面向高阶思维发展的翻译技术教学实证研究——基于认知、行为与情感特征的分析

An empirical study on developing higher-order thinking in translation technology teaching:Analysis of cognitive,behavioral and affective features

本研究基于翻译技术课程开展个案研究,采用混合法收集个人学习报告、翻译项目文件材料、调查问卷、焦点小组访谈等数据,探究学生的高阶思维发展。研究发现,通过创设真实劣构情境,翻译技术课程激发了学生认知、行为与情感的相互作用,促进了高阶思维发展,具体表现为:(1)学生呈现以分析、评价、创造等高阶思维为主导的认知特征;(2)学生能够批判性运用翻译技术,创造性解决问题并完成翻译项目;(3)学生对自身高阶思维发展认可度较高,产生了进一步自主学习翻译技术的积极性。研究结果对翻译技术教学实践与研究具有一定启示。

Based on a translation technology course,this mixed methods case study investigated the development of translation students'higher-order thinking with the data from self-study reports,translation project files,questionnaires and focus group interviews.The results indicated that by creating a real-world ill-structured situation,the course stimulated the students'interplay among cognition,behavior and affection,thereby promoting their higher-order thinking.More specifically,(1)the students exhibited the cognitive features of higher-order thinking such as analyzing,evaluating and creating;(2)they could critically use translation technology,creatively solve problems and complete translation projects;(3)they identified their higher-order thinking development to a high degree and showed initiative for further autonomous translation technology learning.The study might shed some light on translation technology teaching and research.