The Construction Of Teacher's Personal Theory From Postmethod Pedagogy Perspective

Achieving effective teaching is the best wish for every foreign language teacher. For a long time, English teachers have depended on the control of the teaching methods to realize the effective teaching goals, then, they practiced teaching as the rules of the methods. And in accordance with the various modes of teaching methods and requirements for language teaching, the linguists have been persevering pursuing for the birth of the best teaching methods in order to guide teaching practice, and then foreign language teaching entered into a"method pedagogy era"and at the same time various kinds of methods followed. However those conceptualized methods which have founded by linguists are not adapted to the complex teaching practice. Inspection from teaching practice and research on theory reflection both make people began to realize the concept of "method pedagogy" excessively simplified the foreign language teaching which is a dynamic complex system supported by many subjects, involving many factors. Therefore, some new ideas, such as"objection to method","transcendent method"declare the time of"post method pedagogy"which will let people know the second language teaching in a broader view .The idea of Kumaravadivelu's post method pedagogy is a flexible and open dynamic system, and he thinks the language education contains comprehensive factors and should be treated from a wider vision, while three parameters of three-dimensional system and ten parts of the ten macro-strategies provide us a flexible and open principled framework. Post method pedagogy reminds us foreign language teaching should focus on the practical context and overcome the limitations of teaching methods ,at the same time, we should think critically and learn to make ours choice by practical context .The construction of personal teaching theory can be said a shining point in the system of post method pedagogy. The teachers'role in post method pedagogy is repositioned, teachers are no longer knowledge receivers and theory practitioners, but the unified role of teaching researchers, practitioner and constructors of teaching theory .teacher's personal theory is based on deeply understanding of the local culture of the society, and it is the result of teacher's constant and permanent research, reflective thinking. Teachers become theirs own policy makers and make efforts to connect teaching with the current situation and complete effective teaching practice.Teacher's personal theories come from teacher's personal experiences, and are stored in his\her head for personal enjoyments. These theories are different from the theories made by theorists, they are the results of knowledge pursue through personal experiences and reflection. Teachers'personal theories include teacher's ideals and beliefs and values for teaching. (Abelletal, 1998, Tann, 1993,)Extensive researches found that personal theory directly affects the teaching activities and the decisions of classical conductions, and it plays a very important role in foreign language teaching. however, owing to the characteristics of personal theory , such as individuality, implicitness, exclusiveness, dynamics, these make us recognize that it is particularly important to discover and explore the appropriate rules for constructing teachers'personal theory. In fact, each specific language teaching behavior hides a teacher's personal teaching theory (Jia Guangjie)teachers should learn to be good at discovering and reflecting their personal theories in order to improve them in turn to make it continuously develop and perfect. In addition, teachers in the teaching practice should have to do with the relationship between personal theory and public theory to make them develop harmoniously.The construction of teacher's personal theory is a must process for a teacher's professional development, but the construction of personal theories is not simply a periodic activity, but a long period of exploration and practice; it obeys the rule of theorizing personal practice and practicing personal theory. But if the teacher's personal growth depends entirely on our own efforts or external assistance, it would be very difficult, so we must seek the best ways as soon as possible to help teachers grow quickly. The results of educational researches which focus on classical observation and stress on critical reflection provide us some beneficial references. In fact, classroom observation attracted many researcher a long time ago, like Allwright(1988);Day (1990);Allwright &Bailey (1991), here, I stress on the scheme of Kumaravadivelu's Classroom observation(2003)which is regarded as a useful observation tool can help teachers built multiple perspectives to classroom events and deeply understand it in order to develop teaching strategies at last. Furthermore, to realize postmethod pedagogy needs a reflection ability of teachers. Critical reflection is a perpetual impetus for teacher's professional development. And teachers must relate teaching actions to historical, social and cultural contents.( Barlett,1990)Thus, the period of post method pedagogy points out the direction of teacher's professional development, and teachers must change theirs traditional role, transcend the limitations of the traditional teaching methods, actively explore and develop reasonable personal teaching theories to achieve effective teaching and promote our national education advance in a healthy way.