Action Research Based On Post-Method Theory

Teachers need to have the concept of lifelong learning as well as the ability to conduct action research.Especially in the context of the ongoing educational reform,the reality of teaching and learning as well as the challenges faced by teachers and students,such as online teaching,have placed higher demands on teachers’ personal literacy and professional development.This paper takes the author’s own online Chinese culture class as an example of action research,combining post-methods theory with questionnaires,classroom observations,and interviews to analyze and reflect on teaching practices,diagnose problems in teaching,develop and implement action plans,and evaluate the effectiveness of action research.This paper demonstrates the reflective process and actions of novice teachers,explores the process of novice teachers’ transition from passive teaching practice to active formation of personal rationalization,and highlights the subjective role and value of teachers in personal professional development.The study concludes that,firstly,action research and post-methods theory can guide the professional development of novice teachers and promote the improvement of teachers’ awareness of self-development and the development of educational action research skills.Secondly,online teaching requires a high degree of inclusiveness and flexibility,and teachers need to take advantage of online teaching while facing objective factors to minimize the negative effects of distance learning.In addition,teachers need to delegate more classroom construction authority to help improve classroom dynamics.Teachers need to be "empowered" but not "authoritarian" and create opportunities for students to construct the classroom as much as possible.Finally,the teaching of Chinese culture needs to be both experiential and communicative,focusing on the application of cultural knowledge in real-life situations,so that students can communicate more effectively and appropriately in the cultural environment of the target language.This paper deepens personal rational perceptions in the self-reflection and examination of novice teachers,and aims to extend the application and research scope of post-methods theory in the field of international Chinese language education,expecting to provide some cases for novice teachers and other international Chinese language education groups concerned with educational action research as well as teachers’ professional development.