医学双语文档设计实训教学模式的构建与应用
|
摘要
目的通过描述上海健康医学院建立的医学双语文档设计实训教学平台及其特点,以实际操作的方式探索医学院外语教师培养医学生术语管理能力,开发信息化教学资源,进而多维度地强化医学生的专业英语应用意识。方法将90位参与医学文档设计项目的学生,按专业分组进行实验,并引入案例展示学生实训结果。其中,分别对学生术语管理能力的掌握度、排版设计知识的掌握度、相关医学知识运用能力及企业对文档项目的认可度进行评价。从教学实验效果看,学生各项评价指标在原有基础上均有所提升。结论实训平台结合培养医学生专业需求,以翻译的表达准确、信息适用、呼唤转化为原则,利用数字化术语管理方法培养学生的文本再创造能力,不但激发了学生对专业的求知欲,还提高了医学专业人才的培养质量。
Objective This paper seeks to explore and cultivate the medical students' medical terminology management abilities with the help of teachers in the training coursesby describing the medical bilingual teaching design training platform and its characteristics established by Shanghai University of Medicine and Health Sciences and to develop the informatized teaching resources for teachers from the perspective of multiple dimensions. Methods A total of 90 students involved in the medical document design project were grouped by experiment with the cases studied to demonstrate the students' training Results. Such items as the students' mastery of the terminology management, their mastery of the typographic design knowledge, their abilities of relevant medical knowledge application and their enterprise' s evaluation of the document project acceptance are listed for the assessment. With the teaching experiment results, the evaluation of students' indicators has improved. Conclusion This training platform combines cultivating medical students' majors in our school with the principles of expression accuracy, information application and calling transformation in translation to develop students' text re-creation abilities by the method of digital terminology management, stimulating students' curiosity for professionalism and exploring the application of cognitive researches. It has improved the students' qualitiesby professional training in medical schools.
Objective This paper seeks to explore and cultivate the medical students' medical terminology management abilities with the help of teachers in the training coursesby describing the medical bilingual teaching design training platform and its characteristics established by Shanghai University of Medicine and Health Sciences and to develop the informatized teaching resources for teachers from the perspective of multiple dimensions. Methods A total of 90 students involved in the medical document design project were grouped by experiment with the cases studied to demonstrate the students' training Results. Such items as the students' mastery of the terminology management, their mastery of the typographic design knowledge, their abilities of relevant medical knowledge application and their enterprise' s evaluation of the document project acceptance are listed for the assessment. With the teaching experiment results, the evaluation of students' indicators has improved. Conclusion This training platform combines cultivating medical students' majors in our school with the principles of expression accuracy, information application and calling transformation in translation to develop students' text re-creation abilities by the method of digital terminology management, stimulating students' curiosity for professionalism and exploring the application of cognitive researches. It has improved the students' qualitiesby professional training in medical schools.
引文
[1]陈定刚.功能翻译理论视角下英语翻译技巧研究[J].海外英语,2018(7):123-125.
[2]贾文波.功能翻译理论对应用翻译的启示[J].上海翻译,2007(2):9-13.
[3]教育部.关于印发《教育信息化十年发展规划(2011-2020年)》的通知(教技[2012]5号)[EB/OL].(2012-03-13)[2019-02-10].http://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/s5892/201203/133322.html.
[4]李颖.纽马克的文本功能类型理论在医学英语翻译中的应用[J].文化学刊,2016(5):179-180.
[5]宋寿畅.科技英语翻译的两点体会[J].中国科技翻译,1989,2(4):37-38.
[6]岳中生.科技翻译标准新议[J].中国科技翻译,2000(3):45-48.
[7]沈向怡,袁媛.功能对等理论在医学翻译中的运用[J].中国高等医学教育,2010(5):12-13.
[8]姜岷山.从解决“语言危机”方法的不同看科技语言与文学语言的区别[J].外语教学与研究,1983(1):22-26.
[9]闫婷.浅析医学英语术语的分类与翻译策略[J].大学英语(学术版),2010,7(2):97-100.
[10]黎土旺.语料库与翻译教学[J].中国科技翻译,2007,20(3):46-49.
[11]顾忆青.书写中国翻译史:第五届中国译学新芽研讨会综述[J].东方翻译,2013(2):94-95.
[12]范武邱.科技翻译研究:困境和对策[J].中国科技翻译,2007,20(1):49-52.
[13]曾明星.李桂平.周清平,等.从MOOC到SPOC:一种深度学习模式构建[J].中国电化教学,2015(11):28-34,53.
[14]谢柯,邱进.翻译的超学科研究:认知与步骤[J],上海翻译,2018(2):12-17.
[15]Lee LY,Lee JK,Wong KF,et al.The establishment of an integrated skills training center for undergraduate nursing education[J].Int Nurs Rev,2010,57(3):359-364.
[2]贾文波.功能翻译理论对应用翻译的启示[J].上海翻译,2007(2):9-13.
[3]教育部.关于印发《教育信息化十年发展规划(2011-2020年)》的通知(教技[2012]5号)[EB/OL].(2012-03-13)[2019-02-10].http://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/s5892/201203/133322.html.
[4]李颖.纽马克的文本功能类型理论在医学英语翻译中的应用[J].文化学刊,2016(5):179-180.
[5]宋寿畅.科技英语翻译的两点体会[J].中国科技翻译,1989,2(4):37-38.
[6]岳中生.科技翻译标准新议[J].中国科技翻译,2000(3):45-48.
[7]沈向怡,袁媛.功能对等理论在医学翻译中的运用[J].中国高等医学教育,2010(5):12-13.
[8]姜岷山.从解决“语言危机”方法的不同看科技语言与文学语言的区别[J].外语教学与研究,1983(1):22-26.
[9]闫婷.浅析医学英语术语的分类与翻译策略[J].大学英语(学术版),2010,7(2):97-100.
[10]黎土旺.语料库与翻译教学[J].中国科技翻译,2007,20(3):46-49.
[11]顾忆青.书写中国翻译史:第五届中国译学新芽研讨会综述[J].东方翻译,2013(2):94-95.
[12]范武邱.科技翻译研究:困境和对策[J].中国科技翻译,2007,20(1):49-52.
[13]曾明星.李桂平.周清平,等.从MOOC到SPOC:一种深度学习模式构建[J].中国电化教学,2015(11):28-34,53.
[14]谢柯,邱进.翻译的超学科研究:认知与步骤[J],上海翻译,2018(2):12-17.
[15]Lee LY,Lee JK,Wong KF,et al.The establishment of an integrated skills training center for undergraduate nursing education[J].Int Nurs Rev,2010,57(3):359-364.