摘要
翻译教师隐性课程是翻译课程研究领域一个重要而又常被忽视的问题。目前我国高校翻译教师隐性课程自我认知总体一般,对创新意识、行业意识和责任意识认知尚可,情感意识认知明显不足,翻译教师的职场经历对情感意识认知影响显著。翻译教师普遍对教学反思、课程资源开发、翻译职业教育认知不足。相对而言,副教授职称教师总体认知最好,而教龄在五年以下的低职称年轻教师认知较差。高校翻译教师未来需重视翻译教学反思性实践,丰富翻译职场实践经历,开发翻译职业教育类课程资源,努力实现翻译教学的“知情合一”。
Translation teacher hidden agenda is an important but currently neglected issue.Translation teachers in China have good cognition of creativity,practicality and responsibility,but insufficient cognition of affectivity.Affectivity is significantly affected by the vocational experience.Most translation teachers do not pay sufficient attention to teaching reflection,curriculum resources and vocational education.Associate professors perform best in terms of teacher hidden agenda self-cognition,while that of assistant lecturers with less five years of teaching experience relatively is poor.It is thus advised that affectivity,reflective teaching,teacher’s vocational experience and vocationaldirected curriculum should be highly emphasized in translation teaching.
出处
《天津外国语大学学报》
2020年第5期136-145,F0003,共11页
Journal of Tianjin Foreign Studies University
基金
国家社会科学基金项目“外宣翻译叙事化助建中国在东盟形象研究”(19CYY012)
广西哲学社会科学规划研究课题“面向东盟的外宣叙事翻译与国家形象建构研究”(18FYY009)
广西民族师范学院教学改革项目“‘互联网+’校企译才协同培养模式创新与实施”(JGYB201811)。
关键词
翻译教师
隐性课程
自我认知
课程思政
translation teacher
teacher hidden agenda
self-cognition
ideological and political education
