期刊名称：Journal of Comparative Literature and Culture
印刷版ISSN：2325-2200
出版年度：2012
卷号：1
期号：1
页码：7-11
语种：English
出版社：World Science Publisher
摘要：One of the strongest criticisms of the new methods was that they were typically “top-down”. Teachers had to accept one faith, the claims or theory underlying the method and apply them in their own practice. The term postmethod as a pedagogy, in recent years, takes a Marxist view toward education, not as a replacement for the term method. It seems to be more a utopic view of effective teaching whether followed or not! as even today we see many teachers have top-down views toward teaching. The following paper is an attempt to open some lens for teachers to better appreciate the concept of postmethod in order to judge the plausibility of it.
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