《口译教育的基本建构:课程与测试》（Fundamental Aspects of Interpreter Education）是一本值得专业教师去学习、思考和研究的口译专业论著，能帮助大家了解口译，提高口译教学能力和掌握口译考试方法，能促使开设口译专业的学校找准方向，使专业教师少走弯路。除此之外，《口译教育的基本建构:课程与测试》把理论研究与实证研究结合了起来，对口译教学进行研究，并尝试解决口译教育中的现实问题。这些都值得从事口译教育和口译研究的专业人士学习和思考。
《口译教育的基本建构:课程与测试》由原蒙特雷国际研究学院高级翻译学院（Graduate school of Translation and Interpretation，Monterey Institute of International Studies）的口译教师大卫·B·索亚（David B. Sawyer）以该学院的口译教学为案例，在对口译课程与专业评估理论进行研究的基础上撰写而成。作者通过理论与实证研究，提出了经过改良的课程模型。通过对如何把高效度、高信度的评估整合到课程中这一问题的探讨，作者为口译课程与口译评估这一研究领域开辟了新的研究空间。
编辑推荐
《口译教育的基本建构:课程与测试》：翻译教学实践指南丛书 媒体推荐
本书以蒙特雷高级翻译学院的口译教学为案例，对口译课程与专业评估进行理论与实证研究，提出了经过改良的课程模型，探讨了如何把高效度、高信度的评估整合到课程中这一问题，为口译课程与口译评估这一研究领域开辟了新的研究空间。本书适合翻译项目管理者以及翻译教师阅读，不仅可以为管理者从宏观的角度如课程设置等方面提供参考，也可以为教师从微观的角度如课程的进度与编排等方面提供借鉴。本书对翻译教学研究人员也是一本有益的参考书。
——大卫·B·索亚（David B. Sawyer）：蒙特雷国际研究学院高级翻译学院口译教师 目录
Figures and tables
Preface and acknowledgements
CHAPTER 1 Introduction
1. Challenges facing interpreter education
2. The integrative role of assessment
3. The objectives of this book
4. Methodological considerations
5. Overview of contents
CHAPTER 2 Interpreter education literature
1. Curriculum
2. Expertise
3. Assessment
4. Language transfer competence
5. Conclusions
CHAPTER 3 Fundamental aspects of curriculum
1. Definitions
1.1 The official curriculum
1.2 The hidden curriculum
2. Foundations
2.1 Philosophy
2.2 History
2.3 Psychology
2.4 Sociology
3. Guidelines
3.1 Educational philosophy
3.2 The aims of instruction
3.3 Program goals
3.4 Teaching objectives
3.5 Curricular implications
4. Approaches
4.1 Scientific - curriculum as process
4.1.1The computational view of the mind
4.1.2Skills and abilities in Instructional Systems Design
4.1.3The cognitive psychology of expertise
4.1.4 Levels of expertise in interpreting
4.1.5 Implications for curriculum sequencing
4.2 Humanistic - curriculum as interaction
4.2.1 A community of professional practice
4.2.2 Cognitive apprenticeship
4.2.3 Reflective practice
4.2.4 Situated cognition and learning
4.2.5 Implications for the learning environment
5. Models
5.1 Curriculum models according to Arjona
5.2 Curriculum components
6. Steps toward effective curriculum design
7. Conclusions
CHAPTER 4 Foundations of interpreter performance assessment
1. Concepts
1.1 Validity
1.2 Reliability
1.3 Subjective and objective testing
1.4 Measurement scales
1.5 Formative, summative, and ipsative assessment
1.6 Test specifications
2. Integrating curriculum and assessment:
Developmental milestones
2.1 Entry-level assessment
2.2 Intermediate assessment
……
CHAPTER 5 Introduction to the case study
CHAPTER 6 Case study Part I: Translation and interpretation competence
CHAPTER 7 Case study Part II: Survey of exam jury members
CHAPTER 8 Case study Part Ⅲ: Analysis of exam texts
CHAPTER 9 Implications of the case study
CHAPTER 10 Curriculum enhancement: An integrated Y-track model
Outlook: On the political and ethical consequences of test validation
Notes
APPENDICES
Appendix A
Appendix B
Appendix C
References
Name index
Subject index 文摘
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Finally, the "use of vicarious exeriences treats expertise as a resource" (219), as the expert engages in storytelling from the field. "For example, stories are accounts of the experiences of others and are often sufficiently vivid to serve as additions to the experience base" (217). A valuable pedagogical practice, the usefulness of stories of experience and narrative inquiry has been demonstrated particularly in the training of medical nurses (Connelly Clandinin 1990), A goal of interpreter educators could be to remove the anecdotal from storytelling and leverage their professional knowledge by relating their practical experience systematically to classroom tasks. In this respect, vicarious experiences can be used to develop instructional modules similar to case studies.
Therefore, knowledge gained from the study of expertise indicates that training programs benefit by including all four types of learning experiences. A combination of personal, manufactured, directed and vicarious experiences can be achieved by offering a range of instructional events, e.g., classroom instruction, internships in the workplace, and reflective practica (de Terra Sawyer 1998). The attainment of a synthesis of learning experiences and instructional events that are clearly related to curriculum goals is a hallmark of effective curriculum design.
| ISBN | 7544620794,978754462 |
|---|---|
| 出版社 | 上海外语教育出版社 |
| 作者 | 索亚(David B.Sawyer) |
| 尺寸 | 16 |