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28СОВРЕМЕННЫЕ ОБРАЗОВАТЕЛЬНЫЕ ТЕХНОЛОГИИ
О формировании программы подготовки кадров по специальности переводчик
Гэн Даньдань,
старший преподаватель, магистр, заведующий кафедрой перевода Шэньянского политехнического университета E-mail: [email protected]
Специалисты по переводу играют важную роль в экономических преобразованиях и социальном развитии общества, а направленность их учебной программы напрямую определяет всестороннее развитие знаний, способностей и компетенций студентов. В статье обсуждается, как оптимизировать программу обучения переводческих кадров, исходя из четырех аспектов: принципа формулировки, целей обучения, требований к выпуску и системы учебного плана. Разработка программы обучения талантов - одна из ключевых задач реформы высшего образования, которая связана с тем, может ли качество обучения талантов соответствовать потребностям экономической трансформации и социального развития. Эффективная программа обучения для переводчиков поможет сформулировать цели обучения, оптимизировать систему учебных программ и усовершенствовать режимы обучения прикладных и междисциплинарных переводчиков. Программа подготовки кадров для переводческой специальности -это многомерная система. В соответствии с принципом OBE, цели обучения и требования к выпуску должны быть детально проработаны, а учебная программа должна быть установлена в модуле, что может способствовать повышению качества переводческих кадров. Это, несомненно, будет способствовать дальнейшему развитию реформы образования и проникновению инноваций в образовательный процесс, улучшению качества обучения переводу.
ключевые слова: переводческая специальность, программа обучения OBE, реформа высшего образования, образовательный процесс.
1. Introduction
The formulation of the talent training programme is one of the key tasks of higher education reform, which is related to whether the quality of talent training can meet the needs of economic transformation and social development. An effective training programme for translation major will help to clarify the training objectives, optimize the curriculum system, and innovate the training modes of the application-oriented and interdisciplinary translation talents.
2. Formulation of the Talent Training Programme for Translation Major
The formulation of the translation talent training programme should be carefully considered in the following four aspects: formulation principle, training objectives, graduation requirements and curriculum system.
2.1. Formulation Principle
The formulation of the talent training programme for translation major should be based on the OBE principle which is a new concept of educational and teaching reform. Three key points deserve emphasis: centering on students, orienting to the training outcome, and continuously improving quality. The makers of the training plan must start from the outcome and design the whole process in the reverse direction, while implement the details in the positive direction. By using the OBE principle, the talent training cannot be away from the demand of future career. To make the training objectives and the graduation requirements concretized is beneficial to the teaching plan and the curriculum arrangement. Compared with the traditional programme-formulating approach, OBE principle can better optimize the talent training system. Translation is a major of application and the talent training should be in accordance with the improvement of practical ability. The OBE principle exactly sees the needs of the language service industry and international communication.
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сэ ление преподавательской и экзаменационной деятельности»
„ и «Курса мышление и политика» Шэньянского политического
2 университета в 2020 году.
2.2. Training Objectives
Translation major aims at cultivating the qualified talents of application to meet the needs of national and local economic construction and social development. They should have good comprehensive quality, excellent professional morality, profound humanistic quality, ex-
cellent bilingual skills, strong cross-cultural ability, solid translation knowledge, rich inter-discipline knowledge, etc. With the proficiency in translation and interpreting methods and skills, the talents can be competent for the work of language service and international communication. (1, p.25) More importantly, each university or college should combine the development characteristics of the school and the training objectives of the major and reform cultivation system, in order to establish first-class specialty and improve the quality of talent training.
2.3. Graduation Requirements
When it comes to graduation requirements, full consideration should been given to knowledge, ability and quality. The whole framework can be built from macro perspectives including basic knowledge, problem analysis, solutions, researches, modern technology, translation and society, individual development, professional quality, individuals and teams, communication, project management and lifelong learning. Every perspective should cover several micro points in detail, according to the logic of knowledge and skills acquisition, knowledge and skills application and professional problems solution. Thus, all these perspectives and points will match up with the training objectives and the courses of the subject and major. To prove the rationality of the training program, all the essentials need to be coordinated and unified.
2.4. Curriculum System
The curriculum system is the core of the talent training programme and it contributes to the quality of the talents. Translation is a major of application, so its curriculum must be closely related to language service and international communication. In accordance with the graduation requirements, the translation curriculum can be classified into some practical module courses in detail. Educators should design the system in many aspects.
Comprehensively speaking, the system can include general education curriculum, subject education curriculum, major education curriculum and individualized education curriculum. Firstly, general education curriculum is classified into humanities and social science courses and mathematics and natural science courses depending on the specific needs of translation major at each university or college. Subject education curriculum is about the required theoretical and practical courses which contribute to expanding the areas of the translation talents' employment, while major education curriculum deals with the required and selective, theoretical and practical courses which decide the specialized study and the professional development of translation major. Individualized education curriculum focuses on innovation and entrepreneurship along with social or post labor practice. All the four are constructed into an integrated system suited to the translation talents' training objectives.
The required courses of translation major are the core of the curriculum system. In the new era, the courses are different from those 5 or 10 years before.
Take English translation major in China for example, the required subject education courses include Comprehensive English, Audio-Visual-Oral English, Oral English, English Reading, and English Writing. Students can learn the main subject knowledge so as to gain the linguistic quality of their future development. The required major education courses cover Introduction to Translation, E-C/C-E Translation, Applied Translation, Liaison Interpreting, Consecutive Interpreting, Topic-Based Interpreting, Introduction to Chinese Culture, Introduction to English-Speaking Countries, Introduction to Linguistics, Intercultural Communication, Translation Technology, etc. These courses build up the system of skills for students to become translators or interpreters. All the required courses should be approximately 80% of the total credits.
The selective courses are important in the system. Students can choose from a list of the selective courses and the listed credits are 1.5 or 2 times of the needed ones, which should be set beforehand and reach to about 20% of the total credits. These, different from the required courses, emphasize students' own learning interests and demands. The expansion of the professional knowledge and skills is crucial to the career development of the future translation talents. For example, the training programme may provide students with Literary Translation, Business Translation, News Translation, Tourism Translation, Scientific and Technological Translation, Legal Translation, Engineering Translation, etc. to select. If necessary, interdisciplinary courses should be available in order to promote application in a certain field. For instance, the training programme may offer students the courses such as Business Etiquette, International Trade, Scientific and Technological Information and Engineering Management. A variety of the courses can broaden the students' horizon and are beneficial to the students' development in translation major.
The theoretical courses of translation major are the basis of the curriculum system and account for at most 70% of the total credits. In the training programme, the syllabus of theoretical courses should be designed carefully and keep pace with application. Some courses may have lectures only, while others may contain lectures and classroom practice both. Take the course Translation Technology for example, it is better for teachers to arrange 32 class hours in total including lectures of 16 class hours and classroom practice of 16 class hours. The combination can make students improve their ability of putting theory into practice and meet social needs of the language service industry.
The practical courses are necessary in the system and should be arranged at least 30% of the total credits. Besides the above-mentioned classroom practice, centralized and decentralized practice plays a key role in the translation major curriculum. These courses can be grouped into 6 sections: professional practical courses, professional internship, innovation and entrepreneurship practice, social practice, international communication, and practical report. Individualized education curriculum can be integrated with them. Translation is a major of application, so enhanc-
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ing learning through practice is crucial to the talents' cultivation. (1, p.36)
The curriculum system is an integrated formation in which multiple factors are balanced to achieve the training objectives. Meanwhile, the courses should help to reach the graduation requirements. Universities or colleges need to carefully design the curriculum system so that the translation talents can play a greater role in social production and life.
3. Summary
The talent training programme for translation major is a multidimensional system. Under the guidance of the OBE principle, training objectives and graduation requirements should be worked out in detail, and the curriculum should be set in module, which can contribute to improving the quality of translation talents.
ON THE FORMULATION OF THE TALENT TRAINING PROGRAMME FOR TRANSLATION MAJOR
Geng Dandan
Shenyang Ligong University
Translation specialists play an important role in economic transformations and social development of society, and the focus of their curriculum directly determines the comprehensive development of students' knowledge, abilities and competencies. The article discusses how to optimize a translation training program based on four aspects: the principle of formulation, learning objectives, graduation requirements, and the curriculum system.
Developing a talent education program is one of the key challenges in higher education reform, which is related to whether the quality of talent education can meet the needs of economic transformation and social development. An effective training program for translators will help formulate learning objectives, optimize the curriculum system, and improve the learning regimes for applied and interdisciplinary translators. The training program for the translation specialty is a multidimensional system. In accordance with the OBE principle, learning objectives and graduation requirements should be detailed
and the curriculum should be installed in a module, which can contribute to improving the quality of the translation workforce. This, undoubtedly, will contribute to the further development of education reform and the penetration of innovations into the educational process, improving the quality of teaching translation.
Keywords: translation specialty, OBE curriculum, higher education reform, educational process.
References
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