摘要
尽管建构主义已经深入人心,但是基于建构主义的多模态口译教学模式实证研究仍然少见。通过为期16周的教学对比试验,我们发现建构主义多模态口译教学模式有利于学生口译素养和技能的提升,但是会加重学生的学习负荷,导致一些学生产生不满情绪。
Although constructivism has been widely accepted, the experimental study of multimodal interpretation teaching mode based on it is still rare. Through a 16-week comparative teaching experiment, it was found that multimodal interpretation teaching mode of constructivism is beneficial for the improvement of students＇ interpreting abilities and skills, but more burden of learning will be added to them. Therefore some of the students feel unsatisfied with it.
出处
《高教学刊》
2017年第17期101-103,共3页
Journal of Higher Education
基金
广东省高等学校优秀青年教师培养基金项目"基于二元对立的多模态词典学体系研究与建构"(编号:YQ201407)
广东省教育科学"十二五"规划项目"基于网络平台的英语零度课程研究与实践"(编号:2013JK07)
广东医科大学教育教学成果奖培育项目"多模态英语口译微课课程研究"(编号:JY14085)
关键词
建构主义
多模态
口译教学
实证研究
constructivism
multimodality
interpretation teaching
experimental study
