合作学习理论指导下的模拟会议同声传译实践

发布时间：2024-04-20 16:06

　　在国际交流日益频繁的今天,同声传译在外事活动中具有重要作用。同声传译人才被列为21世纪紧缺人才,中国优秀的同声传译人才仅有几十人,且集中在北京上海等大都市。同声传译人才的短缺引起了国内教育专家及各大高校的重视,目前多所高校已开设同声传译课程,并尝试通过其他有效途径进行同声传译人才培养。同声传译人才需要具备过硬的综合素质,扎实的口译基本功是基本条件,同时需要具备良好的心理素质和人际沟通能力。因此,同声传译训练不仅应着眼于口译技巧的贯通,同时应注重提高译员的综合素质。 合作学习理论作为一种创新而又有实效的教学方法,广泛应用于英语课堂教学。合作学习理论的内涵可概括为:以学习小组为基本形式,共同完成任务,利用组内和组间各动态因素之间的互动促进学习,以小组成绩和个人进步为评价标准,实现教学及学习目标。合作学习理论的基本模式包括以下几方面的内容:合理分组;制定学习目标及任务;合作学习,结合教师指导,完成任务;最后由教师根据各小组学习任务的完成情况和学习效果进行综合评价,从而使全体学生对此课题形成深入的认识,达到共同目标。合作学习模式指的是,学生在明确目标的指引下,充分调动主动性,共享知识资源,分享...

【文章页数】：60 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter One Introduction
    1.1 Present Situation of SI Teaching and Training
    1.2 Organization and Purpose of this Thesis
Chapter Two Literature Review
    2.1 General Introduction to Cooperative Learning
        2.1.1 Definition of Cooperative Learning
        2.1.2 Basic Elements of Cooperative Learning
        2.1.3 Theoretical Perspectives of Cooperative Learning
    2.2 General Introduction to SI
        2.2.1 Definition and Characteristics of SI
        2.2.2 Quality Required for Conference Simultaneous Interpreters
        2.2.3 SI in China
    2.3 Traditional Training and Teaching Methods of SI
        2.3.1 Traditional SI Training Modes in China
        2.3.2 Disadvantages of the Traditional SI Training Modes in China
Chapter Three Theoretical Framework of Cooperative Learning in Simultaneous Interpreting Practice at Mock Conferences
    3.1 A New SI Training Mode and its Advantage
    3.2 Theoretical Guidance of Cooperative Learning in SI Practice at Mock Conferences
        3.2.1 Group Division
        3.2.2 The Role of Instructors
        3.2.3 Tasks and Objectives
        3.2.4 Implementation and Practice
        3.2.5 Evaluation and Comments after the Mock Conference
    3.3 General Principles of the Practice
        3.3.1 Individual Responsibility
        3.3.2 Positive Interdependence
        3.3.3 Communication Skills
Chapter Four Practical Implementation of Simultaneous Interpreting Practice at Mock Conferences
    4.1 Group Division
    4.2 Clarification of Tasks and Objectives
        4.2.1 The Common Task and Objective for the Whole Group
        4.2.2 Tasks for Each Individual Group Members
    4.3 Organization of the Conference
        4.3.1 To Fix the Theme of the Conference
        4.3.2 To Fix Schedule of the Conference
        4.3.3 Speech Preparation
        4.3.4 SI Training before the Conference
        4.3.5 Venue Arrangement and On-site Training
    4.4 SI Practice During the Mock Conference
    4.5 Evaluation and Comments after the Mock Conference
Chapter Five Conclusion
    5.1 Summary of this Thesis
    5.2 Limitations of this Training Mode
    5.3 Suggestions for further study
References



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