大学英语汉译英教学如何进行有效“翻转”?——课前督学模式与课前自主模式的对比实验研究  

How Can the Non-English-Major Translation Teaching Be"Flipped"Effectively?--An Empirical Study Based on Different Teaching Models

作　　者：黄盛[1] 林琳[1] 朱彤[1] HUANG Sheng;LIN Lin;ZHU Tong(English Department, Quanzhou Teachers' College, Quanzhou Fujian, 362000, China)

机构地区：[1]泉州师范学院外国语学院,福建泉州362000

出　　处：《华北理工大学学报（社会科学版）》2021年第6期117-122,128,共7页Journal of North China University of Science and Technology(Social Science Edition)

基　　金：2019年泉州师范学院本科教学工程与教学改革项目“在大学英语分级教学中实施汉英翻译‘翻转课堂’的研究——以泉州师范学院为例”(项目编号:046)。

摘　　要：随着国内外翻转课堂研究的深入,汉译英教学也将其融入其中。然而在教学实践中,汉译英翻转课堂对于如何保证学习者课前知识的吸收普遍表示忧虑。为此,通过测试和问卷法在105位大学英语学习者中开展为期8周的汉译英教学实验,力图对比课前督学翻转模式和传统的课前自主学习翻转模式对于学习者的不同影响。结果表明:1)从测试成绩上看,注重课前督学的翻转模式优于课前自主翻转模式,而这两种翻转模式也优于传统课堂;2)从“课程评价”问卷上看,学习者对两种翻转模式均表现出同等程度的认可;同时也对两种模式感到一定的困惑和压力。围绕上述结论,提出了相应的教学建议。With the continuous advance of the"flipped classroom"research at home and abroad,English translation teaching in China begins to adopt this theory.But the current researches mostly show a great concern about students’absorption of knowledge before class.To solve this problem,our experiment,by the methods of testing and questionnaire survey,compares the performances of 105 non-English majors through different teaching models in 8-week translation course.The results show that:1)In terms of test scores,the flip mode that pays attention to the inspector before class is better than the self-turn mode before class,and these two flip modes are also better than the traditional classroom;2)From the"Curriculum Evaluation"questionnaire,learners show the same degree of recognition for the two flip modes;At the same time,I also feel confused and stressed about the two modes.Based on the above conclusions,the corresponding teaching suggestions are put forward.

关 键 词：翻转课堂 课前督学模式 课前自主模式 传统课堂 翻译教学 

分 类 号：H319.3[语言文字—英语]