Research on the Linked Teaching Mode Constructed with TBL and CIM for Master of Translation & Interpreting

Abstract

The purpose of this paper is to explore a new teaching mode suitable for master of translation & Interpreting based on the characteristics of students’ powerful practicality and high degree of engagement, linking the Task-Based Learning (TBL) of Constructivist Learning Theory and the Collaborative-Inquiry Model (CIM) in the teaching and integrating their advantages. At the same time, this paper also explores how to make full use of the advantages of the English-Chinese translation course, how to combine the teaching of the English-Chinese translation course with ideological and political education, and how to incorporate ideological and political elements into the teaching content, teaching methods and evaluation methods. According to the teaching objectives, the teaching content is designed into one or more tasks, and students are given a specific situation or a task to be handled, so that they can proactively think under the drive of strong motivation of the problem, and complete the task through learning and doing. Then basing on the guided cooperative learning, research learning and the theory of group dynamics, and on the basis of a certain content of the lecture, the teacher, the students and the media interact with each other to conduct research on a certain problem. The application of this linked teaching mode in the teaching for master of translation and & Interpreting aims to adapt to students’ learning, research, practice and cooperative needs to the greatest extent, which can greatly improve students’ logical thinking ability, collaborative research spirit and reflective evaluation ability, and also maximize students’ participation in classroom and pride in self-worth realization, so that they can learn well and happily, and take initiative in learning. The results show that: 1) the linked teaching mode of TBL and CIM can rationally allocate teaching resources; 2) it can promote students to absorb new knowledge in a task-oriented way, improve their problem-solving ability, and help cultivate the spirit of inquiry and research in students’ active learning. At the same time, it is conducive to the cultivation of teamwork spirit so that students can use the team’s strength to solve problems and to maximize the learning efficiency; 3) it can help students have a systematic and clear understanding of the macroscopic and microscopic differences between the English and Chinese languages, and choose the appropriate translation strategies according to the characteristics of the English and Chinese languages.