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后方法时代汉语教学的反思与前瞻
加州中文教师学会秋季研修会
许和平
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演讲问题
一、教学法的反思 二、汉语教学的前瞻 三、教学中的新尝试
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一、教学法反思“ 后教学法” 这个名称最早是由 Kumaravadivelu ,1994 年,在 “ The Post-
Method Condition” 这篇论文中提出的。 Kumaravadivelu suggests
(1994, 2001, 2003) that the post method paradigm
is an attempt at finding an alternative to method
rather than finding an alternative method.
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1. 后教学法产生的原因 1 )外部原因: 曹立群“后现代的随想” (华夏文集 2005 ) 2 )内部原因 A)追求普世性 B)权威化 C)自上而下制造模式,扼杀教师创造性 D)流水线思维 E)无效性
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2. 教学法历史的简单回顾经典的方法时代1880-1970唯我独尊,一统天下
超方法时代1970-1980s硕果累累,重大突破
后方法时代1990s—now 寻找方法的替代物
系列法直接法翻译法听说法
1 )功能法 / 交际法2 )语言习得 / 自然法3 )人本主义方法: a )咨询法 b )社团法 c )全身反射法 d )沉浸法 e )静默法 4 )任务法
原则( Brown: 2001)1. Automaticity Automaticity2) Meaningful learning; 3) The anticipated of reward; 4) Intricisic Motivation; 5) Strategic Investment; 6) Langgauge Ego; 7) Self-confidence; 8) Risk takingl; 9) The language-cultural connection;10) The naïve language effect; 11) Interlanguage; 12) Communicative Competence
大方略 (Kuma: 2003)1.Maximizing learning opportunity; 2.Minimizing
perceptual mismatches; 3.Facilitaing negotiated
interaction; 4. Promoting learner autonomy;
5. Fostering language awareness; 6. Activating
intuitive heuristics; 7. Contextualizing linguistic input; 8.
Integrating language skills; 9. Ensuring social
relevance; 10. Raising cultural consciousness
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二、后教学法时代的前瞻
1. 结果驱动 means/process-centered driven-- 〉 result/end-centered driven
2 .从 method 到 methodology1 )没有中心论,不附带价值标签2 )原则和程序分离
原则 + method + 程序3 )环境敏感、地方性的方法4 )常识性的方法,他领域方法的借鉴
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二、后教学法时代的前瞻 3. 习得环境的创造
1 )事实告诉我们,习得环境比人为的教学要有效的多:
Human beings, almost without exception, acquire a first language. There is also evidence that anyone without severe learning impediments can become functional in a second or foreign language, given sufficient exposure to it in a naturalistic environment in which it is the medium of communication (e.g., MacNamara 1974: Reibel 1971). In formal instructional situations, however, many students do not learn the target language. (Marjorie Bingham Wesche; 1981;)
2 )马路学者的事实
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二、后教学法时代的前瞻
4. 人本主义的回归 这世界除了心理上的失败,实际上并不存在什么失败。
——奥斯丁 1 )年龄距离 2 )材料距离 3 )做法距离 4 )观念距离 5 )文化距离 6 )中外老师态度差距
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二、后教学法时代的前瞻
5. 自主学习将成为主流
1 )人性善,人性慧 2 )学生中心转为学生主体 3 )价值观念 4 )异质体 5 )孩子爬行的第一张照片
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三、我们的一些尝试 1 .整体观 2. 水平相当 3 . Empower 教师
1 )应需而动 2 )实践研究直接与教学挂钩 3 )减少了盲从
4 .一体两面 5 .教—学,教—练 6 .思变 7 .变苦学为乐学
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