在國際交流日益頻繁的今天,同聲傳譯在外事活動中具有重要作用。同聲傳譯人才被列為21世紀緊缺人才,中國優(yōu)秀的同聲傳譯人才僅有幾十人,且集中在北京上海等大都市。同聲傳譯人才的短缺引起了國內教育專家及各大高校的重視,目前多所高校已開設同聲傳譯課程,并嘗試通過其他有效途徑進行同聲傳譯人才培養(yǎng)。同聲傳譯人才需要具備過硬的綜合素質,扎實的口譯基本功是基本條件,同時需要具備良好的心理素質和人際溝通能力。因此,同聲傳譯訓練不僅應著眼于口譯技巧的貫通,同時應注重提高譯員的綜合素質。 合作學習理論作為一種創(chuàng)新而又有實效的教學方法,廣泛應用于英語課堂教學。合作學習理論的內涵可概括為:以學習小組為基本形式,共同完成任務,利用組內和組間各動態(tài)因素之間的互動促進學習,以小組成績和個人進步為評價標準,實現教學及學習目標。合作學習理論的基本模式包括以下幾方面的內容:合理分組;制定學習目標及任務;合作學習,結合教師指導,完成任務;最后由教師根據各小組學習任務的完成情況和學習效果進行綜合評價,從而使全體學生對此課題形成深入的認識,達到共同目標。合作學習模式指的是,學生在明確目標的指引下,充分調動主動性,共享知識資源,分享...

【文章頁數】：60 頁

【學位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Present Situation of SI Teaching and Training
    1.2 Organization and Purpose of this Thesis
Chapter Two Literature Review
    2.1 General Introduction to Cooperative Learning
        2.1.1 Definition of Cooperative Learning
        2.1.2 Basic Elements of Cooperative Learning
        2.1.3 Theoretical Perspectives of Cooperative Learning
    2.2 General Introduction to SI
        2.2.1 Definition and Characteristics of SI
        2.2.2 Quality Required for Conference Simultaneous Interpreters
        2.2.3 SI in China
    2.3 Traditional Training and Teaching Methods of SI
        2.3.1 Traditional SI Training Modes in China
        2.3.2 Disadvantages of the Traditional SI Training Modes in China
Chapter Three Theoretical Framework of Cooperative Learning in Simultaneous Interpreting Practice at Mock Conferences
    3.1 A New SI Training Mode and its Advantage
    3.2 Theoretical Guidance of Cooperative Learning in SI Practice at Mock Conferences
        3.2.1 Group Division
        3.2.2 The Role of Instructors
        3.2.3 Tasks and Objectives
        3.2.4 Implementation and Practice
        3.2.5 Evaluation and Comments after the Mock Conference
    3.3 General Principles of the Practice
        3.3.1 Individual Responsibility
        3.3.2 Positive Interdependence
        3.3.3 Communication Skills
Chapter Four Practical Implementation of Simultaneous Interpreting Practice at Mock Conferences
    4.1 Group Division
    4.2 Clarification of Tasks and Objectives
        4.2.1 The Common Task and Objective for the Whole Group
        4.2.2 Tasks for Each Individual Group Members
    4.3 Organization of the Conference
        4.3.1 To Fix the Theme of the Conference
        4.3.2 To Fix Schedule of the Conference
        4.3.3 Speech Preparation
        4.3.4 SI Training before the Conference
        4.3.5 Venue Arrangement and On-site Training
    4.4 SI Practice During the Mock Conference
    4.5 Evaluation and Comments after the Mock Conference
Chapter Five Conclusion
    5.1 Summary of this Thesis
    5.2 Limitations of this Training Mode
    5.3 Suggestions for further study
References



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