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整合型翻译课程设计假设模型研究 / 贺莺； 李瑞林.
// 中国翻译 ,Chinese Translators Journal 2015(03). 北京市 : [中國外文出版發行事業局], 2015.53-58 pages. 本文首先反观国内翻译课程的演进过程,对实在化、集群化、模块化三类课程形态进行评述。其次,从翻译研究的多科性、翻译过程的体验性、翻译能力的系统性等维度阐发翻译课程整合的理据。最后,基于"课程-教学整合"这一后现代课程论命题,围绕内容、过程、效果三个范畴,提出以问题为导向、以体验为轴心、以能力为指向的翻译课程整合理念和假设模型。本文认为,整合型翻译课程是融合教育环境、任务环境与社会环境,以体验翻译问题求解为核心,以任务嵌入、技能交互、反思评价为内涵,以双语共现、技术支持为条件,以知识驱动、理论观照、文化透视为依托的一体化翻译课程形态。提出的模型旨在合理配置课程因子,优化课程内部结构,强化课际逻辑关系,促进学习者多元翻译能力的协同发展。
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整合型翻译课程设计假设模型研究 / 贺莺；李瑞林.
// 中国翻译 ,Chinese Translators Journal 2015(03) 北京市 : [中國外文出版發行事業局], 2015.p.53-58. 本文首先反观国内翻译课程的演进过程,对实在化、集群化、模块化三类课程形态进行评述。其次,从翻译研究的多科性、翻译过程的体验性、翻译能力的系统性等维度阐发翻译课程整合的理据。最后,基于"课程-教学整合"这一后现代课程论命题,围绕内容、过程、效果三个范畴,提出以问题为导向、以体验为轴心、以能力为指向的翻译课程整合理念和假设模型。本文认为,整合型翻译课程是融合教育环境、任务环境与社会环境,以体验翻译问题求解为核心,以任务嵌入、技能交互、反思评价为内涵,以双语共现、技术支持为条件,以知识驱动、理论观照、文化透视为依托的一体化翻译课程形态。提出的模型旨在合理配置课程因子,优化课程内部结构,强化课际逻辑关系,促进学习者多元翻译能力的协同发展。
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汉字的特点与对外汉字教学 = Characteristics of Chinese Characters and Chinese Character Teaching. / Li Yunfu.
// Shijie Hanyu Jiaoxue. 2014, Vol. 28. 356-367 p. Given the number of Chinese characters and the strokes making up a single character,it is believed that Chinese characters are difficult both to teach and to learn in TCFL practice.In fact,the difficulty in Chinese character teaching is predetermined by the characteristics of Chinese characters,specifically their form,construction and function.In comparison with English,the form of a Chinese character is two-dimensional,so how to assemble the configuration units and how to distinguish different forms constitute learning difficulties.The construction of Chinese characters embodies the functions of the components and the correlation between the different functions.How to correctly split a character into its components and judge the function of each component and its correlation with others are also difficult in Chinese character learning.The function of Chinese characters is varied and the actual language unit they record can range from word to morpheme,and sometimes to syllable.Moreover,the unit of language and the unit of the character may not always match on a one-to-one basis;it is a commonly seen phenomenon for different words/morphemes to use the same character and different characters to record the same word/morpheme,which has a severe impact on correctly understanding and using Chinese characters and meanwhile constitutes the real difficulty in Chinese character learning.Chinese character teaching should focus on these points to ensure that international students can overcome the difficulties in Chinese character learning.
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