基于“后方法”教育理念的大学英语教师行动研究探微  

The Exploration of College English Teachers' Action Research with the Postmethod Pedagogy

作　　者：刘小杏[1] 丁建辉[1] 

机构地区：[1]河北金融学院外语部,河北保定071051

出　　处：《河北软件职业技术学院学报》2015年第3期71-74,共4页Journal of Hebei Software Institute

基　　金：2014年河北省教育厅英语教改课题系列成果之一(2014YYJG259);河北金融学院优秀基础学科项目资助

摘　　要：教学方法的采用应因人、因时、因地而异,应用语言理论学家的教学方法并不能有效提升我国不同层次高校的大学英语教学质量。基于Kumaravadivelu的"后方法"理论,突出教师的自主性,强调教学反思,构建了一个大学英语教师的行动研究模式,并在此模式的指导下探讨了四条适应本土特定情境的微观教学策略,以提升大学英语教学质量并促进外语教师的专业发展。The employment of th e teaching method should depend on specific context such as the person, time and the place. The advanced methods proposed by theorists can hardly improve college English teaching in our country.Based on Kumaravadivelu＇s＂postmethod＂theory, this paper constructs an action model of college English teachers by highlighting the teachers＇ autonomy and their teaching reflection. Under the guidance of this model, it also explores four situation-specific micro-teaching strategies for the purpose of improving the quality of college English teaching and promoting the professional development of foreign language teachers.

关 键 词：“后方法” 大学英语教学 教学策略 

分 类 号：G642[文化科学—高等教育学]