论学习性评价在本科口译教学中应用的可能性

发布时间：2021-07-08 15:58

　　口谇先于笔译诞生，但口译转瞬即逝等许多特点决定了对其进行研究不仅依赖于其他相关学科的发展。长期的经验性研究以及研究手段的欠缺也足造成口译研究的发展落后于笔译的一个主要原因。而对口译质量的研究直到二十世纪七十年代才渐渐发展起来^正如卡洛尔（J.Cairoll,1978）所言：到1978年为止，还极少见到有关的系统研究，因为之前对口译质量的定义还无理论可据，更谈不上以现场观察为根据的实证性研究。随着经济全球化和中国对外交往的口益频繁，越来越多的人丌始对口译理论研究和教学产生兴趣。大多数本科外语院校的教师和学生都参与到了口译教学之中，口译教学实践和理论研究取得了飞速发展。但是U译课的训练评估始终是教学上的一人难题，当今国内乃至肚界h发达国家对此难题还没能找出理想的答案（蔡小红：2007,132）。梅里斯和雅尔比尔（2001）在充分分析了职业、研究和教学口译评估0的后就曾尖锐地指出，迄今为止，口译训练评估还是翻译学研究的一个亟待开发的领域。目前国内本科口译教学蓬勃发展，但是口译教学训练评估却严重滞后。针对这种现状，依据本科口译教学的特点、教学目标及教学内容，笔者在本文讨论了将学习性评价应用于口... 

【文章来源】：辽宁师范大学辽宁省

【文章页数】：56 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Contents
Chapter I Introduction
    1.1 The Four Authoritative Interpretation Tests
    1.2 The Evaluation in Interpretation Teaching of Undergraduates
        1.2.1 The Development of Interpretation Training
            1.2.1.1 A Brief History of Interpretation Training
            1.2.1.2. The Status Quo of Interpretation Training
        1.2.2 The Lagging Development of Interpreting Teaching Evaluation
Chapter II The Study History of Interpreting Quality Evaluation
    2.1 The Definition of Quality Evaluation in Interpretation
    2.2 The Study in the West
    2.3 The Study in China
    2.4 The Significance of This Study
        2.4.1 Some Related Terms
        2.4.2 About the Four Influential Interpreting Tests
        2.4.3 About the Prevailing Quality Evaluation Criteria
        2.4.4 Tentative Suggestion of the Application of Assessment for Learning
            2.4.4.1 Deifnition and Purpose of Evaluation and Assessment
            2.4.4.2 Classification of Assessment
            2.4.4.3 Assessment and Learning
Chapter III Assessment for Learning
    3.1 The Features and Principles of Assessment for Learning
        3.1.1 Key Features
        3.1.2. Assessment for Learning and Formative Assessment
        3.1.3 Ten Pirnciples of Assessment for Learning
    3.2 The Application of Assessment for Learning
Chapter IV The Feasibility of the Application of Assessment for Learning in Undergraduate Interpreting Course
    4.1 The Nature of Interpreting Teaching
        4.1.1 Interpreting Teaching for Language Undergraduates VS Language Teaching
        4.1.2 Interpreting Teaching for Language Undergraduates VS Professional Interpreting Training
        4.1.3. Nature of Interpreting Teachings for Language Undergraduates
    4.2 Objective of Undergraduate Interpreting Teaching
    4.3 The Influential Interpretation Theory in China's Interpreting Teaching
    4.4 The Teaching Components
    4.5 The Purpose of Interpreting Teaching Evaluation
    4.6. Classification and Implementation of Interpreting Teaching Evaluation
        4.6.1 Classiifcation of Interpreting Teaching Evaluation
        4.6.2 Implementation of Interpreting Teaching Evaluation
    4.7 Assessment for Learning to Serve the Affective Domain of Teaching Objectives
    4.8 The Suggested Methodology
    4.9 Limitations
Chapter V Conclusion
Reference
Acknowledgements



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