学习体验视角下英语本科笔译课程师生合作评价研究  

A study on the Evaluation of Teacher-student Cooperation in English Translation Courses from the Perspective of Learning Experience

作　　者：燕晓芳 YAN Xiaofang(Department of Foreign Languages,Lvliang University,Lvliang 033000,China)

机构地区：[1]吕梁学院外语系,山西吕梁033000

出　　处：《运城学院学报》2024年第4期78-84,共7页Journal of Yuncheng University

基　　金：山西省高等学校教学改革创新项目(J20221133);山西省高等学校精品共享课程建设项目(K2020298);山西省高等学校一流课程建设项目(K2021380);2024年山西省一流课程认定项目。

摘　　要：为了解英语专业本科生在笔译课程师生合作评价模式中的学习体验,以322份反思日志为研究资料,使用Nvivo12进行3级编码并分析资料。结果表明:学生的学习体验主要为基于互动的认知体验、基于经验的情感体验和基于实践的行动体验。其中,基于互动的认知体验包括知识运用、自我评价、自我反思;基于经验的情感体验包括体验内容和体验对象;基于实践的行动体验包括课前任务、课中任务和课后任务。在笔译课程中,教师应提高任务挑战度以促进学生认知体验、提供支持性环境以帮助学生获得积极的情感体验、遵循实践导向以提升学生的行动体验。To understand the learning experiences of undergraduate English majors in teacher-student collaborative assessment mode of translation courses,322 reflective journals were collected as research data and analyzed by using Nvivo12 with three-level coding.The results indicate that students learning experience in the translation course primarily consists of interaction-based cognitive experiences,experience-based emotional experiences,and practice-based action experiences.Among them,interaction-based cognitive experiences include knowledge application,self-assessment,and self-reflection;experience-based emotional experiences include the content and subjects of experience;practice-based action experiences include pre-class tasks,in-class tasks,and post-class tasks.In translation courses,teachers should increase the challenge of tasks to promote students cognitive experiences,provide a supportive environment to help students gain positive emotional experiences,and adhere to a practice-oriented approach to enhance students action experiences.

关 键 词：师生合作评价 学习体验 反思日志 笔译课程 

分 类 号：G642[文化科学—高等教育学]