摘要
西方研究者的研究表明,翻译教学中的过程性评价兼有形成性评价和总结性评价的特点,并在此基础上进一步深入到心理语言学领域。过程性评价洞察翻译语言的加工过程,涉及言语接受和言语生产的心理过程,也关注翻译者采用的心理策略。它是接近翻译过程的直接方式。就其途径来看,师生共同参与评估,以论证为中心模式,采取多样的评估标准以及综合运用各类方法是可以继续关注的主要方面。就其原则来看,可在现有研究的基础上,进一步涉及因人而异原则、多样策略原则和计算机辅助评估原则。
Western researches indicate that process-oriented assessments in translation teaching bear the traits both of formative assessments and summative assessments. On the basis of formative and summative assessments, process-oriented assessments further explore the field of psych assessments give insight into language processing in translating, involving olinguistics. Process-oriented in a psychological process of speech reception and production, also concerned about mental strategies used by the translator. It is a di- rect way close to translation process. On its approaches, it can further explore the issues of teacher- student-based cooperative evaluation, argumentation-centered model, a variety of evaluation criteria and integrated use of different methods. On its principles, further research of individualized principle, diverse strategic principle and computer-aided assessment principle can be conducted.
出处
《西南科技大学学报（哲学社会科学版）》
2013年第2期51-58,共8页
Journal of Southwest University of Science and Technology:Philosophy and Social Science Edition
基金
辽宁省教育厅2012年科学研究一般项目"认知识别视角下的翻译能力建构"(w2012100)的阶段性成果
关键词
翻译过程
评价
特点
途径
原则
Translation process
Assessments
Traits
Approaches
Principles
