使用檔案翻譯教學初探

The Use of Portfolios to Teach Translation

10.29786/STI.200512.0012

廖柏森(Po-Sen Liao)；江美燕(Mei-Yen Chiang)

檔案教學 ； 翻譯教學 ； 自主學習 ； portfolios ； translation teaching ； learner autonomy

翻譯學研究集刊

9輯（2005 / 12 / 01）

291 - 312

繁體中文

國內翻譯系所數量隨著教育部廣設大專院校的政策而於短短幾年內暴增，加上一般外文系所搶開翻譯課程的風潮，翻譯教學界因而一月蓬勃發展氣象，但在相關議題的研究上卻顯然不敷教學實務的需求。尤其傳統以教師為中心的翻譯課程設計往往造成學生學習被動，甚至學習動機低落等困境。近年來由於人本教學理念和建構理論的興起，帶動以學生為中心的教學觀，創新翻譯教學也成為翻譯教師間的迫切訴求。因此本研究旨在提出以檔案教學作為翻譯教學的另一種可能性，而以大專應用外語系學生為對象，設計教材教法、編製評量表格，並在本文中報告教學流程、以及討論期末問卷調查的結果。期望為國內的翻譯教學提供有別於傳統的另類教學模式所需之實證研究，亦可由翻譯教師引以為教學參考。

Over the past few years, thanks to the policy of continued development in higher education, many translation programs of both graduate and undergraduate levels have been established around Taiwan. In view of the rapid increase of translation courses, however, research on translation pedagogy is still at a beginning stage and has rarely met teachers' needs in the classroom. The passive, frustrating character of traditional teacher-centered instruction has often caused students' poor motivation and other problems. With the emergence of humanistic teaching and constructivism in recent years, translation teachers have long called for a more creative and student-centered approach of instruction. Thus, this paper attempts to explore the possibilities of using portfolios as an alternative method to teach translation. College students majoring in applied linguistics served as participants of the study. The researchers reported the process of portfolio instruction, including the teaching materials and assessment criteria used, and also the results of questionnaire administered at the end of semester. The findings of this study may contribute to a better understanding of alternative translation pedagogy as well as to help translation teachers design their syllabus and classroom activities.

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