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| 題 名 | 混成式教學與任務型合作體驗式學習融入「中英筆譯」課程之實踐與反思=Integration and Reflection of Blended Learning and Task-Based Collaborative Experiential Learning in the Chinese-English Translation Course |
|---|---|
| 作 者 | 李晶菁; | 書刊名 | 靜宜語文論叢 |
| 卷 期 | 16 2024.06[民113.06] |
| 頁 次 | 頁1-37 |
| 分類號 | 521.429 |
| 關鍵詞 | 混成式學習; 體驗式學習; 學習動機; 任務型小組合作; Blended learning; Experiential learning; Learning motivation; Task-based collaborative learning; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 翻譯是一項重要的交流活動，旨在彌合語言和文化差距。在中英翻譯的教學現 場中，教師面臨諸多挑戰，如不易提升學習動機，以及缺乏實際翻譯經驗等。本研 究嘗試混成式教學、任務型合作學習，以及導入實際場域的翻譯需求，取代傳統講 座式教學，試圖對上述問題提出解決方案，提升學生學習動機與翻譯技能。混成式 學習結合了非同步線上學習與面對面教學，前者讓學習者決定學習速度並促進獨立 學習，後者則專注於解決學習者的疑問，並擴展相關知識。任務型合作及體驗式學 習乃藉由共同參與實際任務，讓學生獲取翻譯經驗，培養技能和信心。 本研究對象為 16 位修習中英筆譯的英語系大三學生。為評估此創新教學模式 之影響，本研究採用三種評估方式，包括課程興趣調查、形成性評量和總結性評量。 研究成果顯示學生在混成式學習、任務型合作學習以及體驗式學習導入之下，學習 動機提升，更能將所學之翻譯策略實際落實在英譯文本中，使得學生在學習過程中增加信心及經驗值。 |
| 英文摘要 | Translation is a significant communicative endeavor aimed at bridging language and cultural gaps. In Chinese-English translation instruction, teachers encounter numerous challenges, such as difficulties in enhancing learning motivation and lack of practical translation experiences. This research addresses these issues by incorporating blended learning, task-based collaborative learning, and experiential learning, thereby supplanting conventional lecture-style pedagogy. The objective is to propose solutions and enhance student learning motivation and translation skills. Blended learning merges asynchronous online learning with face-to-face instruction, with the former enabling learners to dictate individual learning paces and fostering independent learning and the latter targeting learners’ queries and expanding pertinent knowledge. On the other hand, task-based collaboration and experiential learning facilitate the acquisition of translation experience, skills, and confidence through joint engagement in authentic tasks. The study focuses on 16 junior English major students engaged in Chinese-to-English translation coursework. Three assessment approaches are employed to assess the impact of this innovative instructional model, including a course interest survey, formative assessment, and summative assessment. The research findings demonstrate that, under the implementation of the instructional model, students’ learning motivation is enhanced. Furthermore, students effectively apply the acquired translation strategies to English translation texts, thereby bolstering their confidence and experiential competence throughout the learning process. |
本系統中英文摘要資訊取自各篇刊載內容。