【摘要】：2001年麻省理工學(xué)院宣布將其幾乎全部課程資料發(fā)布到互聯(lián)網(wǎng)上,供全世界互聯(lián)網(wǎng)用戶免費使用,隨后耶魯、哈佛等大學(xué)也加入其中。他們共同組成了國際開放課件聯(lián)盟,并最終發(fā)展成為一場國際開放教育資源運動。開放課程運動開展的同時也伴隨著相應(yīng)的翻譯活動,英文的公開課被翻譯成了西班牙語、葡萄牙語等多種語言。公開課的漢語翻譯始于2003年,但直到2010年初,配有雙語字幕的課程視頻形式才開始出現(xiàn)在互聯(lián)網(wǎng)上,受到網(wǎng)民的熱烈歡迎。在從2010年初到2011年10月不足兩年的時間里,翻譯出的課程超過131門,約1500多集,形成了一股譯介熱潮；現(xiàn)如今該翻譯活動仍在火熱進行之中。公開課的翻譯活動是一種新的翻譯現(xiàn)象,具有較好的研究價值,但在筆者的資料收集范圍內(nèi),到目前為止中國大陸對此現(xiàn)象進行研究的學(xué)術(shù)論文尚無一篇,因此本論文嘗試對其進行深入、系統(tǒng)的探討。 本研究的理論視角是翻譯主體性。翻譯主體性包括能動性、受動性、為我性三個方面。創(chuàng)作者、譯者、接受者、發(fā)起人、評論人是不同性質(zhì)的主體,在翻譯活動中發(fā)揮著互不相同的主體性作用；同時他們還以主體間性的方式存在,相互合作,相互交流。翻譯主體研究雖是近幾年來譯學(xué)界的研究熱點,但也存在一些不足,本論文以查明建、田雨等有關(guān)翻譯主體性的論述作為理論基礎(chǔ),對公開課翻譯活動進行解讀和探討。 論文對公開課在中國的翻譯活動進行了簡介,嘗試性地將它分為三個階段,并從翻譯主體性的視角對這一翻譯現(xiàn)象進行研究。國外教育工作者作為創(chuàng)作主體,發(fā)揮其能動性,創(chuàng)作出優(yōu)秀的教育資源,并克服各種限制,將其免費發(fā)布到互聯(lián)網(wǎng)上；譯者作為不同語言的翻譯轉(zhuǎn)換主體,發(fā)揮能動性,克服字幕類視聽文本給譯者帶來的特殊限制,并在互聯(lián)網(wǎng)環(huán)境下形成了不同于傳統(tǒng)翻譯組織的特殊組織方式；廣大網(wǎng)民作為接受主體,主動熱情地觀看學(xué)習(xí)公開課；媒體作為評論主體,對公開課翻譯活動進行了積極正面地報道。由于這些主體具有把國外教育資源譯介到中國的共同目的,他們互動交流、相互合作。研究發(fā)現(xiàn),借助互聯(lián)網(wǎng),他們的互動交流比以往更加便捷。文章最后,還對公開課翻譯活動對翻譯的影響進行了思考。 通過分析,本文認(rèn)為,只有既對各個主體不同性質(zhì)的主體性進行分析,又對他們的主體間性進行探討,才能對公開課的譯介熱潮做出全面、深刻的闡釋。翻譯主體性理論對于一些翻譯活動具有較強的闡釋力。
[Abstract]:Yale, Harvard and other universities joined MIT's announcement in 2001 that it had published almost all of its curriculum materials on the Internet for free use by Internet users around the world. Together they formed the International Open Courseware Alliance, and eventually developed into an international open education resources movement. With the development of the Open Curriculum campaign, the English Open course has been translated into Spanish, Portuguese and other languages. The Chinese translation of the open class began in 2003, but it was not until the beginning of 2010 that the video form with bilingual subtitles began to appear on the Internet, which was warmly welcomed by netizens. In less than two years from the beginning of 2010 to October 2011, over 131courses, or more than 1500 episodes, were translated, creating a wave of translation and referrals that are still under way. The translation activity of the open course is a new translation phenomenon, which has a good research value, but in the scope of the author's data collection, so far there has not been any academic papers on this phenomenon in mainland China. Therefore, this paper attempts to carry on the in-depth, systematic discussion to it. The theoretical perspective of this study is the subjectivity of translation. The subjectivity of translation includes three aspects: initiative, passivity and self-nature. Creators, translators, recipients, promoters and commentators are subject of different nature and play different subjective roles in translation activities; at the same time, they also exist in the form of inter-subjectivity, cooperate with each other and communicate with each other. Although the research on translation subject has been a hot topic in the field of translation in recent years, there are still some shortcomings. This thesis, based on the theories about the subjectivity of translation, such as Cha Ming-Jian and Tian Yu, interprets and probes into the translation activities of the open course. This paper briefly introduces the translation activities of the open course in China, attempts to divide it into three stages, and studies this translation phenomenon from the perspective of translation subjectivity. Foreign educators, as the creative subject, give full play to their initiative, create excellent educational resources, and overcome various restrictions and publish them on the Internet free of charge. As the subject of translation in different languages, the translator plays an active role in overcoming the special limitations brought to the translator by the subtitle audio-visual text, and forms a special organizational mode which is different from the traditional translation organization in the Internet environment. The majority of netizens, as the subject of acceptance, actively and enthusiastically watch the open course, and the media, as the main body of the commentary, actively and positively report on the translation activities of the open course. Since these subjects have the common purpose of translating foreign educational resources into China, they interact and cooperate with each other. The study found that with the help of the Internet, their interaction was more convenient than ever. At the end of the paper, the influence of open-class translation activities on translation is also discussed. Through the analysis, this paper holds that only by analyzing the subjectivity of different subjects and discussing their inter-subjectivity, can we make a comprehensive and profound explanation of the upsurge of translation and introduction of open courses. The theory of translation subjectivity has a strong explanatory power for some translation activities.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H059

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