胡莉萍

【摘 要】目前翻译课程教学以教师课堂讲授、学生被动式接收知识为主，缺乏有效的学习效果评价机制、教学改进机制。为了改进传统的翻译课程教学，本文将OBE的理念引入翻译课堂教学中，以提高学生的实际翻译能力为导向优化了课程教学内容，探讨建立多元化的评价模式;以《中级口译教程》一次课堂教学为例，介绍了课堂教学组织，设置了和学生专业背景相近的会话场景，学生主动融入课堂翻译教学，应用所学的翻译方法进行口头翻译，提高了实际翻译应用能量。建议在翻译教学中采用“项目化”教学策略，以学生学习成果为导向，优化课堂教学内容和教学形式，提高学生的综合语言应用能力。

【关键词】OBE教学理念;翻译教学 ;学习成果导向;优化教学;评价体系

中图分类号： H32文献标识码： A 文章编号： 2095-2457（2019）18-0110-002

DOI：10.19694/j.cnki.issn2095-2457.2019.18.053

Teaching Exploration of Translation Course Based on OBE Concept

HU Li-ping

（School of Foreign Languages， Jiangnan University， Jiangsu Wuxi 214122， China）

【Abstract】At present， the teaching method of translation course mainly focuses on teachers in-class instruction and students passive reception of knowledge， and lacks an effective evaluation mechanism on learning outcome and teaching improvement mechanism. In order to improve the traditional teaching method of translation course ， this paper introduces the concept of OBE ， optimizes the course content and explores the establishment of a diversified evaluation model， guided by the purpose of improving students practical translation ability. Taking a class of Intermediate Interpretation Course as an example， this paper introduces the organization of teaching contents， sets up conversational scenes similar to students professional fields， students actively integrate into the translation， and applies the translation methods they have learned to do oral translation， which improves the practical ability of translation application. It is suggested that the “project-based” teaching strategy be adopted in translation teaching to optimize teaching content and teaching form and improve students comprehensive ability in language application ， guided by optimizing students learning outcomes.

【Key words】OBE Teaching Concept; Translation Teaching; Learning Outcome Orientation; Optimizing Teaching; Evaluation System

《翻譯》课程属于公共英语模块课程，面向我校非英语专业开设，其教学目的是帮助学生了解翻译中的基本概念、基本原则、翻译标准、翻译技巧，学习掌握常用的英汉翻译方法与技巧并不断提高翻译技巧的应用能力。与此同时，通过提高翻译水平还可以逐步提高学生的人文素养和跨文化沟通能力。

目前《翻译》课程的国内教学方式以教师讲授为主，学生在大多数课堂时间内只能被动听教师讲，复制教师讲授的内容，缺乏相应的效果评价机制和课堂教学改进机制;一方面教材中所呈现的内容比较滞后，难以跟进最前沿的科学与社会成果，另一方面教师的教学偏理论化，结合实际生活、工作情景的紧密度较低，导致学生在实际应用场景中的翻译能力低下，与用人单位和社会的需求有偏差。……