后方法视角下的有效口译教学模式研究
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摘要
口译教学是培养口译人才的重要途径。随着教学改革的深入,后方法成为审视口译教学有效性、克服传统教学范式弊端的宏观视角之一。文章借鉴后方法和有效教学理论,提出了一个有效口译教学的实施框架,其包括三个基本要素:"以人为本—知行合一"的口译教学理念,"课上—课下"相辅相成的教学模式和以促进学习为导向的多元教学评价。
Interpreting teaching aims at training interpreters. With the deepening of teaching reform,post-method is taken as one of the macro perspectives for exploring effective interpreting teaching and overcoming the problems in interpreting teaching. By referring to post-method and effective teaching theory,the study proposes a practical framework for carrying out effective interpreting teaching,which includes the following three aspects: the student-centered teaching concept combining knowledge and action,a teaching model bridging in-class and out-of-class activities,as well as a multi-dimensional evaluation model focused on promoting learning efficiency.
Interpreting teaching aims at training interpreters. With the deepening of teaching reform,post-method is taken as one of the macro perspectives for exploring effective interpreting teaching and overcoming the problems in interpreting teaching. By referring to post-method and effective teaching theory,the study proposes a practical framework for carrying out effective interpreting teaching,which includes the following three aspects: the student-centered teaching concept combining knowledge and action,a teaching model bridging in-class and out-of-class activities,as well as a multi-dimensional evaluation model focused on promoting learning efficiency.
引文
[1]陈菁,肖晓燕,主编.口译教学:从理论到课堂[M].上海:上海外语教育出版社,2014.
[2]刘进,许庆美.立体式口译教学模式探究与实践——以现代教育信息技术为视角[J].外语教学,2011(6):66-69.
[3]王洪林.基于“翻转课堂”的口译教学行动研究[J].中国翻译,2015(1):59-62.
[4]郑玉琪,侯旭,高健.后方法时代英语教学原理与实践[M].南京:东南大学出版社,2015.
[5]Kumaravadivelu B.Toward a postmethod pedagogy[J].TESOL Quarterly,2001,35(4):537-560.
[6]Kumaravadivelu B.Understanding Language Teaching:From Method to Postmethod[M].Mahwah:Lawrence Erlbaum Associates Publishers,2006.
[7]Kumaravadivelu B.Language Teacher Education for a Global Society[M].New York:Routledge,2012.
[8]饶小飞,季频.后方法视域与全球化时代的大学英语教学[J].天津外国语大学学报,2014(3):46-53.
[9]陶健敏.Kumaravadivelu“后方法”语言教育理论述评[J].语言教学与研究,2007(6):58-62.
[10]华维芬.外语教学方法研究新趋势——《理解语言教学:从方法到后方法》述评[J].外语界,2008(5):46-51.
[11]邓志辉.教师赋权增能与后方法视野下的外语教学[J].外语界,2008(5):60-63,90.
[12]郑玉琪.后方法时代外语教学中教师角色的调查和分析[J].外语电化教学,2014(1):59-64.
[13]崔允漷.有效教学:理念与策略(上)[J].人民教育,2001(6):46-47.
[14]刘立明.国外有效教学研究述评[J].现代中小学教育,2002(12):40-42.
[15]姚利民.有效教学研究[D].上海:华东师范大学,2004.
[16]姚利民.国外有效教学研究述评[J].外国中小学教育,2005(8):23-27.
[17]钟启泉.“有效教学”研究的价值[J].教育研究,2007(6):31-35.
[18]朱彦.提高外语课堂教学有效性的关键因素——兼析第三届“外教社杯”全国高校外语教学大赛的优秀教学个案[J].外语界,2013(2):50-58.
[19]桑元峰.有效外语教学的范式研究[J].外语教学,2015(6):71-74.
[20]祝智庭,孙妍妍.无缝学习——数字时代学习的新常态[J].开放教育研究,2015(1):11-16.
[21]钟启泉.打造多声对话的课堂世界[N].中国教育报,2016-09-22(7).
[22]Bergmann J,Sams A.Flip Your Classroom:Reach Every Student in Every Class Every Day[M].Washington,DC:International Society for Technology in Education,2012.
[23]李雪莲.促进学习的课堂评价及学习目标的自我管理研究[J].现代外语,2016(3):399-407.
[24]文秋芳.“师生合作评价”:“产出导向法”创设的新评价形式[J].外语界,2016(5):37-43.
(1)翻转学习网络的网址为http://flippedlearning.org/definition-of-flipped-learning/。
(2)转引自秦炜炜:《翻转学习:课堂教学改革的新范式》,《电化教育研究》,2013年第8期,第84-90页。
[2]刘进,许庆美.立体式口译教学模式探究与实践——以现代教育信息技术为视角[J].外语教学,2011(6):66-69.
[3]王洪林.基于“翻转课堂”的口译教学行动研究[J].中国翻译,2015(1):59-62.
[4]郑玉琪,侯旭,高健.后方法时代英语教学原理与实践[M].南京:东南大学出版社,2015.
[5]Kumaravadivelu B.Toward a postmethod pedagogy[J].TESOL Quarterly,2001,35(4):537-560.
[6]Kumaravadivelu B.Understanding Language Teaching:From Method to Postmethod[M].Mahwah:Lawrence Erlbaum Associates Publishers,2006.
[7]Kumaravadivelu B.Language Teacher Education for a Global Society[M].New York:Routledge,2012.
[8]饶小飞,季频.后方法视域与全球化时代的大学英语教学[J].天津外国语大学学报,2014(3):46-53.
[9]陶健敏.Kumaravadivelu“后方法”语言教育理论述评[J].语言教学与研究,2007(6):58-62.
[10]华维芬.外语教学方法研究新趋势——《理解语言教学:从方法到后方法》述评[J].外语界,2008(5):46-51.
[11]邓志辉.教师赋权增能与后方法视野下的外语教学[J].外语界,2008(5):60-63,90.
[12]郑玉琪.后方法时代外语教学中教师角色的调查和分析[J].外语电化教学,2014(1):59-64.
[13]崔允漷.有效教学:理念与策略(上)[J].人民教育,2001(6):46-47.
[14]刘立明.国外有效教学研究述评[J].现代中小学教育,2002(12):40-42.
[15]姚利民.有效教学研究[D].上海:华东师范大学,2004.
[16]姚利民.国外有效教学研究述评[J].外国中小学教育,2005(8):23-27.
[17]钟启泉.“有效教学”研究的价值[J].教育研究,2007(6):31-35.
[18]朱彦.提高外语课堂教学有效性的关键因素——兼析第三届“外教社杯”全国高校外语教学大赛的优秀教学个案[J].外语界,2013(2):50-58.
[19]桑元峰.有效外语教学的范式研究[J].外语教学,2015(6):71-74.
[20]祝智庭,孙妍妍.无缝学习——数字时代学习的新常态[J].开放教育研究,2015(1):11-16.
[21]钟启泉.打造多声对话的课堂世界[N].中国教育报,2016-09-22(7).
[22]Bergmann J,Sams A.Flip Your Classroom:Reach Every Student in Every Class Every Day[M].Washington,DC:International Society for Technology in Education,2012.
[23]李雪莲.促进学习的课堂评价及学习目标的自我管理研究[J].现代外语,2016(3):399-407.
[24]文秋芳.“师生合作评价”:“产出导向法”创设的新评价形式[J].外语界,2016(5):37-43.
(1)翻转学习网络的网址为http://flippedlearning.org/definition-of-flipped-learning/。
(2)转引自秦炜炜:《翻转学习:课堂教学改革的新范式》,《电化教育研究》,2013年第8期,第84-90页。