后方法视域下英语教学思维品质的培养
The Cultivation of Thinking Quality in English Teaching from the Perspective of Post-Method
摘要: 在我国的英语教育目标中，思维品质培养处在一个极为重要的位置，但在传统教学过程中，思维品质培养过程中出现了一系列问题。面对新课标要求，本文基于后方法理论，建议从以下两方面入手，对思维品质培养进行创新。其一，根据后方法核心英语教学理念，提升培养思维品质的动机；其二，遵循后方法宏观英语教学策略，创新培养思维品质的路径。以学习者为中心，构建师生之间全新对话体系，提升学习者的核心素养。
Abstract:
In the goals of English education in China, the cultivation of thinking quality is extremely important. However, in the traditional teaching process, the problems that arise in the cultivation of thinking quality cannot be ignored. Under the requirements of the new curriculum standard, this paper, based on the post-method theory, suggests to innovate the cultivation of thinking quality from the following two aspects. On the one hand, enhancing motivations to cultivate thinking quality based on the Post-method Core ELT Concepts; on the other hand, innovating approaches to develop think-ing quality according to the Post-method Macro-English Teaching Strategies. Taking learners as the center, the Post-method is contributed to building a new dialogue system between learners and teachers and enhancing the core literacy of learners.
参考文献
|
[1]
|
Kumaravadivelu, B. (1994) The Postmethod Condition: (E)merging Strategies for Second/Foreign Language Teaching. TESOL Quar-terly, 28, 27-48. [Google Scholar] [CrossRef]
|
|
[2]
|
Kumaravadivelu, B. (2006) Understanding Language Teaching: From Method to Postmethod. Lawrence Erlbaum Associates, London.
|
|
[3]
|
关琳. 高中英语阅读教学中思维品质的培养现状及对策研究[D]: [硕士学位论文]. 延吉: 延边大学, 2020.[CrossRef]
|
|
[4]
|
刘道义. 谈英语学科素养——思维品质[J]. 课程•教材•教法, 2018, 38(8): 80-85. [Google Scholar] [CrossRef]
|
|
[5]
|
刘辉, 杨连瑞, 郭静. 后方法时代的大学英语教学方法: 选择与优化[J]. 中国高等教育, 2017(Z2): 75-77.
|
|
[6]
|
桂诗春. 20世纪应用语言学评述[J]. 外语教学与研究(外国语文双月刊), 2000(1): 2-7+78.
|
|
[7]
|
陈力. 英语教学法的“后方法”时代[J]. 山东师范大学外国语学院学报(基础英语教育), 2009, 11(3): 3-8+13.
|
|
[8]
|
Kumaravadivelu, B. (2001) Toward a Post Method Pedagogy. TESOL Quarterly, 35, 537-560. [Google Scholar] [CrossRef]
|
|
[9]
|
楚慧杰, 乔蕊. 试论“后方法”视角下的英语交际教学法[J]. 教学与管理, 2019(6): 105-107.
|
|
[10]
|
但武刚, 楚慧杰. 后方法视角下的英语教学法: 超越与重建[J]. 课程•教材•教法, 2020, 40(1): 97-103. [Google Scholar] [CrossRef]
|
|
[11]
|
陶健敏. Kumaravadivelu “后方法”语言教育理论述评[J]. 语言教学与研究, 2007(6): 58-62.
|
|
[12]
|
潘景丽. 思维品质: 落实英语学科核心素养的突破口[J]. 内蒙古师范大学学报(教育科学版), 2018, 31(8): 53-56.
|
|
[13]
|
徐春霞, 倪旭海. “后方法”英语教学理念对英语核心素养培养的启示[J]. 海外英语(上), 2019(1): 38-40.
|
|
[14]
|
王智敏, 董艳. 后方法视域下英语教学文化意识的培养[J]. 教学与管理(理论版), 2020(12): 98-100.
|
|
[15]
|
陈则航, 王蔷, 钱小芳. 论英语学科核心素养中的思维品质及其发展途径[J]. 课程•教材•教法, 2019, 39(1): 91-98. [Google Scholar] [CrossRef]
|
|
[16]
|
于兰. 突破“方法”的桎梏探寻“后方法”的视角——兼论后方法英语教学[J]. 课程•教材•教法, 2010, 30(4): 63-66. [Google Scholar] [CrossRef]
|