占有与超越——后方法时代中学外语教师课程理解重建

Reconstructing the Foreign Language Curriculum Understanding of Middle School Foreign Language Teachers in the Post-method Era

教师课程理解是教师有效课程实施的先决条件，是课程意义生成的必要条件。教师课程理解可从对自我理解、对学生理解、对文本理解三个维度进行。方法时代的外语教师受制于“方法”的桎梏，外语课程理解存在教师主体迷失、相互理解分离、文本意义虚无的特征。后方法时代课程理解更加注重具体性、实践性和社会性。在国家外语高考政策调整的当下，中学外语教师应从自觉学习、自觉坚守、自觉反思、自觉突破的路径夯实基础，并且从变换站位培育国际理解精神、问题导向发展高阶思维、优化整合实现意义创生的路径形成特色，实现外语课程理解重建。

Teachers' curriculum understanding is the prerequisite for effective curriculum implementation and a necessary condition of curriculum significance generation. Teachers' curriculum understanding includes three dimensions， which are self-understanding， students understanding and text understanding. In the method era， foreign language teachers are under the control of the shackles of “method”， the foreign language curriculum understanding has three features， which are teachers' subjectivity loss， mutual understanding separation and the text meaning nothingness. In the post-method era， the foreign language curriculum understanding should pay more attention to the specific， practical and social teaching context. With the adjustment of the college entrance examination policy， middle school foreign language teachers should follow the two approaches to reconstruct the foreign language curriculum understanding， one is to lay the solid foundation by learning， abiding， reflection and outbreak of teachers themselves， the other is to form characteristics by fostering the spirit of international understanding， developing problem oriented advanced thinking and realizing the meaning of text creation.