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为了提高教学效率,外语教育和研究者一直努力探究,试图找到一种适合所有语境和学习者的万能的教学方法。而百年之中,虽有各种教法曾被一时追捧,甚至红极一时,但随着时代变迁纷纷不再适应当代语言教学的要求。因此,外语教学法的后方法时代到来了。教学理念的改变要求教师也要进行角色的重新定位。在后方法视野下的教师不再是单纯的理论使用者,同时也成为理论的探索者和构建者。
In order to improve the efficiency of teaching, foreign language educators and researchers have been trying to find ways to find a universal teaching method suitable for all contexts and learners. In a hundred years, although a variety of teaching methods have been sought after for a while, or even a smash hit, but as time changes have no longer meet the requirements of contemporary language teaching. Therefore, the post-method era of foreign language pedagogy has arrived. Changes in teaching philosophy requires that teachers also relocate their roles. Teachers in the post-method vision are no longer purely theoretical users, but they are also explorers and constructors of the theory.