翻译教师专业发展研究的问题与对策分析  

Problems in translation teacher professional development research and suggested solutions

作　　者：覃俐俐[1] 陶友兰 Qin Lili;Tao Youlan

机构地区：[1]中央民族大学外国语学院 [2]复旦大学外文学院

出　　处：《西安外国语大学学报》2024年第2期48-53,共6页Journal of Xi’an International Studies University

基　　金：北京市社会科学基金项目(项目编号:18YYB007);中宣部项目“中华文化对外传播之策略研究”(项目编号:WEH3152004);北京外国语大学北京高校高精尖学科“外语教育学”建设项目(项目编号:2020SYLZDXM011)的阶段性研究成果。

摘　　要：为了探索翻译教师研究的专业发展,本文以2000—2021年国内外翻译教师研究文献为样本,发现该类研究已经取得了一定进展,但是在研究主题、方法、对象方面依然存在很多问题,主要表现为:多数研究囿于客观主义的知识观,并没有真正以“人”为视角探索教师的认知结构和过程及其与环境的关系;少数研究开始以“人”为视角,但因倚重问卷方法而质性方法缺失,其研究发现不够深入。因此,建议翻译教师研究领域在内部围绕“译教研一体”来确立核心现象并明晰理论范式,然后据此完善研究主题、方法和对象;在外部与高等教育领域中的教师研究紧密联系,拓宽研究视野,加强对自身的整体性反思,及时借鉴最新的研究议题和理论视角。To explore the development of translation teacher research,a review of the related literature has been undertaken.This paper summarizes two main problems with articles published in China and abroad,from 2000 to 2021,indicating that although research into translation teacher has started to move from behaviorism to teacher cognition,it is still limited by objectivist epistemology,without exploring teachers’actual inner world and its relationship with the environment.A small number of studies focus on teachers as“person”,but their findings are neither systematic nor in depth,relying on questionnaire evidence rather than qualitative research.Hence,the paper puts forward two suggestions:1)establishing core research subjects around“translator-teacher-researcher”competence with four main theoretical paradigms;and 2)broadening the research content by referring to the field of higher education in terms of improving the research vision,reflecting translation teacher development research and borrowing topics and theories.

关 键 词：翻译教师 专业发展研究 译教研一体 

分 类 号：H319[语言文字—英语]