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A Case Study of Adoption of a Mixed Teaching Mode in the Teaching of English-Chinese Translation Course

机译：在英汉翻译课程教学中采用混合教学模式的案例研究

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This paper explores the application of Task-Based Learning (TBL), Collaborative-Inquiry Model (CIM) + MOOCs mixed teaching mode in the teaching of “English-Chinese translation” course. When accomplishing learning tasks by groups, students are driven to carry out collaborative learning before class. Students feel compelled to complete specific learning tasks in the form of group cooperation assigned by the teacher through two quality MOOC courses before class. In the case of this translation course, students are required to gain an insight into certain differences between English and Chinese before class from the level of the syntactic structure to that of the semantic meaning. The teacher carefully designs the overall learning task and group learning tasks to ultimately achieve one of the teaching goals of enabling students to introduce Chinese culture in accurate and authentic English, and hence to improve students’ abilities in terms of cross-cultural translation and exchange of Chinese culture. The results show that: 1) TBL, CIM + MOOCs mixed teaching mode can cultivate students’ abilities to acquire knowledge independently, study with goals and inquiring spirits, and enhance students’ awareness of classroom participation; 2) Students can consciously adopt appropriate translation strategies based on their knowledge of the distinct features of English and Chinese, so as to avoid using Chinglish in their translation since they have a real in-depth understanding of the differences between the two languages by their autonomous online learning and collaborative discussion in advance; 3) Teaching activities of introducing Chinese culture in English have cultivated and improved students’ abilities to convey Chinese culture in accurate English and to tell well Chinese stories in idiomatic English.
机译：本文探讨了基于任务的学习（TBL），协作查询模型（CIM）+ MOOCS混合教学模式在“英汉翻译”课程中的应用。在按组完成学习任务时，学生将在课前开展协作学习。学生们觉得迫使教师通过课前两种质量的MooC课程分配的团体合作形式完成具体的学习任务。就这个翻译课程而言，学生必须在课堂上的句法结构水平与语义含义的阶段之前了解英语和中文之间的某些差异。老师仔细地设计了整体学习任务和集团学习任务，最终实现了使学生以准确和真实的英语引入中国文化的教学目标之一，从而提高学生在跨文化翻译和交换方面的能力中国文化。结果表明：1）TBL，CIM + MOOCS混合教学模式可以培养学生的能力，独立地获得知识，与目标和探究灵魂进行研究，提升学生对课堂参与的认识; 2）学生可以根据他们对英语和中文不同特征的知识有意识地采用适当的翻译策略，从而避免在他们的翻译中使用Chinglish，因为他们对他们的自主人有真正的深入了解两种语言之间的差异在线学习和协作讨论提前; 3）在英语中引入中国文化的教学活动，并改善了学生的能力，以准确的英语传达中国文化，并在惯用英语中讲述中国故事。

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