本文選題：實(shí)踐-反思 + 翻譯師資培訓(xùn)��； 參考：《西安外國(guó)語(yǔ)大學(xué)》2012年碩士論文

【摘要】：教師所擁有的翻譯理念、實(shí)踐能力及經(jīng)驗(yàn)在翻譯教學(xué)中發(fā)揮著不可忽視的引導(dǎo)力，甚至決定著翻譯人才培養(yǎng)事業(yè)的未來。如何尋求更多的可行方案來提高翻譯教學(xué)領(lǐng)域整體的師資力量，從而推進(jìn)專業(yè)翻譯人才的培養(yǎng)，已經(jīng)成為刻不容緩的課題�？v觀國(guó)際教育界，實(shí)踐-反思取向的師資培養(yǎng)模式已成為教師教育的主流。本論文旨在通過對(duì)相關(guān)文獻(xiàn)資料進(jìn)行梳理，，嘗試將實(shí)踐-反思取向結(jié)合到翻譯師資培養(yǎng)中，對(duì)現(xiàn)有師資培養(yǎng)模式進(jìn)行補(bǔ)充及完善。 論文主要圍繞以下問題進(jìn)行研究：基于實(shí)踐-反思取向的師資培養(yǎng)模式是否適用于翻譯教學(xué)師資培養(yǎng)？知行思交融模式應(yīng)用到翻譯師資培養(yǎng)中，其有效性如何體現(xiàn)？論文從實(shí)踐-反思取向的師資培養(yǎng)理論出發(fā)，以教育現(xiàn)象學(xué)及建構(gòu)主義學(xué)習(xí)理論為基礎(chǔ)，利用案例分析法及比較法，對(duì)中國(guó)翻譯協(xié)會(huì)開設(shè)的全國(guó)高等院校翻譯專業(yè)師資培訓(xùn)課程、廣東外語(yǔ)外貿(mào)大學(xué)開設(shè)的全國(guó)高校翻譯專業(yè)本科、MTI師資培訓(xùn)班進(jìn)行培訓(xùn)課程、流程等多方面的比較，結(jié)合目前翻譯教學(xué)現(xiàn)狀，切實(shí)指出目前翻譯師資培養(yǎng)方面的革新亮點(diǎn)及不足之處。 基于案例分析的基礎(chǔ)，論文提出將饒見維以實(shí)踐-反思取向?yàn)榛A(chǔ)的知行思交融模式與翻譯師資培養(yǎng)結(jié)合起來，并以這種交融模式為模板，以知識(shí)結(jié)構(gòu)、翻譯及教學(xué)經(jīng)驗(yàn)、經(jīng)驗(yàn)反饋總結(jié)、教學(xué)效果評(píng)估等幾個(gè)層面為標(biāo)準(zhǔn)，更深入地闡述翻譯教學(xué)對(duì)教師在專業(yè)素養(yǎng)、實(shí)踐能力、經(jīng)驗(yàn)反思等方面的具體要求，嘗試提出“知-行-思-驗(yàn)”為基本要素的翻譯師資培養(yǎng)模式構(gòu)想，對(duì)現(xiàn)有模式進(jìn)行可行的完善及補(bǔ)充。
[Abstract]:Teachers' translation concept, practical ability and experience play a leading role in translation teaching, and even determine the future of translation talent training. How to find more feasible solutions to improve the teaching staff in the field of translation teaching and promote the cultivation of professional translation talents has become an urgent task. Throughout the international education circle, the practice-reflection-oriented teacher training model has become the mainstream of teacher education. The purpose of this paper is to summarize the relevant literature and try to combine the practice-reflection orientation into the training of translation teachers to complement and perfect the existing teacher training model. The thesis mainly focuses on the following questions: is the practice-reflective orientation of teacher training model applicable to translation teaching teacher training? How to reflect the effectiveness of the combination of knowledge, action and thought in the training of translation teachers? Based on the theory of practice-reflective orientation of teacher training, and based on the theory of educational phenomenology and constructivism, the paper uses case analysis and comparative method. This paper compares the training courses of translation teachers of colleges and universities offered by the China Translation Association and the MTI teacher training courses for translation majors of universities and colleges in Guangdong University of Foreign Studies and Foreign Trade in various aspects, such as the process, and so on. According to the present situation of translation teaching, this paper points out the innovation and deficiency of translation teachers training. Based on the case study, this paper proposes to combine the knowledge, practice and thinking mode based on practice and introspection with the training of translation teachers, and take this model as a template, and take the knowledge structure, translation and teaching experience as the template. Experience feedback summary, teaching effect evaluation and other aspects are the criteria to explain the specific requirements of translation teaching on teachers' professional accomplishment, practical ability, experience reflection and so on. This paper tries to put forward the conception of "knowledge, action, thought and experience" as the basic element of the training mode of translation teachers, and to perfect and supplement the existing model.
【學(xué)位授予單位】：西安外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H059-4

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本文編號(hào)：1810618