Abstract:
摘要: 本文回顾了英语教学“后教学法”( Postmethod)的影响、内核、基本原则和教与学参数因素,审视了我国当今英语教学实践中的特点和问题,提出“宏观教学策略与微观教学技巧”。我国教学理念和传统历来有“寓教于思、寓思于行”的辨证思想传统,“教学有法、教无定法、教学得法”的信念与“后方法”外语教学的很多理念有异曲同工之契合。西方外语教育已经进入“后方法”时代,我国外语教育要吸收、融合、整合和汲取“后方法”途径之精华并不断反思与扬弃,才能实现我国外语教育教学方法本土化取向的变革和突破,建立具有我国特色的外语教学体系。 关键词:后方法、反思性、特定性、实践性、宏观策略、微观技巧 The current paper reviews the impacts, tenets, principles, and variable parameters in teaching and learning English as a foreign language (EFL) and reflects on issues and trends in China. The paper proposes to elaborate on issues surrounding the macro-strategies and micro-techniques in English language teaching. It is suggested that these teaching strategies and techniques subsumed under the umbrella term “Postmethod” are consistent with the philosophy of Chinese education, which emphasizes adjusting teaching approaches to local conditions and teaching students in accordance with their abilities and aptitudes. It is concluded that the “Postmethod” Era provides an opportune time for the EFL teachers in China to reflect upon their practices by absorbing integrating, synergizing all the essence from the Postmethod. Doing so assists the EFL teaching professionals to explore methods that best suit EFL teachers and learners in the Chinese context for ultimate students’ benefit. Key Words: “Post-method”Era, Particularity, Practicality, Reflexibility, EFL Macrostrategies, EFL Microtechniques