基于师生反馈及评价的大学英语翻译协作式教学模式探究  

A Collaborative Teaching Model for College English Translation Based on Teacher and Student Feedback and Evaluation

作　　者：王纯蕊 WANG Chunrui(School of Foreign Languages,Guangzhou College of Business and Technology,Guangzhou 510000)

机构地区：[1]广州工商学院外语学院,广州510000

出　　处：《吉林农业科技学院学报》2024年第2期103-107,共5页Journal of Jilin Agricultural Science and Technology University

基　　金：广州工商学院高等教育教学改革项目(专任教师专项)(ZL20221047)。

摘　　要：双语转换过程中所运用的语言能力、知识储备、策略技巧等可概念化为翻译能力,这一能力是外语能力的核心要素之一。本文基于师生反馈及评价,通过质性研究方法分析大学英语翻译教学现状,发现学生面临语言能力不足、工具能力欠缺及翻译策略缺失等翻译问题。此外,现有教学模式中师生互动局限于教师讲授、学生被动接受,教学效果未达预期。基于维果斯基的社会文化学习理论,本文提出大学英语翻译教学应充分利用社会文化资源,在数字化教学环境中开展协作式学习,通过支架式教学、翻译工作坊等协作模式,帮助学生构建翻译知识,发展翻译工具素养,提升翻译能力。The linguistic competence,knowledge base,and strategic skills used in the process of bilingual conversion can be conceptualized as translation competence,which is one of the core elements of foreign language proficiency.Based on the feedback and evaluation of teachers and students,this paper analyzes the present situation of college English translation pedagogy through qualitative research method and finds that students are faced with the problems of language incompetence,instrumental illiteracy,and lack of strategy awareness.In addition,current teacher-student interactions are limited to a model where the teacher lectures and the students are passive recipients,and the teaching effect is not as expected.Based on Lev Vygotsky’s sociocultural learning theory,this paper proposes that college English translation teaching should make full use of social and cultural resources,carry out collaborative learning in a digital teaching environment,guide students to construct translation knowledge,develop translation tool literacy,and enhance translation competence through scaffolding teaching,translation workshops,and other modes of teacher-student interaction and peer collaboration.

关 键 词：翻译教学 师生反馈及评价 协作式教学 翻译能力发展 

分 类 号：H319.3[语言文字—英语]