CAJ | 학술논문

教学方法的采用应因人、因时、因地而异，应用语言理论学家的教学方法并不能有效提升我国不同层次高校的大学英语教学质量。基于Kumaravadivelu的“后方法”理论，突出教师的自主性，强调教学反思，构建了一个大学英语教师的行动研究模式，并在此模式的指导下探讨了四条适应本土特定情境的微观教学策略，以提升大学英语教学质量并促进外语教师的专业发展。
교학방법적채용응인인、인시、인지이이，응용어언이론학가적교학방법병불능유효제승아국불동층차고교적대학영어교학질량。기우Kumaravadivelu적“후방법”이론，돌출교사적자주성，강조교학반사，구건료일개대학영어교사적행동연구모식，병재차모식적지도하탐토료사조괄응본토특정정경적미관교학책략，이제승대학영어교학질량병촉진외어교사적전업발전。
The employment of th e teaching method should depend on specific context such as the person, time and the place. The advanced methods proposed by theorists can hardly improve college English teaching in our country. Based on Kumaravadivelu’s“postmethod”theory, this paper constructs an action model of college English teachers by highlighting the teachers’ autonomy and their teaching re-flection. Under the guidance of this model, it also explores four situation-specific micro-teaching strategies for the pur-pose of improving the quality of college English teaching and promoting the professional development of foreign lan-guage teachers.