【摘要】：隨著國(guó)內(nèi)經(jīng)濟(jì)迅速發(fā)展,我國(guó)在世界經(jīng)濟(jì)、政治地位的不斷增強(qiáng),國(guó)內(nèi)外的交流也日益頻繁,外資企業(yè)不斷融入,中外之間的合作項(xiàng)目隨之增加,英語(yǔ)在中外溝通作用也日益彰顯。因此社會(huì)對(duì)翻譯人才提出了新的標(biāo)準(zhǔn),對(duì)翻譯人才的培養(yǎng)也提出了更高的要求. 20世紀(jì)70年代以來(lái),翻譯培養(yǎng)一直是翻譯教育研究的重要課題。國(guó)外許多學(xué)者也在這一領(lǐng)域進(jìn)行了廣泛而深入的研究,其中西班牙翻譯能力研究小組PACTE認(rèn)為翻譯能力由若干次能力構(gòu)成,提出的翻譯能力模式得到了多數(shù)學(xué)者的認(rèn)同,并且被廣泛應(yīng)用在各研究中。而我國(guó)的翻譯能力研究尚處于探索階段,對(duì)學(xué)生翻譯能力的培養(yǎng)也相對(duì)滯后。所以,以建構(gòu)主義理論為基礎(chǔ)指導(dǎo),是提高學(xué)生翻譯能力的有效途徑之一。 建構(gòu)主義又稱結(jié)構(gòu)主義,是認(rèn)知心理學(xué)派的一個(gè)分支,最早由瑞士的皮亞杰提出。也是當(dāng)代西方教育心理學(xué)中影響力頗高的理論流派。其核心就是以學(xué)生為中心,強(qiáng)調(diào)學(xué)生對(duì)知識(shí)的主動(dòng)探索、主動(dòng)發(fā)現(xiàn)和對(duì)所學(xué)知識(shí)意義的主動(dòng)建構(gòu)。我們對(duì)學(xué)生能力的培養(yǎng),不僅要增強(qiáng)學(xué)生獲得更新自身知識(shí)結(jié)構(gòu)的能力,也要注重當(dāng)今對(duì)市場(chǎng)的需求程度。使學(xué)生平日學(xué)到的知識(shí)可以切實(shí)的應(yīng)用到日后的工作,可以勝任各個(gè)領(lǐng)域的翻譯工作。本研究在建構(gòu)主理義論指導(dǎo)下,以西班牙翻譯小組PACTE的翻譯能力模式為基準(zhǔn),堅(jiān)持學(xué)生主動(dòng)性、實(shí)踐性學(xué)習(xí)、合作性學(xué)習(xí)的原則,提出不同的培養(yǎng)策略。文章一共分為五部分。第一部分為緒論,主要介紹研究背景、研究目的和研究意義。第二部分為文獻(xiàn)綜述,總結(jié)分析了國(guó)內(nèi)外對(duì)翻譯能力的培養(yǎng)。第三部分為理論依據(jù),介紹了建構(gòu)主義的定義、基本觀點(diǎn)及常見(jiàn)教學(xué)模式。第四部分是本研究的核心,首先介紹了翻譯能力,分析了在建構(gòu)主義理論指導(dǎo)下對(duì)翻譯能力培養(yǎng)的原則,最后在堅(jiān)持培養(yǎng)原則的基礎(chǔ)上,提出了翻譯知識(shí)小組培養(yǎng)、真實(shí)項(xiàng)目小組培養(yǎng)及模擬任務(wù)小組培養(yǎng)策略。第五部分為結(jié)論包括研究發(fā)現(xiàn)、啟示、不足及未來(lái)研究方向。
[Abstract]:With the rapid development of domestic economy, the increasing political status of our country in the world economy, the increasingly frequent exchanges at home and abroad, the continuous integration of foreign-funded enterprises, and the increase in Sino-foreign cooperation projects, English is also playing a more and more important role in communication between China and foreign countries. Therefore, the society has put forward new standards for translation talents and higher requirements for the cultivation of translation talents. Since the 1970s, translation training has been an important subject in translation education. Many foreign scholars have also carried out extensive and in-depth studies in this field. PACTE, a Spanish translation competence research group, believes that translation competence consists of several competence, and the proposed translation competence model has been accepted by most scholars. And has been widely used in various studies. However, the study of translation competence in China is still in the exploratory stage, and the cultivation of students' translation competence is lagging behind. Therefore, guided by constructivism theory, it is one of the effective ways to improve students' translation competence. Constructivism, also known as structuralism, is a branch of cognitive psychology, first put forward by Piaget of Switzerland. It is also an influential school of theory in contemporary western educational psychology. Its core is student-centered, emphasizing students' active exploration of knowledge, active discovery and active construction of the meaning of what they have learned. To cultivate students' ability, we should not only enhance students' ability to acquire and update their own knowledge structure, but also pay attention to the demand for the market. So that students can learn knowledge can be applied to the future work, can be competent in all fields of translation work. Based on the translation competence model of Spanish translation group PACTE, this study insists on the principles of students' initiative, practical learning and cooperative learning, and puts forward different training strategies. The article is divided into five parts. The first part is the introduction, mainly introduces the research background, the research goal and the research significance. The second part is a literature review, summarizing and analyzing the cultivation of translation competence at home and abroad. The third part is the theoretical basis, introduces the definition of constructivism, basic views and common teaching models. The fourth part is the core of this study. It first introduces translation competence, analyzes the principles of cultivating translation competence under the guidance of constructivism theory, and finally puts forward the cultivation of translation knowledge group on the basis of adhering to the principle of cultivation. Real project team training and simulation task group training strategy. The fifth part is the conclusion, including the research findings, enlightenment, deficiency and future research direction.
【學(xué)位授予單位】：東北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H059

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