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18О построении межвузовской системы учебных кредитов для предметов по технологиям перевода
Гэн Даньдань,
старший преподаватель, магистр, заведующий кафедрой перевода Шэньянского политехнического университета E-mail: gengdandan@163.com
Информатизация и развитие интеллектуальных технологий привели переводческую индустрию в эпоху 4.0, и подготовка специалистов в области технологий перевода стала важной частью обучения переводу. Межвузовская система начисления кредитов подходит для преподавания курсов технологий перевода. Она позволяет эффективно реализовать совместное построение курсов и пользование ими, создание онлайн и офлайн курсов, улучшить обучение и оценивание, обеспечить развитие навыков и знаний преподавателей и студентов. Использование этой системы помогает совместно пользоваться успешными образовательными ресурсами, реализовать равные возможности и помочь качественному развитию переводческого образования.
Ключевые слова: межвузовская система получения кредитов; курсы технологий перевода; образовательные ресурсы.
I. Introduction
With the rapid development of artificial intelligence (AI) in the new era, translation technology courses have been included in the undergraduate and postgraduate training programs of translation major in higher education. In a broad sense, translation technology covers the translator's translation process, desktop typesetting, speech and text recognition software, writing system, project management software, content management system, translation management system, etc. [1] The traditional classroom teaching method has been unable to meet the teaching needs of such courses and the market demand of translation industry. The cross-school credit earning system is a new model in deepening education reform. It means that students can learn the excellent resource courses of other schools through the network platform, and the earned credits are accepted by their schools. The model, suitable for the teaching of translation technology courses, is beneficial to the sharing of advantageous educational resources and the realization of educational equity.
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" Работа является результатом поэтапного исследования в рам-
ё ках проекта «Методы экспертизы учебных программ и разделение преподавательской и экзаменационной деятельности»
^ Шэньянского политического университета в 2020 году.
II. Construction of Cross-school Credit Earning System of Translation Technology Courses
1. Co-construction of the Course Builders and Users
The cross-school credit earning teaching system needs to be constructed by both the course builders and the course users. On the one hand, the courses of translation technology have a strong epochal feature and their applied knowledge has been changing with each passing day. On the other hand, the basis of their teaching objectives, methods, teaching staff, teaching materials, hardware equipment and other aspects is relatively weak. As the main designers of the courses, the course builders should have the open network courses of first-class quality, AI technology advantages of school-based features, collaborative innovation platforms of learning, research and practice, part-time tutors of translation technology industry, and other foundations, so as to ensure the sustainable advancement of resources. As the main learners of the courses, the course users make up for the technical weakness of translation teachers and students of language and literature origin by learning MOOCs and microlectures on line and relying on the flipped classroom teaching mode. The "teaching community" [2, p.58] should be set up by the course builders and users to discuss technical knowledge, explore teaching ideas and innovate the training mode of the application-oriented translation talents. For example, in the teaching of computer aided translation (CAT) software such as
SDL Trados and memoQ, the two sides jointly analyze how to help students to use the software for solving practical translation project problems in order to make the courses more scientific.
2. Co-innovation of the Online and Offline Classes
In the process of implementing the cross-school credit earning system, the main problem is that the online and offline are not developed in the same direction, and the "mixed teaching" becomes a mere formality. As a result, there is no difference between the offline classroom and the traditional classroom, and the online content adds extra-curricular burden to students. As translation technology courses are practice-oriented, they have strict requirements for the unity of the online and offline content. For instance, the whole teaching process of pre-translation editing can be controlled in advance. The online class takes common errors of machine translation as the main content, and then puts forward some solutions to arouse students' thinking; while the offline class focuses on students' own technical methods, and then summarizes effective strategies under the guidance of teachers and puts them into practice. It can be seen that, compared with the pre-planning role of the online teachers, the role of the offline teachers as the leader of the connection between the online learning and the offline learning is more prominent. If necessary, the offline teachers can also find or record microlectures, such as the practical demonstration of Tmxmall, to assist the practical training.
3. Co-existence of Teaching and Assessment
The cross-school credit earning system of translation technology courses includes not only the innovation of teaching but also the reform of assessment. Taking the localization term management as an example, the integration of the two is reflected in the three stages of teaching: before class, the teacher, according to the teaching plan, arranges the terminology problems faced in localization for students to think about, the students employ the cross-school network platform to study technical key points, and the course builder provides the course user with the detailed process evaluation data of online learning, testing, interaction, etc. of each individual; during class, the teacher leads the students to form some teams, carry out technical practice and report the results, such as the embedding of QTerm management system, completing the self-evaluation and mutual evaluation records of the process with quality and quantity guaranteed; after class, the students further deepen the practical application, solve the problems of localization translation project with the acquired technology, and are assessed in the final examination. The course assessment of cross-school credit earning should put emphasis on the process management and reduce the percentage of the final examination as much as possible. It is worth noting that driven by the principles of efficiency and quality, the work of language service industry has been moving from individual integration to team cooperation, and
translation team cooperation training has become an important assessment index. Therefore, the assessment of the course can be composed of three parts: e-learning accounts for 25%, teamwork practical demonstration accounts for 25% and the examination of technical application accounts for 50%.
4. Co-progress of Teachers and Students
According to a survey of translation technology courses, "73.5% of the colleges and universities involved think that 'lack of professional teachers' is the main problem at present." [3] Most of the translation technology teachers are from foreign language majors with weak foundation of information and intelligence technology. If the qualification is not reached and these teachers have no teaching and practical experience of translation technology unable to teach technical skills, it will inevitably lead to the decoupling of translation talents cultivation from the times. The cross-school credit earning system can not only enable students to enjoy the advantageous educational resources, but also broaden the horizon for the majority of teachers during the transitional period. They are supposed to actively make cross-discipline attempts and improve with students, so as to speed up the pace of curriculum construction. In learning from the course builders, teachers should "have fast learning ability" [4, p.86], think about how to guide students to seamlessly move from online learning to practical application, and adjust offline courses timely and dynamically according to learning rules, which definitely improve teaching efficiency and quality and stimulate translation technology innovation.
5. Co-acquisition of Knowledge and Skills
Translation technology courses possess the feature of integration of theoretical and practical acquisition. The theoretical acquisition means that the curriculum contains great amount of new technical knowledge in the new era; the practical acquisition means that these knowledge must rely on the application to play an important role in translation. With the rapid development of science and technology, the AI field is facing breakthroughs anytime and anywhere. The technological progress of big data, blockchains, etc. is closely linked with the translation industry. The system of cross-school credit earning not only enables students to have zero-distance access to the knowledge of translation technology provided by advantageous colleges and universities, but also promotes students to improve their skills in "flipped classroom". Teachers should encourage students to break the barriers of single discipline, make up for the weakness of system management, programming operation, etc., and enhance their learning enthusiasm and initiative, which create necessity of the knowledge-skills conversion. For example, in the classroom teaching, teachers can use 20% of the class hours to integrate and summarize the knowledge of MOOCs and microlectures, 30% to let students present the team report of achievements, and 50% to conduct technical application in the translation laboratory environment.
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The cross-school study is not simply to watch the video and learn the knowledge, but to walk into practice on the basis of the resources sharing. All of these are aimed to make students freely use the translation technology of what they have learned.
III. Summary
To sum up, the construction of an all-round and five-dimensional cross-school credit earning teaching system is conducive to the reform and development of translation technology courses. In the new era of AI, the application of technology is bound to play a key role in the changes of language service industry. Therefore, technology teaching should keep pace with the times, and constantly pursue innovation and excellence.
ON THE CONSTRUCTION OF AN INTERUNIVERSITY SYSTEM OF STUDY CREDITS FOR SUBJECTS ON TRANSLATION TECHNOLOGIES
Geng Dandan
Shenyang Ligong University
Informatization and intelligentization have brought the translation industry into 4.0 era, and the cultivation of translation technology talents has become an important topic of translation teaching. Cross-school credit earning system is suitable for the teaching of translation technology courses. It can effectively realize the co-construction of the course builders and users, the co-innovation of the online and offline classes, the co-existence of teaching and assessment, the co-progress of teachers and students and the co-acquisition of knowledge and skills. It helps to share the advantageous educational resources, realize the educational equity, and inject new vitality into the high-quality development of translation education.
Keywords: cross-school credit earning system; translation technology courses; advantageous educational resources
References
1. Wang Huashu. Innovation and Practice of Translation Technology Education in the Age of Artificial Intelligence [R]. The 4th Translation Technology Forum and Collaborative Innovation Seminar of Translation Technology Alliance of Henan Higher Education. 2019.
2. Wang Xuhui, Li Jing. Innovative Research on the Mixed and Flipped Teaching Mode of Cross-school Credit Earning Courses in the Perspective of "Internet +" [J]. Journal of Hubei Adult Education College. 2020, 26 (02): 58.
3. China Translation Association. The 2019 Report on China Language Service Industry Development and "One Belt, One Road" Language Service Survey [R]. Beijing: China Translation Association. 2019.
4. Cui Qiliang. Design of MTI Translation Technology Teaching System [J]. China Translation. 2019, 40 (05): 86.
5. Wang Huashu. Research on Translation Technology in the Age of Artificial Intelligence [C]. Beijing: Intellectual Property Press. 2020.
6. Zhao Bi, Feng Qinghua. Translation Technology in "Teaching Guide for Undergraduate Translation Major": Connotation, Process and Presence [J]. Foreign language World. 2019 (05): 1420.
7. Jin Minghui. The Enlightenment of Cross-school Credit Recognition in Domestic Colleges and Universities on Liaoning Province [J]. Literature Education. 2020 (07): 162-163.
8. Zhu Gongzhi, etc. Study and Practice on Cross-school Credit Earning under the Background of "Internet + Education" [J]. Education Modernization. 2020, 07 (19): 127-128+131.
9. Wang Dandan. On the Innovative Teaching Mode of Cross-school Credit Earning [J]. Journal of Zhejiang Business Technology Institute. 2019, 18 (03): 78-80.
10. Xue Mingzhi. Exploration and Reflection on the Mechanism of Cross-school Learning and Credit Recognition [J]. Journal of Taiyuan City Vocational College. 2019 (06): 114-115.
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