社会建构主义指导下口译课堂改革实施效果研究

发布时间：2018-03-15 18:22

本文选题：社会建构主义　切入点：口译课堂改革　出处：《北京外国语大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着口译教学的发展,社会建构主义理论以其先进的知识观、学习观和师生观逐渐被引入口译课堂改革。在该理论指导下,口译教学更突出以学生为中心,以教师引导为辅助,设计较为真实的口译场景,从而促进学生自主掌握口译这一综合技能。口译课堂改革实施效果应接受学生的评估,从而方便教师根据结果及时调整课堂改革的方向。从2016年3月至6月,北京外国语大学高级翻译学院2015级的三个班级参与了口译课堂改革,他们的研究生一年级下学期英汉交替传译课程是在社会建构主义指导下开展的。改革后,课堂加入模拟会议和助教讲评两个新环节,旨在创设较为真实的口译环境,同时鼓励同学讨论交流。本论文旨在研究社会建构主义指导下口译课堂改革的实施效果如何,对改善翻译教学有何启示。为了具体回答本论文的研究问题,笔者对这三个班级的学生进行问卷调查,重点围绕社会建构主义理论中的四个因素——教师、学生、任务和环境收集原始数据和一手资料。同时,针对问卷数据不能明确解释的问题,笔者开展开放式访谈,定性分析背后原因。本文通过定量和定性分析,以期从学生视角全面反馈社会建构主义指导下口译课堂改革实施效果。这对学院总结口译课堂改革实施情况以及进一步将社会建构主义理论应用于课堂具有现实意义。
[Abstract]:With the development of interpreting teaching, the social constructivism theory is gradually introduced into the interpretation classroom reform with its advanced view of knowledge, learning and teachers and students. Under the guidance of this theory, interpretation teaching is more student-centered and teacher-led. In order to promote the students to master the comprehensive skill of interpreting independently, the effect of the reform of interpreting classroom should be evaluated by the students. From March 2016 to June, from March 2016 to June, three classes in the class of 2015 from Beijing Foreign Studies University participated in the classroom reform of interpretation. The course of English-Chinese consecutive interpretation was conducted under the guidance of social constructivism in the second semester of their first year. After the reform, two new links were added to the classroom, namely, simulation sessions and teaching assistants' comments, in order to create a more realistic interpretation environment. At the same time, it encourages students to discuss and communicate. The purpose of this paper is to study the effect of the implementation of the interpretation classroom reform under the guidance of social constructivism and its implications for the improvement of translation teaching. The author conducted a questionnaire survey on the students in these three classes, focusing on the four factors in social constructivism theory-teachers, students, tasks and environment-to collect raw data and primary data. In view of the problem that the questionnaire data can not be explained clearly, the author carries out open interview, qualitative analysis of the reasons behind the problem. The purpose of this paper is to provide comprehensive feedback from the perspective of students on the implementation of interpretation classroom reform under the guidance of social constructivism, which is of practical significance to the college in summing up the implementation of interpretation classroom reform and further applying the social constructivism theory to the classroom.
【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.1

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