从建构主义视角考察以学习者为中心的研究生翻译课程开发

论文摘要

随着中国经济、社会和文化等各领域的迅猛发展,专业翻译工作者的市场需求量越来越大。翻译教学的重要性日益增长,2006年本科翻译专业及2007年翻译专业硕士的设立便可窥其一斑。本论文探讨的是英语专业硕士研究生翻译教学中的课程开发。课程开发从宏观的角度涵盖了目标设置、课程内容的选择、组织、实施、评价等诸多方面,其研究对促进翻译教学有着积极的现实意义。论文首先指出目前中国大陆地区高校硕士研究生翻译课程开发中普遍存在“本科化”和“轻应用、重学术化”两大问题;接着借鉴课程学、外语教学以及翻译教学中若干主要的课程开发模式,结合翻译教学的具体特点,分析各模式的优缺点;其次,结合翻译理论研究的进展情况,分析译者能力和翻译能力,总结两个概念的异同点以找出两者在硕士研究生翻译教学中的主从地位;再者,结合建构主义的启示、港台及国外知名翻译学院的相关课程开发情况,提出以学习者为中心的硕士研究生翻译课程开发模式。根据新的课程模式,作者认为学术型硕士研究生翻译教学应以培养学生的研究能力作为目标而应用型硕士研究生,即翻译硕士的教学应着重培养学生的译者能力并就大陆地区的硕士研究生翻译课程开发现状提出改进建议。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Research background
• 1.2 Research questions
• 1.3 Research methodology
• 1.4 Research aim and research significance
• Chapter Two Literature Review
• 2.1 An evolving definition of "curriculum"
• 2.2 Curriculum development and some related terms
• 2.3 Foreign researches on curriculum development models
• 2.3.1 The Objective Model by Tyler
• 2.3.2 The Process Model by Lawrence Stenhouse
• 2.4 Domestic researches on translation curriculum development models
• 2.4.1 Practice-centered model
• 2.4.2 Translation-theories-centered model
• 2.4.3 Theoretical-learning-and-practical-training model
• 2.4.4 Translation-competence oriented model
• Chapter Three Analysis of the Current Curriculum Development in Postgraduate Translation Education
• 3.1 Lack of distinction between academically-oriented,and professionally-oriented translation education
• 3.1.1 General introduction
• 3.1.2 Relationship between foreign language teaching and translation teaching
• 3.1.3 Propose of MTI Program
• 3.2 Lack of distinction between undergraduate and postgraduate translation education
• Chapter Four Translation Competence and Translator Competence
• 4.1 Defining translation competence
• 4.1.1 Translation competence as a summation of linguistic competences
• 4.1.2 Translation competence as no such thing
• 4.1.3 Translation competence as multi-componential
• 4.1.4 Translation competence as one thing
• 4.2 Defining translator competence
• 4.3 Relationship between translation competence and translator competence and its implications for translation curriculum development
• Chapter Five Implications for Postgraduate Translation Education from Constructivism
• 5.1 Theoretical origins of constructivism
• 5.2 Representative figures of constructivism
• 5.3 Main schools of constructivism
• 5.3.1 Radical constructivism
• 5.3.2 Social constructivism
• 5.4 Constructivist view on knowledge,learning and teaching
• 5.5 Implications for postgraduate translation education from constructivism
• 5.5.1 Objective setting
• 5.5.2 Content organization
• 5.5.3 Curriculum implementation
• 5.5.4 Curriculum evaluation
• Chapter Six A Learner-centered Approach from the Perspective of Constructivism
• 6.1 Postgraduate translation curriculum development model
• 6.2 Suggested improvements on the current postgraduate translation education
• 6.2.1 Objective setting
• 6.2.2 Modularization of content organization
• 6.2.3 Curriculum implementation
• 6.2.4 Curriculum evaluation
• Chapter Seven Conclusion
• 7.1 Summary of the research
• 7.2 Limitations of the research
• 7.3 Suggestions for further research
• Bibliography
• Acknowledgements