翻译,作为一种教学活动,是为学生打好英语基础的有效教学手段,也是学生综合性语言技能的衡量标准之一,是高等院校英语教学过程的一个有机部分。但是,目前大学英语教学,尤其是翻译教学的现状远未尽人意,需引起足够的重视。笔者在南昌工学院民族教育学院进行英语教学一年之后,针对预科生的知识水平、知识结构等,结合刘宓庆老师提出的翻译教学五大任务、建构主义的相关理论以及社会各位老师对翻译教学模式进行的探索,逐渐形成了“讲—辅—练—评”这一教学模式,其中以评为该过程的核心,力求切实提高学生英语翻译能力。 Translation, as a kind of teaching activity, is an effective teaching method for students to lay a good foundation for English. It is also one of the measuring standards for students’ comprehensive language skills. It is also an organic part of English teaching in colleges and universities. However, the current situation of college English teaching, especially translation teaching, is far from satisfactory and needs to be given enough attention. After a year of teaching English at Nanchang Institute of Technology, in accordance with the knowledge level and knowledge structure of the pre-college students, the author combined the five major tasks of translation teaching proposed by Liu Qing-qing, the constructivist theories and the teachers’ Mode of exploration, and gradually formed a “lecture - auxiliary - practice - evaluation ” This teaching mode, which as the core of the process, and strive to effectively improve students’ English translation ability.