论口译教学训练评估  

On the Teaching Evaluation of Training Programs for Interpreters

作　　者：蔡小红[1] 

机构地区：[1]广东外语外贸大学,广东广州510420

出　　处：《中国翻译》2005年第6期58-61,共4页Chinese Translators Journal

摘　　要：教学评估必须回应教学目标的诉求,设计完整科学的口译训练评估体系,必须依据各个教学环节的清晰指引。鉴于训练过程的教学性质和阶段渐进性质,评估不仅要测量质量标准的实现程度,更要分析学生的翻译能力。在整个课程中,训练评估不仅担负阶段承接的作用,也要起调节训练节奏、方向,掌握训练进度的监控作用。完整的评估体系是由一系列评测考核构建起来的,分别以前瞻性和回顾性评估、持续性和挑选性评估、课上和课下评估、校内评估和学校与职业机构的合作评估等形式构成了训练链条中不可或缺的衔接点。通过它们,教师可从中掌握训练进度,获知教学效果;学生亦可清楚自己训练迭标的情况,进步的幅度和存在的问题。本文拟从口译教学训练评估的目的、类型,乃至训练各阶段的评估方法和手段,逐一进行详细分析,以求提出一套比较完整,且便于操作的口译训练评估体系。This essay gives a detailed analysis of how teaching is evaluated in a typical training program for interpreters in terms of the goal, the categorization, and the periodical assessments of the training. Proceeding from the basic assumption that the evaluation in question should be in line with the overall goal of the program, the paper argues that （1） the design of a complete and scientific evaluation system must be guided by the real situation of the teaching; （2） primarily conducted through classroom teaching, the training itself should bear the feature of progressive growth; （3） the criterion of the evaluation shall not only be feasible, but also capable of determining the actual interpreting capability of students; （4） in application, the evaluation shall be a link connecting different stages of the training, and a moderator of its pace and direction; （5） a complete evaluation system shall consist of a series of assessments, which can be further broken down into sub-assessments at different levels for various purposes. Through a meticulously constituted system like this, teachers can learn the effect of the teaching and modify the schedule accordingly. And the students can also tell the level of performance they have attained, the scope of progress they are making, and the problems they are still facing by themselves.

关 键 词：教学评估 前瞻性 回顾性 持续性 挑选性 

分 类 号：H059[语言文字—语言学]