书籍详情
建构主义的项目式翻译能力培养研究
作者：王湘玲 著
出版社：湖南大学出版社
出版时间：2012-05-11
ISBN：9787566701596
定价：¥34.00
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内容简介
《建构主义的项目式翻译能力培养研究》运用建构主义教育理论，结合项目式教学法，建立一种新的翻译教学模式。该模式是以项目为驱动，学生为中心，提高翻译能力为最终目标，通过协作式学习的试验教学证明其有较强的可操作性。此研究还详细描述了该项目的具体实施步骤，对有志改革传统翻译教学的教师提供参考。《建构主义的项目式翻译能力培养研究》适合广大高校开设翻译课程的授课教师、英语专业学生及相关专业领域的研究者们。
作者简介
王湘玲，女，湖南衡阳人，1970年出生，英语语言文学（翻译学）博士，湖南大学外国语学院英语系教授，英语语言文学（翻译学），翻译研究所所长。2005-2006年英国剑桥大学访问学者。主要从事翻译过程理论与实证研究，主持部省级及以上社科基金项目4项，获省社科奖1项，出版专著2部，教材5种，发表学术论文20余篇。
目录
Abstract
Chapter 1 Introduction
1.1 Defining two terms
1.1.1 Translation competence（TC）
1.1.2 Market-oriented translation competence
1.2 Research significance
1.2.1 In discipline building
1.2.2 In meeting translation market needs
1.2.3 In developing translation pedagogy
1.3 Purpose and questions: a-framework
1.4 The feasibility of the research: a rationale
1.5 A brief description of methodology
1.6 The general organization of the thesis
Chapter 2 A review of previous research
2.1 Research on translation competence
2.1.1 An evolution of definition
2.1.2 Models of translation competence
2.2 Research on professional translation competence
2.3 Research on developing translation competence
2.4 Empirical researchl
2.4.1 Main concerns
2.4.2 PACTE
2.4.3 Mariana Orozco （2000）
2.5 Summary
Chapter 3 Constructivism and translation education
3.1 Constructivism and its philosophical implications
3.1.1 Origin and development
3.1.2 Basic concepts
3.1.3 Social constructivism
3.2 Objectivism versus constructivism in education
3.2.1 Objectivism and its philosophical implications
3.2.2 Constructivist learning theories
3.2.3 Objectivist versus constructivist pedagogy
3.3 Constructivist project-based approach in translation education
3.3.1 The project based approach（PBA）
3.3.2 The project-based approach and constructivism
3.3.3 Building a constructivist PBA model
Chapter 4 Evolving a pedagogy model for developing translation competence
4.1 The notion of market-oriented translation competence
4.1.1 A review of existing studies
4.1.2 Components of market-oriented translation competence
4.2 A pedagogy for improving market-oriented translation competence
4.2.1 Using real-life or real-life-like situations
4.2.2 Market-oriented and project-based
4.3 Building a workable translation pedagogy model
4.3.1 The traditional translation classroom
……
Chapter 5 An empirical study on developing translation competence
Chapter 6 Results and discussions
Chapter 7 Conclusion
Chapter 1 Introduction
1.1 Defining two terms
1.1.1 Translation competence（TC）
1.1.2 Market-oriented translation competence
1.2 Research significance
1.2.1 In discipline building
1.2.2 In meeting translation market needs
1.2.3 In developing translation pedagogy
1.3 Purpose and questions: a-framework
1.4 The feasibility of the research: a rationale
1.5 A brief description of methodology
1.6 The general organization of the thesis
Chapter 2 A review of previous research
2.1 Research on translation competence
2.1.1 An evolution of definition
2.1.2 Models of translation competence
2.2 Research on professional translation competence
2.3 Research on developing translation competence
2.4 Empirical researchl
2.4.1 Main concerns
2.4.2 PACTE
2.4.3 Mariana Orozco （2000）
2.5 Summary
Chapter 3 Constructivism and translation education
3.1 Constructivism and its philosophical implications
3.1.1 Origin and development
3.1.2 Basic concepts
3.1.3 Social constructivism
3.2 Objectivism versus constructivism in education
3.2.1 Objectivism and its philosophical implications
3.2.2 Constructivist learning theories
3.2.3 Objectivist versus constructivist pedagogy
3.3 Constructivist project-based approach in translation education
3.3.1 The project based approach（PBA）
3.3.2 The project-based approach and constructivism
3.3.3 Building a constructivist PBA model
Chapter 4 Evolving a pedagogy model for developing translation competence
4.1 The notion of market-oriented translation competence
4.1.1 A review of existing studies
4.1.2 Components of market-oriented translation competence
4.2 A pedagogy for improving market-oriented translation competence
4.2.1 Using real-life or real-life-like situations
4.2.2 Market-oriented and project-based
4.3 Building a workable translation pedagogy model
4.3.1 The traditional translation classroom
……
Chapter 5 An empirical study on developing translation competence
Chapter 6 Results and discussions
Chapter 7 Conclusion
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