Improving Translation Teaching From A Perspective Of Constructivism

Connecting with translation teaching practice, the author presents constructivism-based translation teaching framework and employs constructivist instruction theory in practical teaching and gets some achievements, which testifies the feasibility and originality of constructivist translation teaching in practice.The current situation of translation teaching is far from satisfaction and there are some problems in it. The basic problem lies in the dated instruction model and class organization method which result in scholastic rather than professional translation. The traditional translation classroom is usually teacher-centered, and the students' task is to constantly correct their translations to make them close to authority. This kind of teacher-centered classroom teaching mode in which the teacher controls the whole teaching process and the students are in a passive position is not helpful to develop students' initiatives and autonomy. Therefore, the author presents to conduct translation teaching under the guidance of constructivist theory.The instructional theory of constructivism which prevailed in America in 1990s is a rapidly developed theory. Now, the research and application of it has got more and more attention and has become a trend in the west, and even in the world. As a theoretical system, it is a criticism and a development of the traditional instructional theory. This theory sets forth a new viewpoint of knowledge and a new theory of learning, and makes interpretation to and puts emphasis on lots of aspects of instructional activities. For example, constructivist learning theories prefer that knowledge cannot be simply achieved through teaching. And it is constructed by individuals on basis of their prior understanding and knowledge in certain social and cultural background. Meaning construction happens only in the cooperation and collaboration between the learner and other peers or competent adults under the help of necessary learning materials. The principles and contents of constructivist instruction have an implication on translation teaching.There are three fundamental tenets which are shared by all constructivists: 1) Active construction of knowledge, 2) Real world contexts and problem-solving, and 3). Social negotiation. In the constructivist learning environment, the teacher's and the students' roles and teaching materials are quite different from those in traditional classroom environment. Compared with traditional teaching, in the constructivism-based framework, the teacher is a helper, facilitator and information provider while the students are the center of learning. As for teaching materials, it is not only the assigned textbook but also diverse materials can be used for teaching which can come from Internet, video, and other resources.After designing the constructivism-based framework, it is necessary to know the process of the constructivism-based translation teaching: setting goals → creating situations → teacher-student and student-student interaction → assessment. There are mainly three...