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1、1After the teaching of English teachers discussion InspirationPaper Keywords: teaching English after teaching inspiration Abstract: After the proposed teaching English teaching research provides a new perspective, make English the teaching of research out of the need to find a universal teaching dim
2、ension Valley, which will lead the study of English teaching on the new direction of the The proposal for English teaching how to improve the teaching of English teachers have a major inspiration. First, after teaching research background English as a global language, there are more and more people
3、learn and study the language. To enhance the effectiveness of teaching English has been under close attention. A number of researchers and teachers of English teaching constantly sum up experience and the psychological science, cognitive science, philosophy, computer science and other knowledge into
4、 the teaching of English in the past, have created a translation method, I heard that method, communicative approach, and many other teaching methods, trying to find a perfect teaching 2is English education over the years tireless pursuit, but so far, any known teaching methods can not solve all the
5、 problems in the teaching of English. With the depth of research and teaching continue to reflect on, people began to realize that the past did not and may never have such a size-fits-all universal teaching there. Second, after teaching Since the pursuit of “best approach” is no way to Kumar (Kumara
6、vadivelu represented by scholars through critical thinking and deep reflection, creatively put forward the “post-pedagogy”, which will lead to the teaching of the new route up. After teaching as a master, Ku Mati out by the specific nature of reality and social composition of the three parameters of
7、 the theoretical framework of foreign language teaching it does not provide or select one (the best teaching methods, and propose a treatment Teaching new ideas to get rid of the pedagogy chosen confusion, first, it should be clear “after teaching” is not a simple, specific, effective teaching metho
8、ds, but a set of uniform, continuous development and guidance How do we choose a specific teaching practice with 3specific teaching methods suited to the teaching system. Rather, it is a flexible, dynamic language teaching ideology. its teachers, students and educators to re- define and creatively p
9、ut forward the three parameters, the specific teaching practice for teachers to provide effective and reliable tool. (A three roles redefined After teaching the traditional teaching of a beyond, mainly in the teachers, students, educators had to be redefined. First, a redefinition of teachers in the
10、 framework of foreign language teaching after teaching, the teacher is no longer a knowledge recipients and implementers of the theory, but teaching researchers, practitioners and theory builders of unity. teachers need for teaching a variety of factors involved in a comprehensive investigation and
11、analysis on the basis of overall planning and the flexibility to adjust teaching methods and strategies, while teachers from teaching practice should continue to sum up new experiences, and actively learn the new theories so as to gradually build a suitable teaching practice and teaching of the theo
12、ry of self-characteristics. Second, the 4redefinition of the learner. After teaching that is ideal for independent learners, who help teachers to achieve self-control, to maximize their learning potential, he is willing to cooperate with others, and to solve problems through discussions and consulta
13、tions the third is the teacher educators to redefine the traditional role of teacher educators is to instill a variety of teaching future teachers, guidance teachers to choose the “best approach” and simulation training in the framework of foreign language teaching after teaching , the educators pri
14、mary role is to help future teachers to establish the concept of foreign language teaching and mastery of foreign language teaching research methods. (B three basic parameters After teaching for teachers to specific teaching practices provide effective and reliable tool in the known number of teachi
15、ng methods, choice of teaching methods to a specific teaching to achieve the desired effect has always plagued the majority of teachers. After the proposed teaching of the three basic parameters - the specific, practical and social viability of the organization as a foreign language 5teaching the pr
16、inciples of choice for teachers to provide a powerful tool-specific (particularity refers to the specific social and cultural environment, certain teachers in certain educational institutions to teach a group of students to pursue specific goals specific in the guidance of a specific foreign language teaching and teachers observation - reflection - action “cycle, to understand and master the specific teaching of environmental information, and on this basis are p
