《旅游翻译》课学习中的实地调查研究模式探索——一次研究型学习的尝试
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摘要
《旅游翻译》作为翻译方向中具有较强应用性的课程,在长期的教学中,所沿用的仍然是以结果为导向的模式,其效果并不能尽如人意。为更好地满足该课程教学要求,实现更好的教学效果,以研究型学习为理论基础,创设了"实地调查研究"模式,鼓励学生成为学习的真正主体,在真实的研究活动中发挥学习主动性,互相协作,最终学以致用,真正提升翻译能力。
The result-oriented mode used in the long-term teaching of Tourism Translation bears dissatisfactory effects for this course emphasizes more on application. In order to meet the teaching needs and achieve the teaching results better,a"Field Investigation"mode is launched on the basis of research study. With enhanced learning initiative and cooperation,students are encouraged to play the real role of learning subjects and put what they have learned into practice so as to promote their translation competence.
The result-oriented mode used in the long-term teaching of Tourism Translation bears dissatisfactory effects for this course emphasizes more on application. In order to meet the teaching needs and achieve the teaching results better,a"Field Investigation"mode is launched on the basis of research study. With enhanced learning initiative and cooperation,students are encouraged to play the real role of learning subjects and put what they have learned into practice so as to promote their translation competence.
引文
[1]文化和旅游部. 2018年上半年旅游经济主要数据报告[R]. 2018-8-22.
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[3]钱佳宇.布鲁纳的发现式学习与研究性学习的比较――对布鲁纳的发现式学习的反思[J].外国中小学教育,2011(8):55-58.
[4]刘勇,刘明.研究型学习的课程价值及其评价[J].西南农业大学学报(社会科学版),2007,5(6):83-85.
[5]陈刚.旅游英汉互译教程[M].上海:上海外语教育出版社,2009.
[6]黎健.多模态视角下旅游翻译教学研究[J].山西农业大学学报(社会科学版),2012,11(6):564-568.
[7]纪俊超.工作坊教学模式对旅游翻译教学的启示[J].教育教学论坛,2014(37):69-70.
[2]梁淑英.过程教学法与翻译能力模式应用研究――以旅游景点翻译教学改革为例[J].韶关学院学报·社会科学,2015,36(9):167-170.
[3]钱佳宇.布鲁纳的发现式学习与研究性学习的比较――对布鲁纳的发现式学习的反思[J].外国中小学教育,2011(8):55-58.
[4]刘勇,刘明.研究型学习的课程价值及其评价[J].西南农业大学学报(社会科学版),2007,5(6):83-85.
[5]陈刚.旅游英汉互译教程[M].上海:上海外语教育出版社,2009.
[6]黎健.多模态视角下旅游翻译教学研究[J].山西农业大学学报(社会科学版),2012,11(6):564-568.
[7]纪俊超.工作坊教学模式对旅游翻译教学的启示[J].教育教学论坛,2014(37):69-70.