大学外语教学改革的价值取向:从对“法”的拘囿转向对人的关注

外语教学长期拘囿于寻找“最佳的教学方法”。我国大学外语教学领域存在着追赶国外“最新教学法”的现象,将外语学习和教学简单化、模式化,忽视了学习者和教师的认知与情感。Kumaravadivelu首次提出了“后方法”的概念,提出特定性、实践性和可能性三个基本参数的外语教学原则和十大宏观教学策略。教师在教学策略的指导下,结合三个基本参数转化成特定的教学措施,创造出各种不同的微观策略,应用于教学实践。“后方法”教学理念主张动态开放的外语教学,一方面关注对外语学习者的研究,倡导“以学生为中心”;另一方面注重教师对教学理论的反思与创设。教学法研究的重点从“法”的拘囿转向人的自主和自由。教师和学生的主体作用越来越受到关注。

College Foreign Language Teaching: Change of Focus From Methods to the Role of Teachers and Students

Foreign language teaching research has always been focused on finding the "best method". There has always been a phenomenon in Chinese universities to catch up with the newest teaching method. "Method-centered" teaching theory research simplified foreign language learning and teaching, ignoring cognition and emotion of learners and teachers. Kumaravadivelu first proposed the concept of "post-method", including the principles of foreign language teaching which is constituted by the parameters of particularity,practicality and possibility and the ten macro-strategies. Under the guidance of the macro-strategy, the teacher combines three basic parameters into specific teaching environment, and creates various micro-strategies for practical teaching. Foreign language teaching in the post-method era is a dynamic and open educational proposition. It not only focuses on the study of language learners and advocates student-centeredness, but also pays attention to teacher''s reflection and creation of teaching theory.The focal point of foreign language teaching research is changed from methods to the role of teachers and students.