摘要
从建构主义的观点来看,翻译人才知识结构是多门课程教学合力的结果,也是一个终生的建构过程。翻译人才培养过程中必须重视知识的内在结构性和体系性,利用课程体系的内在关联,否定翻译课程建设和教学过程中的本位主义思想。翻译教学和教学翻译间的概念区分虽然有利于对翻译学的理论探讨,也可以突出翻译的专业性,但这样做可能会影响到翻译人才内在知识结构的建构。本文在分析翻译人才知识结构建构的重要作用、特点以及区分翻译教学和教学翻译对翻译人才培养可能带来的负面影响的基础上,提出了建构翻译人才知识结构的五个原则:翻译人才的培养要充分利用课程体系的合力,应该把知识结构的建构与地方经济发展、个性发展、能力培养以及翻译实践紧密结合起来。
In constructivist perspective, the structure of knowledge is the resultant of several curricula, and its construction will last the whole life of the translator or interpreter. In the process of cultivating translators, the system and structure of curricula should be continuously emphasized, and the internal relations between translation studies and language learning cannot be cut off. It may be helpful to distinguish between translation teaching and pedagogical translation in theory, but, at the same time, such a strategy might also be harmful to the systematical construction of the translator or the interpreter＇ s knowledge. The present article points out the great importance of a translator or interpreter＇ s construction of a reasonable structure of knowledge and the possible negative influences on the cultivation of translation talents caused by the distinction between translation teaching and pedagogical translation , and puts forward five relevant principles.
出处
《宜春学院学报》
2007年第3期154-159,共6页
Journal of Yichun University
基金
江西省教育厅2006年教改立项课题成果。
关键词
知识结构
建构主义
翻译教学
关联
structure of knowledge
constructivism
translation teaching
relevance
