在國際交流日益頻繁的今天,同聲傳譯在外事活動(dòng)中具有重要作用。同聲傳譯人才被列為21世紀(jì)緊缺人才,中國優(yōu)秀的同聲傳譯人才僅有幾十人,且集中在北京上海等大都市。同聲傳譯人才的短缺引起了國內(nèi)教育專家及各大高校的重視,目前多所高校已開設(shè)同聲傳譯課程,并嘗試通過其他有效途徑進(jìn)行同聲傳譯人才培養(yǎng)。同聲傳譯人才需要具備過硬的綜合素質(zhì),扎實(shí)的口譯基本功是基本條件,同時(shí)需要具備良好的心理素質(zhì)和人際溝通能力。因此,同聲傳譯訓(xùn)練不僅應(yīng)著眼于口譯技巧的貫通,同時(shí)應(yīng)注重提高譯員的綜合素質(zhì)。 合作學(xué)習(xí)理論作為一種創(chuàng)新而又有實(shí)效的教學(xué)方法,廣泛應(yīng)用于英語課堂教學(xué)。合作學(xué)習(xí)理論的內(nèi)涵可概括為:以學(xué)習(xí)小組為基本形式,共同完成任務(wù),利用組內(nèi)和組間各動(dòng)態(tài)因素之間的互動(dòng)促進(jìn)學(xué)習(xí),以小組成績和個(gè)人進(jìn)步為評(píng)價(jià)標(biāo)準(zhǔn),實(shí)現(xiàn)教學(xué)及學(xué)習(xí)目標(biāo)。合作學(xué)習(xí)理論的基本模式包括以下幾方面的內(nèi)容:合理分組;制定學(xué)習(xí)目標(biāo)及任務(wù);合作學(xué)習(xí),結(jié)合教師指導(dǎo),完成任務(wù);最后由教師根據(jù)各小組學(xué)習(xí)任務(wù)的完成情況和學(xué)習(xí)效果進(jìn)行綜合評(píng)價(jià),從而使全體學(xué)生對(duì)此課題形成深入的認(rèn)識(shí),達(dá)到共同目標(biāo)。合作學(xué)習(xí)模式指的是,學(xué)生在明確目標(biāo)的指引下,充分調(diào)動(dòng)主動(dòng)性,共享知識(shí)資源,分享...

【文章頁數(shù)】：60 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Present Situation of SI Teaching and Training
    1.2 Organization and Purpose of this Thesis
Chapter Two Literature Review
    2.1 General Introduction to Cooperative Learning
        2.1.1 Definition of Cooperative Learning
        2.1.2 Basic Elements of Cooperative Learning
        2.1.3 Theoretical Perspectives of Cooperative Learning
    2.2 General Introduction to SI
        2.2.1 Definition and Characteristics of SI
        2.2.2 Quality Required for Conference Simultaneous Interpreters
        2.2.3 SI in China
    2.3 Traditional Training and Teaching Methods of SI
        2.3.1 Traditional SI Training Modes in China
        2.3.2 Disadvantages of the Traditional SI Training Modes in China
Chapter Three Theoretical Framework of Cooperative Learning in Simultaneous Interpreting Practice at Mock Conferences
    3.1 A New SI Training Mode and its Advantage
    3.2 Theoretical Guidance of Cooperative Learning in SI Practice at Mock Conferences
        3.2.1 Group Division
        3.2.2 The Role of Instructors
        3.2.3 Tasks and Objectives
        3.2.4 Implementation and Practice
        3.2.5 Evaluation and Comments after the Mock Conference
    3.3 General Principles of the Practice
        3.3.1 Individual Responsibility
        3.3.2 Positive Interdependence
        3.3.3 Communication Skills
Chapter Four Practical Implementation of Simultaneous Interpreting Practice at Mock Conferences
    4.1 Group Division
    4.2 Clarification of Tasks and Objectives
        4.2.1 The Common Task and Objective for the Whole Group
        4.2.2 Tasks for Each Individual Group Members
    4.3 Organization of the Conference
        4.3.1 To Fix the Theme of the Conference
        4.3.2 To Fix Schedule of the Conference
        4.3.3 Speech Preparation
        4.3.4 SI Training before the Conference
        4.3.5 Venue Arrangement and On-site Training
    4.4 SI Practice During the Mock Conference
    4.5 Evaluation and Comments after the Mock Conference
Chapter Five Conclusion
    5.1 Summary of this Thesis
    5.2 Limitations of this Training Mode
    5.3 Suggestions for further study
References



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