摘要
师生合作评价(teacher-student collaborative assessment,简称TSCA)同传教学模式对于提升大班同声传译教学效果具有重要作用。本文是TSCA同传教学模式建构的后续研究,聚焦该模式的微观操作层面:先基于教学实践论述了TSCA课前、课中和课后三阶段实施原则与同传课程的融合方式;再通过教学案例展示教学活动的设计与实施。
The TSCA-based simultaneous interpreting(hereafter SI)teaching model plays an important role in enhancing the teaching effectiveness of a relatively large SI class.This paper is follow-up study on constructing the TSCA-based SI teaching model,mainly focusing on operational issues of the model at the micro level.It first discusses how TSCA implementation principles integrate with SI course throughout the pre-class,in-class and post-class stages,and then demonstrates how the teaching activities are designed and organized through a real classroom case.
作者
齐涛云
孙曙光
QI Taoyun;SUN Shuguang
出处
《外语教育研究前沿》
CSSCI
北大核心
2024年第4期65-72,96,共9页
Foreign Language Education in China
基金
2023年度教育部人文社会科学研究项目“基于多模态语料库的英汉双向同声传译流利性特征研究”(项目编号:23YJA740030)的资助。
关键词
师生合作评价
同声传译
教学模式
教学设计
teacher-student collaborative assessment(TSCA)
simultaneous interpreting(SI)
teaching model
teaching design
