“师生合作评价”同传教学模式的实施原则与例析  

TSCA-based simultaneous interpreting teaching model:Principles elaborated with examples

作　　者：齐涛云 孙曙光 QI Taoyun;SUN Shuguang

机构地区：[1]北京第二外国语学院 [2]中央财经大学

出　　处：《外语教育研究前沿》2024年第4期65-72,96,共9页Foreign Language Education in China

基　　金：2023年度教育部人文社会科学研究项目“基于多模态语料库的英汉双向同声传译流利性特征研究”(项目编号:23YJA740030)的资助。

摘　　要：师生合作评价(teacher-student collaborative assessment,简称TSCA)同传教学模式对于提升大班同声传译教学效果具有重要作用。本文是TSCA同传教学模式建构的后续研究,聚焦该模式的微观操作层面:先基于教学实践论述了TSCA课前、课中和课后三阶段实施原则与同传课程的融合方式;再通过教学案例展示教学活动的设计与实施。The TSCA-based simultaneous interpreting(hereafter SI)teaching model plays an important role in enhancing the teaching effectiveness of a relatively large SI class.This paper is follow-up study on constructing the TSCA-based SI teaching model,mainly focusing on operational issues of the model at the micro level.It first discusses how TSCA implementation principles integrate with SI course throughout the pre-class,in-class and post-class stages,and then demonstrates how the teaching activities are designed and organized through a real classroom case.

关 键 词：师生合作评价 同声传译 教学模式 教学设计 

分 类 号：H319[语言文字—英语]