本文選題：社會建構(gòu)主義　切入點：口譯課堂改革　出處：《北京外國語大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著口譯教學(xué)的發(fā)展,社會建構(gòu)主義理論以其先進(jìn)的知識觀、學(xué)習(xí)觀和師生觀逐漸被引入口譯課堂改革。在該理論指導(dǎo)下,口譯教學(xué)更突出以學(xué)生為中心,以教師引導(dǎo)為輔助,設(shè)計較為真實的口譯場景,從而促進(jìn)學(xué)生自主掌握口譯這一綜合技能。口譯課堂改革實施效果應(yīng)接受學(xué)生的評估,從而方便教師根據(jù)結(jié)果及時調(diào)整課堂改革的方向。從2016年3月至6月,北京外國語大學(xué)高級翻譯學(xué)院2015級的三個班級參與了 口譯課堂改革,他們的研究生一年級下學(xué)期英漢交替?zhèn)髯g課程是在社會建構(gòu)主義指導(dǎo)下開展的。改革后,課堂加入模擬會議和助教講評兩個新環(huán)節(jié),旨在創(chuàng)設(shè)較為真實的口譯環(huán)境,同時鼓勵同學(xué)討論交流。本論文旨在研究社會建構(gòu)主義指導(dǎo)下口譯課堂改革的實施效果如何,對改善翻譯教學(xué)有何啟示。為了具體回答本論文的研究問題,筆者對這三個班級的學(xué)生進(jìn)行問卷調(diào)查,重點圍繞社會建構(gòu)主義理論中的四個因素——教師、學(xué)生、任務(wù)和環(huán)境收集原始數(shù)據(jù)和一手資料。同時,針對問卷數(shù)據(jù)不能明確解釋的問題,筆者開展開放式訪談,定性分析背后原因。本文通過定量和定性分析,以期從學(xué)生視角全面反饋社會建構(gòu)主義指導(dǎo)下口譯課堂改革實施效果。這對學(xué)院總結(jié)口譯課堂改革實施情況以及進(jìn)一步將社會建構(gòu)主義理論應(yīng)用于課堂具有現(xiàn)實意義。
[Abstract]:With the development of interpreting teaching, the social constructivism theory is gradually introduced into the interpretation classroom reform with its advanced view of knowledge, learning and teachers and students. Under the guidance of this theory, interpretation teaching is more student-centered and teacher-led. In order to promote the students to master the comprehensive skill of interpreting independently, the effect of the reform of interpreting classroom should be evaluated by the students. From March 2016 to June, from March 2016 to June, three classes in the class of 2015 from Beijing Foreign Studies University participated in the classroom reform of interpretation. The course of English-Chinese consecutive interpretation was conducted under the guidance of social constructivism in the second semester of their first year. After the reform, two new links were added to the classroom, namely, simulation sessions and teaching assistants' comments, in order to create a more realistic interpretation environment. At the same time, it encourages students to discuss and communicate. The purpose of this paper is to study the effect of the implementation of the interpretation classroom reform under the guidance of social constructivism and its implications for the improvement of translation teaching. The author conducted a questionnaire survey on the students in these three classes, focusing on the four factors in social constructivism theory-teachers, students, tasks and environment-to collect raw data and primary data. In view of the problem that the questionnaire data can not be explained clearly, the author carries out open interview, qualitative analysis of the reasons behind the problem. The purpose of this paper is to provide comprehensive feedback from the perspective of students on the implementation of interpretation classroom reform under the guidance of social constructivism, which is of practical significance to the college in summing up the implementation of interpretation classroom reform and further applying the social constructivism theory to the classroom.
【學(xué)位授予單位】：北京外國語大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.1

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本文編號：1616410