Construction and Application of the Translation Teaching Model for MTI from the Perspective of Digital Humanities

Guangwei Li; Haiman Jiang

doi:10.54097/ve6z9266

Authors

Guangwei Li
Haiman Jiang

DOI:

https://doi.org/10.54097/ve6z9266

Keywords:

Digital humanities, translation teaching model, MTI, translation projects.

Abstract

With the deep integration of science and technology and humanities, great changes have taken place in the ways that human beings contact and learn. Digital humanities are an interdisciplinary and extended field, dealing with digital versions of knowledge products and helping to enhance and transform humanities and social science research. With the principles of practice-driven, process-oriented, cooperation-supported, and interaction-enhanced, the translation practical training and teaching platform has been developed. A translation-project-centered translation teaching model for MTI has been established with the Project-Based Learning theory based on the translation practical training and teaching platform. Students-centered and translation-projects-based, the processes of homework, including selecting, assigning, completing, correcting, and feedback, are well-organized in and out of class in this teaching model, which facilitates the transition of students from passive receivers to active constructors. The aim is to comprehensively improve students’ competence in translation and provide favorable conditions for cultivating professional translators with expertise. Effect test has been down and the result presents that there is a great improvement for students with the operation of the translation-project-centered translation teaching model, and both teachers and students have positive evaluation for it.

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