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1、Analysis of the practice of university English teaching based on constructivism Abstract. University English translation teaching is related to the students promotion of the innovation ability of students comprehensive use of English knowledge and the transformation combined with the construction of
2、 the social economy and culture. It not only requires students to possess the basic knowledge and literacy, but also requires students to master the practical use of translation in the social practice. According to the essential features of constructivist translation teaching, this article puts forw
3、ard innovative suggestions to improve the effectiveness of constructivist translation teaching in universities. Key words: Constructivism; university English; translation teaching As a kind of language output ability, the ability of translation is an important standard to measure the students foreig
4、n language level. The university English tests of the fourth level have added translation testing since 1996, which require students to translate part of the specified English sentence in the reading comprehension into Chinese. In 2006 the English examination of band four conducted reform greatly. T
5、he total score is 710 points, and the translation questions also have the new changes, which increased the new form of questions. This undoubtedly plays a great role in promoting the translation teaching. However, from the practical teaching, in translation teaching there still exists much to be des
6、ired. The present university English translation teaching still adopts the traditional teaching mode, and the traditional translation teaching model is the teacher as the center, and lays stress on the end result of translation students translation, puts emphasis on the basis of knowledge and basic
7、skills, and rarely pays attention to the cultivation of students innovative spirit and practical ability. So, how to use scientific methods to guide the students is the problem our English teachers need in-depth study of. This thesis takes the social constructivist model with constructivism theory (
8、student-centered) as a guide, and inquires into the effective teaching methods of English translation. 1. The sketch of the constructivism theory Constructivism comes from the Swiss psychologist Piagets theory of cognitive development. The further development of the theory of cognitive learning came
9、 into China in the 90s. There are many scholars applying it to language teaching practice. Constructivism holds that knowledge is the results of actively constructed activity. It is not passed to the passive recipients. Therefore, we cannot center on knowledge inculcation in teaching. Students are n
10、ot passive to receive and store knowledge under the guidance of teachers, but should be inspired in the original foundation of knowledge and experience, take the initiative to the new information processing, construct new knowledge of their own and independently construct cognitive structure. At the
11、 same time, constructivism holds that learning is an independent operating activity closely connected with the scenes. In certain scenarios, with the help of teachers and classmates, students use the necessary learning resources and learning environment to acquire language knowledge through the prac
12、tical application of receptive language. The teaching under the guidance of constructivism advocates collaborating true and stimulating learning environment for students to help students interact and communicate with each other to acquire knowledge and learn to use it freely. The teachers task is to
13、 transfer from imparting knowledge to students to the organizer, mentor and promoter of students learning activity and the process of meaning construction. Teachers should try to arouse the students enthusiasm and participation to help guide the students acquisition of knowledge and the translation
14、process by guiding students on skill and the attention of students and help them to discover and solve problems. So, teachers must use new teaching concept and new teaching mode to design and organize teaching in the process of teaching. Constructivism will undoubtedly help to achieve this transform
15、ation, realize the transformation from the traditional teaching theory with teaching the center to the student centered teaching mode. University English teaching from the perspective of the construction of translation should be student-centered, teachers as the guidance and the task-based teaching
16、as the basic teaching mode to facilitate the self-determined construction of students knowledge. 2. The present translation problems of university English 2.1. Limitations of the university English teaching materials and testing The university English teaching materials nowadays many universities ar
17、e using basically lack the English translation theory, and also lack the most basic translation methods and skills. Even if many textbooks have the sentence translation in the after-school practice, they are also to consolidate or strengthen the content of the text or to consolidate knowledge for th
18、e students. They are not to exercise the students ability of translation practice. Therefore, the true meaning of this is not our understanding of foreign language translation, but can at best be regarded as comprehensive practice of the words and grammar problems. 2.2. The theoretical knowledge of
19、translation teaching is not enough. The theory is the foundation of practice, so the translation needs to complete translation theory as the theoretical foundation of security. Have a full foundation of translation can only make the words of the translation be meaningful. But the school practical te
20、aching often neglects theoretical knowledge translation by students, and the teachers seldom teach the students the theory and techniques of translation. They just teach students direct translation, so that even if the students have the vocabulary and grammar, the translation of the article will be
21、very blunt with the lack of emotion. Some scholars have pointed out that it is a very important problem for the current field of translation that translation theory does no match practice, and college students at the learning stage are more likely to confuse the theory and practice of translation. T
22、hey do not know the difference between the two, so for the translation, they usually show the puzzling state. 2.3. The backward teaching mode Universitys class is not much, so for college students, the translation ability learning comes completely from the classroom. In the classroom, they are also
23、fundamentally taking the teachers as the center. The teachers arrange the translation work in classes, and will have it reviewed after the completion of the students which has no big promotion effect on the students practical translation ability. It just lets the students have more contact with some
24、 words and phrases. They never harvest much, and students will be prejudiced by first impressions that the translation is of little use, so the university English translation study will produce misunderstanding, which makes the normal English translation teaching in universities has a lot of resista
25、nce. 2.4. The target is not strong enough. Requirements of university English teaching puts forward clearly the three stages of translation requirements. Among them, the most basic requirement is equivalent to level four University English, and higher requirements refer to picking version of profess
26、ional English literature data, and the higher standard can be about the translation of the science of literature. At the same time, the translation speed also has the corresponding specific provision. 3. Method of university English translation teaching based on the constructivism theory Constructiv
27、ism can better use knowledge and knowledge acquisitions based on common law, and can take care of the comprehensive initiative learning subject task and self reflection display and team and situational teaching factors. It can improve translation teaching quality in university English teaching from
28、the perspective of constructivism. 3.1. Create the necessary environment and atmosphere. Since translation is not only the single point conversion between the source language information and the objective information, but also involves cultural, social, economic and other factors of the two language
29、s, teachers should pay attention to building the correlation integral environment in translation teaching of university English. A prominent work direction is to provide more detailed and appropriate environment with the combination of translation teaching goals and the important and difficult point
30、s for real simulation not only in the style, but also with the social environment, the background and the starting point of view. For example, about economic text and communicative real translation, it may be appropriate to create economic and trade, exhibition and discourse environment and scene to
31、 provide external conditions for the authenticity of materials and translation background to enhance students translation ability. Equally, it can be appropriate to increase the distribution of case teaching, especially the practice relating to foreign propaganda, meeting communication, business cor
32、respondence, translation of the conditional. And in the student after-school time, resources of significant extensions of meaning such as foreign news, comment, Chinese and foreign films, meeting minutes and others can be provided for cultural context laying, thus providing environmental conditions
33、constructivism practice requires for the English translation teaching of university students. 3.2. The cooperative learning The constructivism learning emphasizes to expand the existing learning mode of knowledge and learning methods into the extended layer, therefore the university English translat
34、ion teaching should be based on a collaborative development team composed of the opinions of others, then obtain the construction of a more meaningful learning system. Main recommendations can obtain more extensive learning elements accumulation and discussion through collaboration, advocacy in the
35、university English translation teaching and translation practice necessary for social arrangement, in order to implement the final target teaching with the practice teaching, promote full translation study to explore the Interactivities as the form. Specifically, we should take the mutual exploratio
36、n of the active prior knowledge of students as the main line, and gradually realize the acquisition of knowledge, accomplishment and learning tasks and the formation of the mass sharing mechanism of the thinking process between the students. 3.3. Social practice in the construction of learning Anoth
37、er essential difference between constructivism and traditional teaching view is the positioning for the relationship between teachers and students in the acquisition of knowledge and emphasizes the mutual cooperation of the learners and integrating of social practice. For this, we recommend the curr
38、ent university English translation teaching should be changed from the teacher authority center to the student center, with the subject of teacher-student interaction in the learning center, and especially teachers should combine their own differences, interest, expertise, ability to learn with the
39、translation of learning and students, rather than the passive indoctrination with previous guidance, important and difficult evaluation, selection of the reference answer published, to avoid the originally traditional teaching mode for students which neglect and stifle enthusiasm for their interest
40、and initiative. Specifically, the collaborative learning organization should be associated with relocation between teachers and students, and the teachers focus on the direction of the guide and translation of old and new knowledge point of the serial interface design, and at the same time in the ex
41、planation of translation theory and skills, achieve the balance between market requirements and the traditional classroom and modern society. Firstly, design the classroom teaching, and complement by a certain amount of social practice to let the student obtain the relevance of pure translation theo
42、ry and the market dynamic demand, and let the student obtain the feasible translation theories which are both mature and not lose development. Moreover, in social practice in training students for the project, form a new cognition and ability of translation skills and the ability to gain channel exp
43、erience, and finally obtain the constructivism of the university English learning system. 3.4. Constructive task goal setting With the environment and teacher-student relationship relocation in the social practice based learning of university English translation, as a learning guide, workers of univ
44、ersity English translation teaching should set the learning subject and the target task matching translation competence acquisition. As the famous education experts Sue Homelinsky of the former Soviet Union said, The essence of education is to teach students how to learn, which changed the defects t
45、his important goal of past teaching presupposition on students ability of problem solving, making the ability and the knowledge acquisition become the process and the project. Teachers should conduct mining, link setting, real-time monitoring and evaluation and timely correction process with the kno
46、wledge system and ability of translation learning of each different student, thereby building up feedback system and archive mode of students ability and knowledge evaluation of university English translation teaching. Specifically, we can use the internet and multimedia teaching resources for the a
47、ppropriate team learning, and control learning constructivism feedback from the implementation of active translation self, and form the learning system with students as the main body. 3.5. Interactive appraisals display As there are a timely feedback characteristic of the university English learning
48、, we suggest that in group cooperative learning we should carry out practical work based on the implementation of the construction process of translation study, especially between learners practice in class or group as a unit of mutual show, and review different parts of the translation practice of
49、peer, and evaluate the translation effect according to the different characteristics of students combined with views of teachers and social practice experience, thus resulting in the explanation of translation teaching on the basis of constructivist. 3.6. Correction through communication and reflection Another feature of constructivism is the self reflection subject characteristic of a correction function. Because this point of view agrees to that each ind
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