交替传译在线教学效果调查研究:技术接受模型的视角  

A study on the effect of online consecutive interpreting teaching:From the perspective of TAM

作　　者：李笔豪 张祎 邹兵[1] LI Bihao;ZHANG Yi;ZOU Bing

机构地区：[1]广东外语外贸大学高级翻译学院,广东广州510420

出　　处：《外语界》2022年第2期88-96,共9页Foreign Language World

基　　金：广东省哲学社会科学“十三五”规划年度项目“翻译专业学位论文信息化管理平台建设与应用研究”(编号GD20WZX01-09)的阶段性成果。

摘　　要：本研究基于技术接受模型,对教师和学生就交替传译在线教学效果进行问卷调查与半结构化深度访谈。研究发现:(1)交传在线教学效果不及线下教学,但总体良好,尤其是教学准备与知识教学环节;(2)交传技能教学效果不甚理想,笔记训练最为突出;(3)在线模式下,教学资源利用率与共享率较线下大幅提升;(4)教师能够灵活完成教学过程中的各个环节,有主有次地调用多种平台辅助交传教学。未来可将知识与技能模块耦合的教学模式应用、多功能一体化平台构建、交互式口译在线教学社区建设作为突破口,合力推动口译在线教学发展迈向新台阶。Based on the Technology Acceptance Model,this study aims to delve into the effect of online consecutive interpreting teaching through a questionnaire survey and a semi-structured in-depth interview conducted among teachers and students.The results are as follows.(1)Albeit worse than offline teaching,online consecutive interpreting teaching achieves relatively good overall effect,especially in teaching preparation and online teaching of knowledge-oriented contents.(2)The online teaching effect of skill-oriented contents is unsatisfactory,note-taking training in particular.(3)The online teaching mode largely improves the utilization and sharing of online interpreting teaching resources.(4)The interpreting teachers can flexibly deal with each teaching link,and weigh what is primary and what is secondary in using multiple platforms to assist consecutive interpreting teaching.The study further suggests that a knowledge-oriented and skill-oriented contents coupled teaching mode for consecutive interpreting,an all-in-one multifunctional interpreting teaching platform,and an interactive interpreting teaching online community may constitute a new impetus for online interpreting teaching to step onto a new stage.

关 键 词：交传在线教学 教学效果 教学环节 教学平台 技术接受模型 

分 类 号：H319[语言文字—英语]