高校翻译课程思政教学探索:情感学习理论视角

On Implicit Ideological and Political Education in College Translation Courses from the Perspective of Affective Learning

课程思政作为一种综合教育理念,明确表达了各类课程蕴含价值观教育功能,这与教育分类学中情感领域学习目标一致。依托情感学习理论中对价值观形成和内化过程的分级描述,文章围绕翻译课程文化内涵丰富的特点,凸显课程提升文化自信的育人功能,以情感学习理论为框架激发教学资源的思政教育效力。通过关联翻译教学认知过程与价值观内化过程,设计互动性和思辩性强的教学活动,保障价值观形成过程中每个层级都得到有效的教学,有助于引导学生在学习翻译学科知识的同时,坚定文化自信、坚守社会主义核心价值观。本研究为课程思政提供了可复制的教学模式,有助于促进课程"知识传授"和"价值引领"内在契合的隐性塑造功能。

The concept of "implicit ideological and political education"refers to the integration of ideological and political education into all courses. It advocates that all subjects have the educational function of cultivating moral values. This idea overlaps partly with that in the educational development of affective domain, which involves feelings, values, appreciation, enthusiasms,motivations, and attitudes, etc."Internalization " of behavior motivation is the gradient for the affective domain. According to the stages of internalization,five major categories are divided: receiving, responding,valuing,organization of values,and characterization in a value or value complex. Based on the relevant principles of affective learning, this paper suggests a teaching framework to guide teaching resource selection,teaching design,and teaching evaluation for implicit ideological and political education in translation courses. As for resource selection, since it is important to emphasize teaching objectives in the environment in order to realize them,the contents selected need to be consistent with the objectives of ideological and political education. Thus,teaching materials related to traditional Chinese translation theory, classic translation works, great translators and sinologists, and professional translation quality can be used to boost cultural confidence and cultivate core socialist values. Corresponding to the hierarchical classification of affective objectives, this paper connected the 5 internalization stages with the translation teaching process. In the receiving phase,interesting materials and translation tools are presented to attract students’ attention at the beginning of class;in the responding phase,teaching activities are designed to encourage students to acquire translation knowledge through online interaction and classroom teaching;in the evaluation phase,the cultural and moral values embedded in translation are identified and evaluated by students during classroom tasks and discussion;in the phase of organization of values and characterization, with a stable cognitive system being formed,students are able to actively promote cultural values and core socialist values in translation practice. Within the framework,teaching activities focusing on higher level of cognitive objectives are emphasized,as the realization of cognitive objectives of higher levels helps promote that of affective objectives in higher levels. Group discussion, translation comparisons, and authentic translation tasks through CAT tools are elaborately organized to help cultivate in students cooperation,inquiry spirit,and creativity, which are affective benefits brought by the teaching activities. The evaluation of affective learning will be divided into two parts: cognitive and affective. Both formative and summative assessments will be adopted.Summative assessment is used to evaluate students ’cognitive knowledge through tests under the guidance of China’s Standards of English Language Ability( CSE).With respect to affective evaluation, questionnaires,interviews,scale measurement,eportfolio,reflection,drama,etc.,will be used accordingly. This teaching model enables cultural and moral values in selected materials to be conveyed to students in a hidden way through welldesigned teaching activities,guaranteeing the acquisition of translation knowledge,the improvement of translation skills,and enhancement of cultural confidence and core socialist values. It offers a duplicable teaching model for the implicit ideological and political education in all courses.