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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-06-19编辑:lgg点击率:10148
论文字数:38263论文编号:org201606181646456317语种:英语 English地区:中国价格:$ 66
摘要:本文是大学英语教学论文,本论文主要针对 Kumaravadivelu 教授提出的后方法理论以及后方法理论在中国大学英语教学中的应用进行了探索。旨在为后续后方法理论在中国大学英语教学中的研究抛砖引玉,提供创新性研究角度,引发启示。
According to Kumaravadevelu (2006), “most models of teacher education are designed to transmit a set of preselected and presequenced body of knowledge from the teacher educator to the prospective teacher. This is essentially a top-down approach in which teacher educators perceive their role to be one of engineering the classroom teaching of student teachers, offering them suggestions on the best way to teach, modeling appropriate teaching behaviors for them, and evaluating their mastery of discrete pedagogic behaviors through a capstone course called practicum or practice teaching.” Historically speaking, we can conclude at least three opinions: (a) teachers as passive technicians, (b) teachers as reflective practitioners, and (c) teachers as transformative intellectuals. These opinions had given overwhelmingly privileges one group of participants in the educational chain—professional experts! They create and contribute to the professional knowledge. “The teacher’s primary role in the classroom is to function like a conduit, channeling the flow of information from one end of the educational spectrum (i.e., the expert) to the other (i.e., the learner) without significant lathering the content of information.” (Kumaravadivelu, stated that “Construction and conceptualization methods, following a clear top-down approach, can not provide situational 本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。