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1、1Analysis of post-modernist view of the foreign tour English teaching mode network analysisWrite papers Net: Abstract post-modernism is in the latter half of the 20th century, Western society and popular culture, a philosophical thought, the concept of theory in teaching the purpose of teaching, tea
2、cher-student relationships and unique evaluation system on the article From the perspective of postmodernism, the foreign tour English teaching reform, explore the establishment of new teaching model. Paper Keywords post-modernist English teaching foreign tour Postmodernism is the rise of the latter
3、 half of the 20th century, a philosophical and cultural trends. Post-modernist school of research from different perspectives put forward their own views, but overall, as a way of thinking of post-modernism, against the modern central way of thinking, authority, unity, imprisonment of, promotion of
4、non-central, diversity, heterogeneity, and many other aspects of innovation in education, post-modernist school of research has developed a unique teaching purpose concept, 2teachers and students view and evaluate the concept of these aspects of higher vocational education in contemporary China is n
5、eeded for the study of vocational education to provide a new theoretical perspective. In order to cultivate practical English language skills of foreign tour, from the post-modern doctrine perspective, to explore the establishment of new foreign tour guides English teaching. First, the post-modernis
6、t view of the basic characteristics of education (A) the purpose of post-modernist view of teaching Postmodernism in the reflection and criticism perfect educational purposes, based on the concept, put forward its own view of the purpose of teaching, they argued that the purpose of teaching school s
7、tudents to pay attention to all aspects of development, have been educated not force each all-round development, to train students to meet their special characteristics and life of people, creating a critical citizens. post-modernism that the teaching process is not a single cognitive process, but t
8、eachers and students spend a period of life course, the value of a diversity. postmodernism made it clear that the teaching 3system is open, generate, and to the center, uncertain, dynamic teaching process, generate, emphasizing the dialogue between teachers and students. They stressed that educatio
9、n should promote the organization of human creativity and the ability to re-organizational experience to play a role in the effective environment, teaching objectives through the participants behavior and interaction to form, not the kind of pre-defined content, so the English teaching and learning
10、process, we should not take courses to be treated as static text, teaching objectives is no longer completely predetermined, unalterable, but according to the training objectives of timely change. (B) the evaluation of post-modernist view of The evaluation of post-modernism as the development of stu
11、dents, teachers, enhance and improve teaching methods, focusing on differences in the process of evaluation and assessment, arguing that the way people understand the world is diverse, different individuals due to interest, experience, hobbies, different view of the world, even for the same thing ma
12、y also be vastly different understanding of each individual has its own understanding of things right, so they focus on 4the students called for the implementation of the development of infinite richness of the ecological type incentive evaluation, recognition and protection of learners richness, di
13、versity, so that each individuals potential can be fully developed. Representative of post-modernism, like Dole, Griffin and others, have presented their views of education which, curriculum specialists Dole (Doll) is particularly prominent in curriculum theory, the 4R theory (that is rich, recursiv
14、e , relational, rigorous) College English teaching in China had a tremendous impact. At present, Chinas vocational education is still a simple, closed the implementation of the curriculum planning process. In this teaching, the teacher put the focus In the teaching plan arrangement and teaching acti
15、vities can be observed, while ignoring what students actually get to ignore the teaching activities serve the purpose of - the development of students. This produces the following two results: First, This is full of vigor and vitality of the classroom life as a linear interpretation of the syllabus,
16、 which becomes monotonous, boring and mechanical, the second is only 5involved in teaching students the knowledge structure and cognitive schemata, is seriously out of the students real life , resulting in a lack of English language context, students are not the subject of the play, a knowledge of the container. Dole believes that curriculum should be the teacher-student interaction, dialogue process, in the process, not only to teach the knowledge, teach
