“后方法”三维体系下大学英语教师的自主建构  

The Autonomous Construction of College English Teachers in the View of Post-Method

作　　者：张丽莹[1] 

机构地区：[1]商丘职业技术学院工程技术学院,河南商丘476000

出　　处：《高等教育研究学报》2017年第1期16-23,共8页Journal of Higher Education Research

基　　金：河南省社会科学联合会2012年度调研课题(SKL-2012-1338);市厅级社科规划课题(SKG-2012-118)

摘　　要：后方法教学三维体系由"特定性","实践性"和"可能性"三个参量构成,以教师自主性为核心。本文以"后现代"教育思想为理论依据,以大学英语教师自主建构为主要研究方向,强调教师在提高自主建构意识的同时,也要加强多维理论和知识学习、增强本土意识和实践效能。注重结合自身知识、技能和经验,通过各个层面的反思和实践,形成自己的实践性理论,实现自主型个体。Post-method of teaching takes teachersJ autonomy as its core, which is constituted by the parameters of particularity, practicality and possibility. The article, in the view of three-dimensional system of post-method, explains how to conduct autonomous construction for college English teachers. College English teachers should not only cultivate and improve their autonomous construction consciousness, but also advance their theory and knowledge learning, enhance their native consciousness and practical effects, and conduct a series of reflection and practice based on the integration of their knowledge, skills and experience. Only by developing self-practical theories, can college English teachers realize their autonomous individuality in the end.

关 键 词：自主知识建构 大学英语教师发展 “后方法”教学 反思 

分 类 号：G642[文化科学—高等教育学]