后方法理论在中国大学英语教学中的研究与应用 [6]
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:10145
论文字数:38263论文编号:org201606181646456317语种:英语 English地区:中国价格:$ 66
关键词:大学英语教学论文后方法条件宏观策略教师发展
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。
advice for teachers and help teachers cope with the challenges encountered in the teaching profession career [44] ” . In postmethod condition, it is a study “a search for an alternative to method rather than an alternative method. While alternative methods are primarily products of top-down processes, alternatives to method are mainly products of bottom-up processes.” (Kumaravadivelu 2003, p32) Mr. Zeng Zhengping (2011) , noted that in postmethod era, according to their own teaching philosophy, teaching experience, students, the environment and other complex factors, teacher shall build suitable pedagogy adapting to specific teaching situation, which can be called a 'bottom-up' mode [45].
.........
Conclusion
When “the widespread dissatisfaction with the conventional concept of method” (Kumaravadivelu, 1994) has become both home and abroad scholars’ common sense, they moved beyond methods, and call today the Postmethod Era. In line with the fashion trend, China’s foreign language teaching is obviously moving to its postmethod way. In this paper, chief representative of postmethod pedagogy, Kumaravadivelu and his macrostrategic postmethod system, in which “the postmethod condition can potentially reshape the character and content of L2 teaching, teacher education, and classroom research. It can empower teachers with the knowledge, skills, attitude, and anatomy necessary to devise for themselves a systematic, coherent, and relevant alternative to method that is informed by principled pragmatism”. According to Kumaravadivelu’s theory, the three pedagogic parameters of particularity, practicality, and possibility have formed the foundation for a postmethod pedagogy, and a coherent framework made of ten macrostrategies. And China’s foreign language teaching scholars set their foot in postmethod land, too. In addition to theoretical studies on this pedagogy, the author also tried to find similarities between the new national college English policy and postmethod pedagogy, in three aspects, namely top-down & bottom-up, faculty development, and teaching methods, to see the agreements. Besides, a questionnaire on China’s college English teachers’ teaching methods reflecting postmethod thinking, finding that as for China’s teachers, especially those are at the forefront of college English teaching, their teaching practices are in large accordance with Kumaravadivelu’s macrostrategies, only needing more theoretical studies, which indicates that postmethod pedagogy is only interest of a few linguistic scholars, and teachers in practical teaching area, as the major part, shou
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。