以社会建构主义理念培养职业译员——夏威夷大学应用翻译课取益

发布时间：2018-03-03 01:03

本文选题：翻译教学　切入点：社会建构主义课堂　出处：《上海翻译》2017年04期 　论文类型：期刊论文

【摘要】：当前MTI研究生培养存在实践性不强和与市场脱节的问题,借鉴美国夏威夷大学应用翻译课的教学模式和社会建构主义教学思想,本文提出了利用普通课堂培养面向市场的职业译员的途径。该课堂贯穿两大原则:真实的职业化实践活动与学生全方位参与的学习环境。前者要求教师构建真实的翻译职场环境:不同难度的真实翻译文本、没有参考答案和老师提示、重视计算机技术的翻译过程、严格的格式要求以及市场形成的翻译标准。后者规定课堂组织形式以学习者为中心,所需知识和能力的构建主要通过学生自身反复修改、讨论和合作实现。通过分析夏威夷大学应用翻译课堂的具体实例,可以发现:与传统课堂相比,该课堂的所有参与者互动更加充分,能更全面地培养学生的译者能力和职业自信,在教学材料、教学内容、教学方法、作业反馈等诸方面都可为我国MTI课堂教学提供可操作的借鉴。
[Abstract]:At present, the MTI graduate student training is not practical and disjointed with the market. This paper draws lessons from the teaching mode of applied translation course of the University of Hawaii and the teaching thought of social constructivism. This paper puts forward a way to train market-oriented professional interpreters in ordinary classroom, which runs through two main principles: real professional practice and students' all-around learning environment. The former requires teachers to construct truth. Translated workplace environment: different difficulties in translating authentic texts, Without reference answers and teacher tips, emphasis is placed on the translation process of computer technology, strict format requirements, and market-oriented translation standards. The latter stipulates that classroom organization is learner-centred. The construction of the required knowledge and ability is mainly realized through the students' repeated revision, discussion and cooperation. By analyzing the concrete examples of the university of Hawaii's applied translation class, we can find that: compared with the traditional classroom, All participants in the class interact more fully to develop students' translators' ability and professional confidence in teaching materials, content, and teaching methods. Homework feedback and other aspects can provide an operational reference for MTI classroom teaching in China.
【作者单位】：西南民族大学;
【基金】：西南民族大学2014年教育教学改革项目(2014YB16) 四川省外国语言文学研究中心、上海外语教育出版社资助“外语教育研究项目”(SCWYH12-29) 国家留学基金(留金亚[2014]9037号)
【分类号】：G643;H059-4

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