论域依赖的认知翻译教学模式——以应用型本科翻译专业实验教学设计为示例

Toward a Domain-Dependent Cognitive Model of Translation Teaching:Illustrated with an Experimental BTI Curriculum Design

在新的历史时期,我国经济、社会和文化的发展对翻译专业人才培养提出了新的要求,翻译专业的发展面临着新的机遇和挑战。在课程设置、学时分配、教材研发、教学实施等方面存在的诸多问题,成为阻碍本科翻译专业发展和人才培养的桎梏。课程体系建设是解决人才培养问题的核心。文章从认知心理学和认知翻译学角度提出了域依赖的认知翻译教学模式的构想,主张基于专业问题域、兴趣域、职场需求域、翻译工作知识域的划分重置教学主线,建设域依赖的课程体系,融入新型的翻转课堂模式和机器翻译/机辅翻译技术,为改变翻译课程各自为政、理论实践脱节等问题,为培养符合职场需求、具有跨域变通能力和创造性思维能力的翻译专业人才提供新思路。文章以一所应用型本科院校的翻译专业教学实验设计为例,说明了域依赖认知翻译教学模式实施的策略和方法。

In the new era of globalization and internationalization, the development of China’s economy, society and culture brings about new needs and requirements for the cultivation of translation talents in higher education. Translation teaching faces new opportunities and challenges. Problems with regard to curriculum setting, time allocation, teaching materials R & D, and action measures have become obstacles to the development of translator education at the undergraduate level, especially in BTI programs. Given that curriculum design is the core for a teaching program, this paper, drawing on findings of cognitive psychology and cognitive translatology, tentatively puts forward a domain-dependent cognitive model of translation teaching for constructing curriculum systems. Re-orienting the story-line of teaching based on the classification of specialty domains, field-of-interest domains, professional-subject domains and working-knowledge domains, the new curriculum system aims to change the unsatisfactory state of translation course setup, where there exist such serious problems as courses being unrelated and irrelevant to each other, and theory-practice disconnection, etc. The domain-dependent cognitive model can take advantage of the flipped-classroom teaching mode and the use of translation technologies. It provides new paths for cultivating translation talents who can have cross-domain resilience in knowledge construction and creative thinking for future needs. The paper illusrates the implementation of the new model with an experimental BTI curriculum design.