摘要
为了解决英语专业学生翻译技术能力存在的技术知识能力不足、工具能力缺失、技术思维不敏捷等问题,提升其适应新时代的翻译能力,构建英语专业学生翻译技术能力体系模型和探究其提升路径很有必要。英语专业学生翻译技术能力体系是由技术知识能力、技术思维和工具能力三要素构成的动态复杂体系,其提升路径为:自主学习技术知识、实施工具能力培训、交互融合教师精讲与学生实践和构建线上线下技术思维培养实践共同体。
In order to improve English majors’ translation ability to adapt to the new era and solve the problems of translation technical competences, such as lack of technical knowledge competence, lack of tool competence, and lack of agile technical thinking, it is necessary to build a system model of English majors’ translation technical competences, and explore paths to improve them. The translation technical competence system of English majors is a dynamic and complex system composed of three elements: technical knowledge competence, technical thinking competence and tool competence. Its improvement paths include self-learning technical knowledge, implementing tool competence training and building a practical community of online and offline technical thinking training.
作者
朱燕
ZHU Yan(School of Foreign Languages,Hunan University of Technology and Business,Changsha 410205,China)
出处
《湖南人文科技学院学报》
2023年第1期105-109,共5页
Journal of Hunan University of Humanities,Science and Technology
基金
湖南省教育科学“十三五”规划项目“大数据技术背景下英语专业翻译混合式教学模式实证研究”(XJK19BGD028)
湖南省省级线下一流本科课程“翻译理论与实践”(湘教通[2020]322号)。
关键词
英语专业学生
翻译技术能力
技术思维
模型
路径
English major
translation technical competence
technical thinking
model
path
