外語教學方法對應外語教學策略：對比教學理論

Foreign Language Teaching Methodology Versus Foreign Language Teaching Strategy: Contrastive Teaching Theories

In real foreign language teaching activities and practical teacher-students interaction both teaching methodology and teaching strategy in theory and practice refer teacher and students to different consideration and decision, in which teaching methodology based on 'Teacher-centered' instruction and 'student-centered' instruction are more popular as teaching strategy based on 'Bottom-up' model, 'Top-down' model, 'Interactive' model of student-centered instruction and 'I+1 Input' model of teacher-centered instruction. Teaching methodology based on 'teacher-centered' instruction is generally favored to the ideal or assigned teaching goals so as to implement teacher's or school's teaching purposes; on the contrary, teaching methodology based on 'student-centered' instruction is largely inclined to the flexible or eclectic teaching goals so as to gain access to students or accept public opinions. Teaching strategy based on 'Bottom-up' model, 'Top-down' model and 'Interactive' model is basically a pragmatical consideration of student-centered instruction so as to practice teacher's teaching scheme or instructional texts. On the other hand, teaching strategy based on 'I+1 Input' model is mostly a hypothetical expectation of teacher-centered instruction so as to achieve teacher's idea and imagination. To combine teaching methodology with teaching strategy in theory and practice for teaching has delighted teacher and students for a long time because getting good teaching function and effectiveness in foreign language instruction has been really relative and related to the argumentation and application of teaching methodology and teaching strategy.在真實的外語教學活動中及實際的師生互動中，教學方法與教學策略的理論與實務指引了師生不同的考量與決定。當中「以教師為中心」的教學法及「以學生為中心」的教學法之普遍盛行，一如教學策略中趨向以學生為中心的「由下而上」模式、「由上而下」模式、「交互作用」模式及趨向以教師為中心的「指標加1輸入」模式。「以教師為中心」的教學法通常是理想或指定的教學目標所偏愛，藉以執行教師或學校的教學目的；反之，「以學生為中心」的教學法則大致是傾向於彈性或折衷的教學目標，藉以接近學生或接納輿論。教學策略若基於「由下而上」模式、「由上而下」模式及「交互作用」模式所形成，則此類策略基本上是趨向以學生為中心的務實考量，藉以執行教師的教學計畫或教材資料；另方面而言，若教學策略是基於「指標加1輸入」模式所形成，則此種策略大體上是趨向以教師為中心的假設性期待，藉以達成教師教學的理想與想像。為教學而在理論與實務上結合教學方法與教學策略之做法已長期使師生深感欣慰，因為教學方法與教學策略的理論與應用對獲得良好教學功能與良好教學效益而言，是既相對又相關的作為。