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翻译本科专业口译教学评估研究.

翻译本科专业口译教学评估研究.
翻译本科专业口译教学评估研究.

翻译本科专业口译教学评估研究

口译质量评估根据评估的目的可划分为三个领域,即面向教学的口译教学评估、而向职业的口译职业评估和而向研究的口译研究评估。口译教学评估是高等院校评价翻译人才培养质量的主要途径之一,评估的内容、模式、方法等都取决于不同层次翻译人才的培养目标、培养规格、阶段性教学目标、课程的设置和教学大纲的要求等。最新的翻译木科专业教学质量国家标准(以下简称新国标)中指出,翻译本科专业培养德才兼备,具有国际视野,具备较强的双语能力、翻译能力、跨文化能力、思辨能力、创新能力和创业能力,能够从事国际交流、语言服务、文化教育等领域工作的应用型翻译人才。具体而言,毕业生应熟练掌握相关工作语言,树立良好的职业道德,了解中外社会文化,熟悉翻译基础理论,较好地掌握口笔译专业技能,初步掌握并运用翻译技术和工具,了解语言服务业的基木情况和翻译行业的运作流程,能够胜任外交、经贸、教育、文化、科技等领域中一般难度的翻译、跨文化交流、语言服务等方面的工作。新国标中还指出,教学质量评价应以提高人才培养质量为评价目的,以国家标准为评价制度,且应将形成性评价与终结性评价相结合。学生评价包括知识、能力和素质三个方而(详见表1)。

新国标的制定和出台为翻译本科专业口译教学评估提出了新要求,评估体系的构建应以新国标为指导方针,评估各项工作的开展应紧扣新国标的要求,同时参考国际上较成熟评估模式,明确口译教学评估的时间、目的和类型,以及不同评估阶段的评估客体,形成操作规范。规范化、标准化的口译教学评估体系能够直观、客观、科学地反应教学质量

和人才培养质量,推动翻译本科专业的建设与发展。

一、口译教学评估的目的和评估时间

交际语言测试的理论将测试分为,课程/成绩测试(achievementtest),用于检查、了解某一阶段内完成教学大纲和教学计划的情况,评估学员的学业情况;诊断测试(diagnostictest),用于发现学员在哪些方面犯错并找出补救办法;水平测试

(proficiencytest),用于测量学员或译员的口译实践能力,即评定考生是否达到某一水平,能否胜任口译任务或口译工作;潜能测试(aptitudetest),用于测试考生是否具备学习口译并成为一名译员的基木素质和天赋;编班测试(placementtest)用于将学生区分开来, 编入适合他们能力和水平的班次,接受相应的培训(Bachman,19XX 年学习后,必须通过毕业水平考试才能取得学位。毕业考试主要测试学员的译入语水平、源语理解能力以及各门口译课程教授的口译技能掌握情况,学员只有在考试中展示出足以成为职业译员的水平方可通过。那么,本科翻译专业口译方向学生的结业评估应回答这样一个问题:学生毕业后能否胜任一般难度,具有一定专业性的外交、经贸、教育、文化、科技等领域的联络口译和交替传译工作?重点测试评估学生以下几个方而的知识、能力和素质(见表5)。

三、结语

翻译木科专业的口译教学评估应以教学质量的新国标为导向,以教学目标为标准,综合评估学生的口译能力。从学生学习的过程来看, 口译教学评估可分为入学评估、阶段性评估和结业评估三个阶段,检测学生

是否达到阶段性教学要求,反馈教学质量,完成对教学质量的监控。三个阶段的评估目标不同,类型不同、评估的客体也不尽相同。入学评估主要考查学生是否具备学习口译的基本素质,主要包扌舌生理素质、心理素质和综合素质;阶段性评估一般在学期结束时进行,其目的是评估学生对学期内课程所教授内容的掌握程度,包括了语言能力、翻译能力和职业能力等;结业评估衡量的是学生是否达到木科翻译专业的总体教学目标和要求,通过评估的学生应基本达到口译译员的职业要求,能够胜任一般难度的联络口译和交替口译工作。口译教学评估基本要素的确立,为评估模式的构建奠定了理论基础,为评估模式构建工作的进步一开展提供了前提。

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