以翻译能力为中心的本科翻译专业培养计划研究

发布时间：2018-05-17 21:52

本文选题：翻译能力 + 本科翻译培养计划　；参考：《华中科技大学》2012年硕士论文

【摘要】：自2006年，教育部首次批准三所高等院校设立本科翻译专业以来，全国掀起了开办本科翻译专业的浪潮。至2011年3月，已有42所高校获教育部批准设置本科翻译专业。全国这样的一种浪潮引发对于这个新兴专业的教学质量，性质以及培养目标等等一系列问题的思考。很多学者对于翻译专业的何去何从有过不少探讨，但很少有人研究本科翻译专业培养计划。研究翻译能力和培养计划之间的关系的论文更是屈指可数。本科翻译专业培养计划主要分两部分：培养目标及课程设置。而翻译能力被定义为一位职业译者所应具备的能力。因此，本文探讨了翻译能力的定义，在前人研究基础上给出了翻译能力模型；翻译能力和本科翻译培养目标对比，得出两者相通，因此翻译能力模型可以用于衡量本科翻译课程；统计了19个学校开设的所有课程，并根据翻译能力模型将所有课程归类，并计算每门课所开学校数；最后统计每个学校，各个翻译子能力下开设的课程数，从而观察这19个学校在开设总课程数，，以及课程分布的差异或趋势。经研究，作者发现有三所学校将翻译专业分为口译专业和笔译专业，但除涉及口译，笔译技能的课程外，它们的其它课程几乎一样；所有学校选择英语能力有关的课程都雷同；心理素质课，对口译很重要的课程，只有一个学校开设；很多学校没开同传课程；商务和大众传媒类课程几乎每个学校必开；跨学科类课程学校的态度两极分化严重，有的开很多跨学科课程，有的几乎不开，等等。本文试图以数据说话，从翻译能力的角度审视本科翻译培养计划。希望本文可以为未来感兴趣的研究者，或为学校思考如何改进其课程设置，提供数据参考。
[Abstract]:Since 2006, the Ministry of Education has approved the establishment of undergraduate translation major in three universities for the first time. Up to March 2011, 42 colleges and universities have been approved by the Ministry of Education to set up undergraduate translation major. Such a wave of the whole country causes a series of questions about the teaching quality, nature and training goal of this new major. Many scholars have discussed the future of translation major, but few have studied the undergraduate translation training plan. There are only a few papers on the relationship between translation competence and training programs. The training plan of undergraduate translation major is divided into two parts: training goal and curriculum. Translation competence is defined as the ability of a professional translator. Therefore, this paper discusses the definition of translation competence, gives a model of translation competence based on previous studies, compares translation competence with the objectives of undergraduate translation training, and draws a conclusion that the two models are similar to each other. Thus, the model of translation competence can be used to measure undergraduate translation courses; all courses offered in 19 schools are counted, and all courses are classified according to the model of translation competence, and the number of schools in each course is calculated; and finally, each school is counted. The number of courses offered under each translator's ability, so as to observe the total number of courses offered by these 19 schools and the differences or trends in curriculum distribution. The author finds that there are three schools that divide the major of translation into interpretation and translation, but their courses are almost the same except those related to interpretation and translation skills. Psychological quality courses, which are important for interpreting, are offered in only one school; many schools do not offer simultaneous interpretation courses; business and mass media courses are taught in almost every school; and there is a serious polarization in the attitude of the inter-disciplinary curriculum schools. Some offer many cross-disciplinary courses, others hardly open, and so on. This paper attempts to examine the undergraduate translation training plan from the perspective of translation competence. It is hoped that this paper can be used as a data reference for future researchers or for schools to consider how to improve their curriculum.
【学位授予单位】：华中科技大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H059-4

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