Analysis of the practice of university English teaching based on constructivi论文
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最后更新时间:2024-01-24
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点赞:31204
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最后更新时间:2024-01-24
Abstract. University English translation teaching is related to the students' promotion of the innovation ability of students’ comprehensive use of English knowledge and the tranormation combined with the construction of the social economy and culture. It not only requires students to possess the basic knowledge and literacy, but also requires students to master the practical use of translation in the social practice. According to the essential features of constructivist translation teaching, this article puts forward innovative suggestions to improve the effectiveness of constructivist translation teaching in universities.
Key words: Constructivi; university English; translation teaching
As a kind of language output ability, the ability of translation is an important standard to measure the students' foreign language level. The university English tests of the fourth level he added translation testing since 1996, which require students to translate part of the specified English sentence in the reading comprehension into Chinese. In 2006 the English examination of band four conducted reform greatly. The total score is 710 points, and the translation questions also he the new changes, which increased the new form of questions. This undoubtedly plays a great role in promoting the translation teaching. However, from the practical teaching, in translation teaching there still exists much to be desired. The present university English translation teaching still adopts the traditional teaching mode, and the traditional translation teaching model is the teacher as the center, and lays stress on the end result of translation – students' translation, puts emphasis on the basis of knowledge and basic skills, and rarely pays attention to the cultivation of students' innovative spirit and practical ability. So, how to use scientific methods to guide the students is the problem our English teachers need in-depth study of. This thesis takes the social constructivist model with constructivi theory (student-centered) as a guide, and inquires into the effective teaching methods of English translation.
1. The sketch of the constructivi theory
Constructivi comes from the Swiss psychologist Piaget's theory of cognitive development. The further development of the theory of cognitive learning came into China in the 90s. There are many scholars applying it to language teaching practice. Constructivi holds that knowledge is the results of actively constructed activity. It is not passed to the passive recipients. Therefore, we cannot center on knowledge inculcation in teaching. Students are not passive to receive and store knowledge under the guidance of teachers, but should be inspired in the original foundation of knowledge and experience, take the initiative to the new information processing, construct new knowledge of their own and independently construct cognitive structure. At the same time, constructivi holds that learning is an independent operating activity closely connected with the scenes. In certain scenarios, with the help of teachers and clasates, students use the necessary learning resources and learning environment to acquire language knowledge through the practical application of receptive language. The teaching under the guidance of constructivi advocates collaborating true and stimulating learning environment for students to help students interact and communicate with each other to acquire knowledge and learn to use it freely. The teacher's task is to traner from imparting knowledge to students to the organizer, mentor and promoter of students' learning activity and the process of meaning construction. Teachers should try to arouse the students' enthusia and participation to help guide the students' acquisition of knowledge and the translation process by guiding students on skill and the attention of students and help them to discover and solve problems. So, teachers must use new teaching concept and new teaching mode to design and organize teaching in the process of teaching. Constructivi will undoubtedly help to achieve this tranormation, realize the tranormation from the traditional teaching theory with "teaching" the center to the "student centered" teaching mode. University English teaching from the perspective of the construction of translation should be student-centered, teachers as the guidance and the task-based teaching as the basic teaching mode to facilitate the self-determined construction of students' knowledge.
Key words: Constructivi; university English; translation teaching
As a kind of language output ability, the ability of translation is an important standard to measure the students' foreign language level. The university English tests of the fourth level he added translation testing since 1996, which require students to translate part of the specified English sentence in the reading comprehension into Chinese. In 2006 the English examination of band four conducted reform greatly. The total score is 710 points, and the translation questions also he the new changes, which increased the new form of questions. This undoubtedly plays a great role in promoting the translation teaching. However, from the practical teaching, in translation teaching there still exists much to be desired. The present university English translation teaching still adopts the traditional teaching mode, and the traditional translation teaching model is the teacher as the center, and lays stress on the end result of translation – students' translation, puts emphasis on the basis of knowledge and basic skills, and rarely pays attention to the cultivation of students' innovative spirit and practical ability. So, how to use scientific methods to guide the students is the problem our English teachers need in-depth study of. This thesis takes the social constructivist model with constructivi theory (student-centered) as a guide, and inquires into the effective teaching methods of English translation.
1. The sketch of the constructivi theory
Constructivi comes from the Swiss psychologist Piaget's theory of cognitive development. The further development of the theory of cognitive learning came into China in the 90s. There are many scholars applying it to language teaching practice. Constructivi holds that knowledge is the results of actively constructed activity. It is not passed to the passive recipients. Therefore, we cannot center on knowledge inculcation in teaching. Students are not passive to receive and store knowledge under the guidance of teachers, but should be inspired in the original foundation of knowledge and experience, take the initiative to the new information processing, construct new knowledge of their own and independently construct cognitive structure. At the same time, constructivi holds that learning is an independent operating activity closely connected with the scenes. In certain scenarios, with the help of teachers and clasates, students use the necessary learning resources and learning environment to acquire language knowledge through the practical application of receptive language. The teaching under the guidance of constructivi advocates collaborating true and stimulating learning environment for students to help students interact and communicate with each other to acquire knowledge and learn to use it freely. The teacher's task is to traner from imparting knowledge to students to the organizer, mentor and promoter of students' learning activity and the process of meaning construction. Teachers should try to arouse the students' enthusia and participation to help guide the students' acquisition of knowledge and the translation process by guiding students on skill and the attention of students and help them to discover and solve problems. So, teachers must use new teaching concept and new teaching mode to design and organize teaching in the process of teaching. Constructivi will undoubtedly help to achieve this tranormation, realize the tranormation from the traditional teaching theory with "teaching" the center to the "student centered" teaching mode. University English teaching from the perspective of the construction of translation should be student-centered, teachers as the guidance and the task-based teaching as the basic teaching mode to facilitate the self-determined construction of students' knowledge.