论基于项目操作的翻译教学模式

发布时间：2018-05-23 08:13

本文选题：翻译教学 + 项目教学法　；参考：《华东师范大学》2012年硕士论文

【摘要】：今天,全球化如飓风潮涌之势,所向披靡,席卷到世界的边边角角,各行各业,致使不同语言间的跨文化交流在政治、经济、科技、金融、出版、影视等等行业里的重要性日益彰显。在这样的时代背景下,翻译作为一个朴素而迅速成长的行业,贡献意义得到了前所未有的认可。在时代需求的召唤下,中国各高等院校也积极开展了翻译教学课程,以期不断为社会输送翻译人才。然而,现实中翻译市场需求和翻译人才供应之间却现出了一道日益扩大的裂痕。本文着眼于这道裂痕,旨在通过阐述成熟译者所需具备的基本条件,分析翻译人才缺失背后的教学硬伤,提出一种以基于真实项目操作的翻译教学模式。此模式所扎根的理论基础是：建构主义学习理论、项目教学法,以及从微观上将翻译视为译者解决问题的过程、从宏观上将翻译视为一个以译者为主体的生态环境、从学科上将翻译视为一门交叉学科的基本思想。同时,笔者在撰写本文时也从唯物论,认知语言学等理论中获得了或多或少的启示。该模式的目标在于为学生培养出将来成长为优秀职业译者所必需的基本素质。通过把学生带到翻译现场,让他们投入到真实的翻译中身体力行,从自己的体验中以及教师适宜的指导中,领悟学习翻译是什么,译者是怎样工作的,这一目标便能有望真正得到实现。在谈及从市场往课堂引入翻译项目时,笔者慎重思考了这一做法的意义和可操作性。这样的一个翻译项目通常包括一个或若干独立的翻译任务,在操作层面上,由一个小组团队合作完成。团队中包括教师和学生,但他们不再是纯粹的师生关系,更是一种平等的协作关系。在整个模式中,翻译项目的完成是非常重要的环节,但远非模式开展的全部,因为其终极目标是提高学生的翻译能力。所以,这一模式要求将翻译项目的完成和翻译教学有条不紊地契合在一起。简言之,这一基于体验式学习的翻译教学模式为学生提供了一个从现实中全面认识和学习翻译的平台。
[Abstract]:Today, globalization, like the tide of hurricanes, is sweeping the corners and corners of the world, leading to cross-cultural exchanges between different languages in politics, economics, science and technology, finance and publishing. The importance of film and television industry is becoming more and more obvious. Against this background, translation, as a simple and rapidly growing industry, has received unprecedented recognition for its contribution. At the call of the times, colleges and universities in China have also been actively developing translation teaching courses in order to continuously transfer translation talents to the society. However, there is a widening gap between translation market demand and translation talent supply in reality. Focusing on this gap, this paper aims at analyzing the teaching harms behind the lack of translation talents by expounding the basic conditions required by mature translators, and putting forward a translation teaching model based on the operation of real projects. The theoretical basis of this model is: constructivist learning theory, project-based approach, and the process of microscopically viewing translation as the translator's problem-solving process, and taking translation as an ecological environment with the translator as the main body from the macro point of view. The basic idea that translation should be regarded as an interdisciplinary subject from the subject. At the same time, the author gets more or less enlightenment from the theories of materialism, cognitive linguistics and so on. The aim of this model is to develop the basic qualities necessary for students to grow into good professional translators in the future. By bringing students to the scene of translation, they can put themselves into practice in real translation, and learn from their own experience and the appropriate guidance of the teacher to learn what translation is and how the translator works. This goal is expected to be truly achieved. In talking about the introduction of translation projects from the market to the classroom, the author carefully considers the significance and operability of this approach. Such a translation project usually includes one or more independent translation tasks, which are performed by a team at the operational level. The team includes teachers and students, but they are no longer purely teacher-student relationships, but also equal partnerships. In the whole model, the completion of translation project is a very important link, but far from the whole development of the model, because its ultimate goal is to improve the students' translation ability. Therefore, this model requires the completion of translation projects and translation teaching in an orderly way. In short, this experiential learning-based translation teaching model provides a platform for students to fully understand and learn translation from reality.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H059

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