后方法理论在中国大学英语教学中的研究与应用

发布时间：2018-05-19 10:36

本文选题：后方法 + 后方法条件　；参考：《河北科技大学》2015年硕士论文

【摘要】：受“方法”概念的影响,当整个外语教学界都在寻求一种最佳方法时,Kumaravadivelu教授在1994年发表在TESOL上的一篇论文——《后方法条件:萌芽中的二语/外语教学策略》中首先提出了“后方法”这一概念,旨在“寻求替代教学方法的研究,而并非寻求另外一种替代性的教学方法”。Kumaravadivelu教授将“后方法教育”视为一个三维系统,包括三个教学参数,即“特殊性”、“实践性”和“可能性”。三个参数之间特征相互重叠,相互交织,相互作用,并一起构成了“后方法教育”的基础。另外,Kumaravadivelu教授构建了一个整合的框架,来帮助在具体的课堂教学中彰显语言教学的主要特色,即宏观策略框架。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。为此,本论文确定了两个研究问题。其中,一个是对国家政策层面上的大纲的研究分析,另一个是对一线教师教学理论的研究分析。一,中国大学英语教学各版本“大纲”是怎样体现后方法思想的;二,中国大学英语教师后方法理论掌握情况以及后方法理论的实践情况是怎样的。针对两个研究问题,本论文分别采用了两种研究方法。第一种方法为对比分析法,通过对比分析各版英语教学大纲的发展情况和后方法理论的基本主张,来探究两者之间的关系;第二种为调查问卷分析方法,通过对河北科技大学大学英语教师发放调查问卷的形式,直接获取大学英语教师后方法理论与实践情况。分析结果总结出我国历届大学英语教学大纲与后方法理论在三个方面的联系,即自上而下/自下而上,教师发展及教学方法三个方面。通过调查问卷,文章进一步探索后方法理论在国内教师课堂教学理论与实践情况。问卷显示,虽然只有少数一线大学英语教师熟悉后方法理论,但是大部分大学英语教师在课堂上的教学实践与后方法宏观教学策略不谋而合。本论文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。
[Abstract]:Influenced by the concept of "method", Professor Kumaravadivelu first put forward the concept of "post-method" in a paper published in TESOL in 1994, "the condition of Post-Methodology: the budding second language / Foreign language Teaching Strategy", when the whole foreign language teaching community was looking for a best method. Research aimed at "the search for alternative teaching methods, rather than the search for alternative teaching methods". Professor Kumaravadivelu regards "post-method education" as a three-dimensional system consisting of three teaching parameters, namely "particularity", "practicality" and "possibility". The characteristics of the three parameters overlap, interweave and interact with each other, and together form the basis of post-method education. In addition, Professor Kumaravadivelu constructs an integrated framework to help highlight the main features of language teaching in specific classroom teaching, namely, the macro-strategic framework. This thesis mainly focuses on the application of post-method theory and post-method theory proposed by Professor Kumaravadivelu in college English teaching in China. Therefore, this paper identifies two research problems. Among them, one is the research and analysis of the outline at the national policy level, the other is the research and analysis of the teaching theory of the first-line teachers. First, how does the syllabus of college English teaching in China embody the idea of post-method; secondly, what is the situation of the theory of post-method and the practice of post-method theory of Chinese college English teachers? Aiming at two research problems, this thesis adopts two research methods. The first method is contrastive analysis, which analyzes the development of each edition of English syllabus and the basic ideas of post-method theory to explore the relationship between the two, and the second is the questionnaire analysis method. Through the form of questionnaire for English teachers in Hebei University of Science and Technology, the theory and practice of post-college English teachers are obtained directly. The results show that the previous college English syllabus in China is related to the post-method theory in three aspects, namely, top-down / bottom-up, teacher development and teaching methods. Through the questionnaire, the article further explores the theory and practice of post-method theory in Chinese teachers' classroom teaching. The questionnaire shows that although only a few first-line college English teachers are familiar with the post-method theory, the teaching practice of most college English teachers in the classroom coincides with the post-method macro teaching strategy. The purpose of this thesis is to provide an innovative research perspective for the study of post-method theory in college English teaching in China.
【学位授予单位】：河北科技大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H319

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