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师对特定教学环境的情景理解，借助他们自身不断扩展的教学理论与技能，构建超越传统方法思想束缚的后方法外语教育教学理论和实践模式。
后方法时代外语教学思想不是对传统教学方法的全盘否定，而是摒除对传统教学方法思想的盲从，帮助教师形成自主教学理论开发意识，从而自主有效地支配不同教学方法，服务特殊教学需求。
大学外语教师应在教学中把握“特殊性、实用性和可能性”参数原则，利用自己学术研究型实践者身份深入了解学生，在具体教学情境中构建自己的后方法教学，考虑我国大学外语学习的特殊性，积极探索适合我国大学外语学习者的有效教学，谋求适合我国国情的外语教学法，从而构建一套适合我国大学外语教学实践的理论体系。
“后方法”教育理论的路线图后方法时代外语教学思想认为没有一种现成的最佳方法可一劳永逸地用于教学，主张外语教学应摒弃传统教学方法思想束缚，从更广阔视角探求突破传统教学方法思想的教学新理念和新途径。
它倡导最大程度上关注教师教学方法运用和支配自主性及创造性，主张由一线教师据自身学习经历、教学理解及教学理念、风格和经验，进行自我观察、分析、评价，塑造并改进课堂学习，构建“由下至上”(down-top)适应具体教学情景、立足课堂教学的教学理论体系。
“后方法”理论的提出者——美国学者库玛（Kumaravadivelu）据此初步构建起一个由特殊性（particularity）、实用性（practicality）、可能性（possibility）三个基本参数组成的第二语言教学和教师教育的三维系统，并勾勒了一幅“后方法”教育的路线图。
1.特殊性参数特殊性参数要求任何相关语言教育须注意存在于特定社会文化环境中的教育机构特殊性以及机构中教师以及学生的特殊性，还要注意学习目标特殊性。
这种特殊性与包含一整套基础理论原则和普通课堂实践的既有的教学方法理论不同。
从教育视角分析，特殊性既是目标也是过程，即在教育中我们要同时注意追求目标特殊性和教育过程特殊性。
探究后方法时代的外语教学模式［摘要］语言教师一直以来都在关注教育体系中传统的语言教学方法的不足之处。
因此语言教学法的钟摆正从“方法”向“后方法”摆动，尽管它仍然在这个运动的过程中。
然而，“后方法”只是批判性地看待传统方法的一种思维方式，并不意味着“方法”的终结。
“后方法”只是对“方法”概念的补充，二者的关系是辨证统一的。
后方法时代的外语教学应以基于社会语言文化和语言学习理论的教学体系为指导，确定一系列相应的教学原则，并根据课程要求、教学目的、学生需求、学习风格、教学环境等设计安排教学活动，构建一个以教师自主教学为原则的、富有个性化的外语教学模式。
［关键词］“后方法”时代；教学法；外语教学在西方后现代主义思想的影响下，一些外语教育家（Kumaravadivelu；Brown）宣告外语教学进入了所谓“后方法时代”（post-method era）。
“后方法”外语教学思想试图通过对传统教学方法的解构和批判，打破某种单一的教学法在外语教学领域的权威主导地位。
其核心观点是：“方法”的概念对推进外语教学发展的作用是有限的，外语教学不应迷信某种“方法”，而只需遵循一定的原则。
［1］“后方法”为平息各种教学法流派的争论并消除人们对传统教学法不满情绪提供了一条新的出路。
近年来，国内外语教育界也在不遗余力对后方法思想及其论著进行推介和宣传。
一、“后方法”外语教学思想的基本观点“后方法”对传统教学法的批判主要集中在以下几个方面：1）传统的外语教学总是试图找到一种更佳的方法来代替已有的方法，却没有意识到由于外语教学的复杂性不可能有唯一的最佳方法；2）传统的教学法没有考虑实际教学环境的特殊性，忽视了教师认知、社会需求、文化、政治等因素对教学的影响；3）传统教学法是按照自上而下的方式设计的，广大教师和学生只是被动的执行者和接受者，没有参与的机会；4）传统教学法是规定性的，在实施过程中经常会走样，并不符合设计者的意图；5）有些传统教学法并不符合二语习得的研究成果，缺乏实证支持。
关于“后方法时代”英语课堂教学方法的思考作者：杨小波等来源：《广东蚕业》 2017年第6期摘要英语课堂教学的方法众多，在“后方法时代”，面对网络时代的学生，如何形成自己的教学风格，文章提出了一点自己的思考。
关键词课堂教学；英语教学；方法；思考中图分类号：H319文献标识码：B文章编号：2095-1205(2017)06-55-01外语教学的历史由来已久，在不同时期，不同的语言教授者对语言学习的不同理解形成了形式不一、各有特点的语言教学方法。
20世纪传统的口语法、情境法、听说法，非传统的全身反应法、沉默法、暗示法、全语言法、多元智能法、词汇法等，当前的交际法、自然法、合作学习语言法、内容型教学法、任务型教学法，可谓精彩纷呈，却也莫衷一是。
这些教学法，都依据了相同或相异的语言观和学习理论，田贵森（2013）教授在《外语学习与教学导论》里说“多年来名目纷繁的教学法只不过是不同观点的轮流重复，并无太多新意”。
是的，外语教学如今已走入后方法时代，而外语教学的方法也由过去遵从一种方法体系向综合式、折中式的方向发展。
回到语言的本质，语言是传递信息、表达感情和思想的手段，它与人和人的生活与思维有非常密切而亲近的关系。
教师应该首先自己体会到这样的亲近感，并在教学的过程中通过一系方法和手段表达出来，让学生们也拥有这样的体验。
比如在教授单词的时候，可以更多地引入人们在日常生活和思考中能够使用该词语的场景，列举一些与之贴近的例句；在讨论一个主题的时候，可以多引导学生进行一些与自身相关的思考，这可以让他们更能投入，有更多表达的可能，还原语言和人本来的亲近关系。
语言教学的目的在于让学生掌握该语言，使语言学习得以“发生”。
语言可以讲解，可以展示，也可以组织活动创造机会让学生使用。
老师讲了学生不一定懂了，学生懂了他们不一定就会了。
因此在讲解和展示的时候，教师除了需要注重讲解和展示内容外，还需要注重讲解的方式，确保学生在听课的时候不是一个被动的接受者而是一个积极的学习者。
“后方法”教学理论在语言教学中的应用Introduction:The "post-method" approach to language teaching emerged in the 1980s as a response to the limitations of traditional language teaching methodologies. Developed by Henry Widdowson, this approach advocates for a flexible, adaptable, andreflective approach to language teaching that is based on the needs and contexts of learners. In this essay, I will discussthe application of the "post-method" approach in language teaching, focusing on its key principles, benefits, and challenges.Key Principles of the "Post-Method" Approach:The "post-method" approach rejects the idea of a universal "best" method for language teaching and instead emphasizes the importance of adapting teaching methods to the unique needs and contexts of learners. Some key principles of the "post-method" approach include:1. Learner-Centered: The "post-method" approach prioritizes the needs and interests of learners, allowing teachers to tailor their teaching methods to the individual needs of their students.2. Contextualized: This approach recognizes that language learning is a social and cultural activity, and teaching methodsshould be tailored to the specific contexts in which learners will use the language.3. Reflective: Teachers using the "post-method" approach are encouraged to critically reflect on their teaching practices and make changes based on feedback from students and colleagues.4. Eclectic: The "post-method" approach advocates for an eclectic use of teaching methods, drawing on a variety of approaches and techniques to meet the diverse needs of learners.Benefits of the "Post-Method" Approach:The "post-method" approach offers a number of benefits for language teachers and learners:1. Flexibility: The "post-method" approach allows teachers to adapt their teaching methods to the changing needs and contexts of learners, making them more responsive and effective in the classroom.2. Individualization: By focusing on the unique needs of learners, teachers can create personalized learning experiences that cater to the strengths and weaknesses of each student.3. Authenticity: The "post-method" approach encourages teachers to use authentic materials and tasks in their teaching, helping students develop real-world language skills.4. Reflective Practice: The "post-method" approach promotes reflective practice among teachers, encouraging them to continually evaluate and improve their teaching methods.Challenges of the "Post-Method" Approach:Despite its many benefits, the "post-method" approach also poses some challenges for language teachers:2. Teacher Training: Implementing the "post-method" approach effectively requires teachers to have a deep understanding of language teaching theory and practice, as well as the ability to reflect critically on their own teaching methods.3. Resistance to Change: Some teachers may be resistant to adopting a more flexible and adaptive approach to language teaching, preferring to stick with traditional methods that they are familiar with.Application of the "Post-Method" Approach in Language Teaching:Despite these challenges, the "post-method" approach has been successfully applied in language teaching contexts around the world. One example of the application of the "post-method" approach is task-based language teaching, which emphasizes the use of authentic tasks and activities to teach language in meaningful contexts. By using tasks that are relevant to students' lives and interests, teachers can help studentsdevelop their language skills in a more engaging and effective way.Another example of the application of the "post-method" approach is the use of technology in language teaching. By incorporating digital tools and resources into their teaching, teachers can create more interactive and engaging learning experiences for students, while also providing access to authentic language materials from around the world.Overall, the "post-method" approach offers a valuable framework for language teachers to create more student-centered, contextualized, and effective language learning experiences. By embracing this approach and adapting their teaching methods to the needs and contexts of their learners, teachers can help students develop real-world language skills that will serve them well in their future personal and professional lives.Conclusion:In conclusion, the "post-method" approach offers a valuable framework for language teachers to create more effective and engaging language learning experiences for their students. By focusing on the individual needs and contexts of learners, teachers can create personalized, authentic, and reflective learning experiences that help students develop real-world language skills. While there are challenges to implementing the "post-method" approach, its benefits far outweigh thedifficulties, making it a valuable addition to the toolkit of language teachers around the world.。
后方法时代的大学英语教学大学英语教学在后方法时代的变化大学英语教学在过去的一百多年里经历了从教材授课，到教学活动以及多种教学方法的革新和发展。
从20世纪初的教材授课到20世纪90年代的后方法时代，大学英语教学都有了很大的变化。
从20世纪初到20世纪90年代，大学英语教学从以教材授课为主发展到多种教学方法的灵活运用。
以前，教师们主要依靠教材，把课文按照原文顺序讲解，把语法和语言用法等技巧教授给学生。
而在20世纪90年代，大学英语教学出现了很大的变化，从教材授课转向了后方法时代，后方法时代的教学重点不在于教材，而是在于各种教学活动，教师们可以采用各种新的教学方法，如小组活动、角色扮演、探究式研究等，从而更加充分地发展学生的听、说、读、写能力，提高学生的英语水平。
在后方法时代的大学英语教学中，学生们也有了更多的自主研究的机会。
在这个时期，学生们不仅要掌握语言，而且要研究如何自主研究，如何处理英语研究中出现的问题。
学生们也可以通过各种新的教学活动，如讨论、小组活动、游戏和项目等，研究语言，而不只是通过听讲授研究。
总之，20世纪90年代以后的大学英语教学经历了从教材授课到后方法时代的重大转变，大学英语教学的目标也发生了重大变化，教师们也采用了更多的教学方法，学生也有了更多的自主研究的机会，从而更好地提高英语水平。
In the past hundred years, college English teaching has gone through a great transformation from teaching materials to teaching activities and a variety of teaching methods. From the teaching materials of the early 20th century to the post-method era of the 1990s, college English teaching has changed greatly.From the early 20th century to the 1990s, college English teaching has developed from the emphasis on teaching materials to the flexible use of various teaching methods. In the past, teachers mainly relied on teaching materials, explaining the texts in the original order, and teaching students grammar and language usage and other skills. In the 1990s, college English teaching has undergone a great change from teaching materials to the post-method era. The focus of the post-method era is not on teaching materials, but on various teaching activities. Teachers can use a variety of new teaching methods, such as group activities, role-playing, inquiry-based learning, etc., to develop students' listening, speaking, reading and writing abilities and improve their English level.In college English teaching in the post-method era, students also have more opportunities for autonomous learning. During this period, students not only need to master the language, but also learn how to learn autonomously and how to deal with problems in English learning. Students can also learn language through various new teaching activities, such as discussion, group activities, games and projects, rather than just listening.In short, college English teaching has undergone a major transformation from teaching materials to the post-method era after the 1990s. The goal of college English teaching has also changed significantly. Teachers have adopted more teaching methods, and students have more opportunities for autonomous learning, thus improving their English level better.。
一年级英语教学论文：外语教学法的“后方法”时代外语教学法的“后方法”时代摘要：外语教学中的“后方法”不同于任何一种传统意义上的教学法流派，它不是呆板凝固的锦囊妙计式教学法，而是一种灵活、动态、开放的外语教学思想。
它对传统教学法思想的超越集中表现在对教师、学习者和教师教育者的再定义，以及教学经验理论化等新主张。
关键词：外语教学；后方法；Kumaravadivelu一、外语教学中的“后方法”外语教学中的“后方法”(post-methodpedagogy)也译作“后教学法”，指的是20世纪中后期以来西方外语教学研究中出现的从根本上超越传统“教学法”概念的一种外语教学思想，其理论主张散见于Prabhu(1990),Stern(1983&1992),Allwright(1991),Richards(1990&1998),Pennycook( 1989),Nunan(1991),Brown(1991),Freeman(1991&1996),Kumaravadivelu(1992,1994, 2001,2003&2006)和Bell(2003&2007)等学者的论著中，其中以印裔美籍学者、加州SanJose州立大学应用语言学教授Kumaravadivelu为主要代表人物和理论集大成者。
外语教学中的“后方法”不同于任何一种传统意义上的教学法流派，它不是呆板凝固的锦囊妙计式教学法，而是一种灵活、动态、开放的外语教学思想。
它反对以往把外语教学简单化的种种做法，强调充分考虑外语教学的各种复杂情况，强调语境对教学的重要性，尤其强调社会、政治、教育制度等因素对外语教学的重要影响。
“后方法”提出了“学习者自主”和“教师赋权”等核心理念，鼓励教师将课堂教学实践理论化，将教学理论知识实践化。
它提出的并不是具体的教学法，它也不谋求对“最佳”教学法的追求，而是一种基于语境的(context-based)教学主张和一系列宏观策略，旨在帮助解决长期以来令全球外语教师困惑的难题：对各种教学法的选择。
