口译深度翻转学习行动研究
|
摘要
本研究结合人工智能时代口译教与学的特点,针对口译教育中存在的重教轻学问题及其导致的学用分离现象,借鉴深度学习与翻转学习的最新研究成果,以两者关系为切入点,构建了产出导向的深度翻转口译学习模式并开展行动研究。本研究借助教学观察、问卷调查、跟踪访谈和学习反思发现,该学习模式有助于培养学生学习策略能力,激发学习内驱力,提升口译实践应用与跨文化问题解决能力,进而提升口译学习效果。希望本研究能为解决新时代口译教育的学用分离问题提供思路,并为外语教育提供一定借鉴。
With regards to characteristics of interpreting education in AI era and problems existing in contemporary interpreting education,including emphasizing teaching while neglecting learning,as well as separation of learning and interpreting practice,this study reports the construction of a deep flipped interpreting learning model and an action research on it. By observations,questionnaires,interviews and learning reflections,the author finds that this learning model could help fostering students' learning strategies and stimulate their learning motivation,and further enhance their competence in interpreting practice and solving cross-cultural problems,so as to improve learning efficiency. It is hoped that this study would find some solutions to the existing problems in current interpreting education in China and provide enlightenment for foreign language education.
With regards to characteristics of interpreting education in AI era and problems existing in contemporary interpreting education,including emphasizing teaching while neglecting learning,as well as separation of learning and interpreting practice,this study reports the construction of a deep flipped interpreting learning model and an action research on it. By observations,questionnaires,interviews and learning reflections,the author finds that this learning model could help fostering students' learning strategies and stimulate their learning motivation,and further enhance their competence in interpreting practice and solving cross-cultural problems,so as to improve learning efficiency. It is hoped that this study would find some solutions to the existing problems in current interpreting education in China and provide enlightenment for foreign language education.
引文
Flipped Learning Network.2014.The Four Pillars of F-L-I-P~(TM)[OL].http://flippedlearning.org/definition-offlipped-learning(accessed 28/07/2016).
Harvey,A.&P.Kamvounias.2008.Bridging the implementation gap:A teacher-as-learner approach to teaching and learning policy[J].Higher Education Research and Development 27:31-41.
Hwang,G.-J.,C.-L.Lai&S.-Y.Wang.2015.Seamless flipped learning:A mobile technology enhanced flipped classroom with effective learning strategies[J].Journal of Computers in Education(4):449-473.
Jensen,E.&L.Nickelsen.2010.深度学习的7种有力策略[M],温暖译。上海:华东师范大学出版社。
Marton,F.&R.Saljo.1976.On qualitative differences in learning:I-outcome and process[J].British Journal of Educational Psychology 46:4-11.
Tochon,F.V.2014.Help Them Learn a Language Deeply[M].Blue Mounds:Deep University Press.
段金菊、余胜泉,2013,学习科学视域下的e-Learning深度学习研究[J],《远程教育杂志》(4):43-51。
刘和平,2016,中国口译教育十年:反思与展望[J],《中国翻译》(3):46-52。
卢信朝,2016,中国口译教学4.0:Practeasearcher模式[J],《上海翻译》(4):60-67。
梅德明,2018,新时代外语教育应助力构建“人类命运共同体”[N],《文汇报》第六版,2018-2-9。
王初明,2016,以“续”促学[J],《现代外语》(6):784-793。
王洪林,2015a,“以口头汇报为输出驱动”的批判性阅读行动研究[J],《中国外语教育》(2):12-22。
王洪林,2015b,基于“翻转课堂”的口译教学行动研究[J],《中国翻译》(1):59-62。
王洪林,2016,基于“输出驱动-输入促成”的读写一体化教学行动研究[J],《浙江外国语学院学报》(1):31-37。
王树槐、栗长江,2008,中国翻译教学研究:发展、问题、对策[J],《外语界》(2):27-33。
文秋芳,2015,构建“产出导向法”理论体系[J],《外语教学与研究》(4):547-558,640。
文秋芳,2017,“产出导向法”的中国特色[J],《现代外语》(3):348-358。
文秋芳,2018a,“产出导向法”与对外汉语教学[J],《世界汉语教学》(3):387-400。
文秋芳,2018b,新时代高校外语课程中关键能力的培养:思考与建议[J],《外语教育研究前沿》(1):3-11。
吴攸、李珂珂,2016,师资、课程与翻译的职业化--Frans De Laet教授访谈录[J],《上海翻译》(5):77-83。
张文娟,2015,学以致用、用以促学--产出导向法“促成”环节的课堂教学尝试[J],《中国外语教育》(4):10-17。
张文娟,2016,基于“产出导向法”的大学英语课堂教学实践[J],《外语与外语教学》(2):106-114。
庄智象、陈刚,2017,我国英语专业教育的问题及对策思考[J],《外语界》(3):9-15。
1下文数据分析参照的是此59名学生。
Harvey,A.&P.Kamvounias.2008.Bridging the implementation gap:A teacher-as-learner approach to teaching and learning policy[J].Higher Education Research and Development 27:31-41.
Hwang,G.-J.,C.-L.Lai&S.-Y.Wang.2015.Seamless flipped learning:A mobile technology enhanced flipped classroom with effective learning strategies[J].Journal of Computers in Education(4):449-473.
Jensen,E.&L.Nickelsen.2010.深度学习的7种有力策略[M],温暖译。上海:华东师范大学出版社。
Marton,F.&R.Saljo.1976.On qualitative differences in learning:I-outcome and process[J].British Journal of Educational Psychology 46:4-11.
Tochon,F.V.2014.Help Them Learn a Language Deeply[M].Blue Mounds:Deep University Press.
段金菊、余胜泉,2013,学习科学视域下的e-Learning深度学习研究[J],《远程教育杂志》(4):43-51。
刘和平,2016,中国口译教育十年:反思与展望[J],《中国翻译》(3):46-52。
卢信朝,2016,中国口译教学4.0:Practeasearcher模式[J],《上海翻译》(4):60-67。
梅德明,2018,新时代外语教育应助力构建“人类命运共同体”[N],《文汇报》第六版,2018-2-9。
王初明,2016,以“续”促学[J],《现代外语》(6):784-793。
王洪林,2015a,“以口头汇报为输出驱动”的批判性阅读行动研究[J],《中国外语教育》(2):12-22。
王洪林,2015b,基于“翻转课堂”的口译教学行动研究[J],《中国翻译》(1):59-62。
王洪林,2016,基于“输出驱动-输入促成”的读写一体化教学行动研究[J],《浙江外国语学院学报》(1):31-37。
王树槐、栗长江,2008,中国翻译教学研究:发展、问题、对策[J],《外语界》(2):27-33。
文秋芳,2015,构建“产出导向法”理论体系[J],《外语教学与研究》(4):547-558,640。
文秋芳,2017,“产出导向法”的中国特色[J],《现代外语》(3):348-358。
文秋芳,2018a,“产出导向法”与对外汉语教学[J],《世界汉语教学》(3):387-400。
文秋芳,2018b,新时代高校外语课程中关键能力的培养:思考与建议[J],《外语教育研究前沿》(1):3-11。
吴攸、李珂珂,2016,师资、课程与翻译的职业化--Frans De Laet教授访谈录[J],《上海翻译》(5):77-83。
张文娟,2015,学以致用、用以促学--产出导向法“促成”环节的课堂教学尝试[J],《中国外语教育》(4):10-17。
张文娟,2016,基于“产出导向法”的大学英语课堂教学实践[J],《外语与外语教学》(2):106-114。
庄智象、陈刚,2017,我国英语专业教育的问题及对策思考[J],《外语界》(3):9-15。
1下文数据分析参照的是此59名学生。