept of method does not have the prestigeous status that it had been enjoying in the history of language teaching, it remains part of the theoretical resources that steer the teaching practice and professional development of language teachers at the time of method-postmethod shift. The present paper examines the historical development of langauge teaching methods and compares the mainstream foreign language teaching methods currently popular in the post-method era, with a view to sorting out the central thread running though the evolution of foreign language teaching methods, and to generalizing the shared theoretical grounds and common denominators of the teaching approaches in the postmethod era.

关 键 词：后方法 外语教学方法 任务式教学 聚焦形式 意义协商 

分 类 号：G633.41[文化科学—教育学]