A Study Of The Teaching Model On Bti Based On The Social Constructivism Theory

With the rapid development of translation teaching and research,the studies on translation teaching models for Bachelor of Translation and Interpretation(BTI)are also in continuous development and improvement.The social constructivism education theory focuses on the learners' social interaction and humanistic growth,which is in accord with the formation law of translator competence.Thus,this study aims to construct a social constructivist teaching model for BTI(SCTM),including the elements analysis,the framework design,and its specific application.The main research topics involve the overall teaching objectives,curriculum system,teaching,assessment system and other aspects,which aim to provide macro instructional design for BTI.Both qualitative and quantitative approaches are employed in this research.The qualitative approach is mainly accomplished with interviews and literature analysis to analyze the current social needs and higher education demands on BTI in China and to gain a thorough understanding of the actual conditions of BTI on teaching objectives,curriculum system,teaching methods and assessment.This part of data provides the background information and dimensions to construct the teaching model for this study.The quantitative analysis is mainly accomplished with questionnaires and quantitative analysis on literature data to provide learners' needs and curriculum design analysis.It is concluded that the constituent elements of SCTM follow the principle of constructive alignment,in which the internal consistency are embodied in teaching objectives,curriculum,teaching and assessment.The SCTM teaching objectives are based on the Vygotsky' s Zone of Proximal Development which are designed according to the learner's various learning stages,including language knowledge and competence,translation knowledge and competence,general knowledge and competence,vocational knowledge and competence,and professional knowledge and competence.The curriculum system of SCTM consists of five curriculum modules that incorporate the above knowledge and competence development in accordance with the teaching objectives based on the constructive alignment.The main teaching philosophy of SCTM is to apply the social constructivist teaching methods to design teaching activities of different levels,from simple to difficult,therefore,learners can fulfill a comprehensive translation project.The assessment system of SCTM is made up of macro teaching management assessment and micro translation quality assessment.The former one aims to guide the students to manage their own learning process,for which multiple assessment forms are suggested.The later aims to train the learners to be able to evaluate their own translation products in terms of accuracy,profession degree,and the fitness between source and target texts.In this research,a teaching model is provided for BTI teaching designing reform,that is,they may use this model as a blueprint for their teaching practice design.Furthermore,this can also be a model for universities that have BTI.Meanwhile,the teaching design can examine the feasibility of the social constructivism theory being localized in current social and cultural environment,which may provide revised or complementary dimensions and observation points for the social constructivism education theory.