论文部分内容阅读
MTI/BTI设立已逾十年,发展早已遇到了两大瓶颈。其一,迄今尚无具有前瞻性的顶层指南。就MTI笔译而言,根据系统论,首先是尚无起决定性作用的有关MTI专业教育的“顶层设计”。其次,尚无具有整体关联性的“次顶层设计”或“中层架构——即指顶层设计强调设计对象内部要素之间围绕核心理念和顶层目标所形成的起关联、匹配与有机衔接作用的中/基层架构;换言之,没有笔译专业教育这个框架之下各个特殊领域的特色翻译教育架构。再次,更没有在该次顶层设计之下相关的基层实践,即尚无实际的可操作性。最后,具有带根本性反弹作用的教师队伍,不仅缺乏专职业化、”双师型“之先决条件,还远未完成”转型升级“——这更是构成MTI/BTI特色翻译教育发展的另一大瓶颈。如何打破这两大瓶颈,笔者愿与同行分享自己具有全国首创的十几年旅游翻译/导译教学与研究的宏观思考和实践经验。
MTI / BTI has been established for more than a decade, and development has long encountered two major bottlenecks. First, there is no forward-looking top-level guide so far. In the case of MTI transliteration, first of all, according to systems theory, there is a ”top-level design“ of MTI’s professional education that is still inconsequential. Second, there is no ”top-level design“ or ”middle-level architecture“ -that is, the top-level design emphasizes the association, matching and organic convergence between the inner elements of the design object around the core concepts and top-level goals In other words, there is no special translation education structure in each special field under the framework of translation education, and again, there is no relevant grassroots practice under this top-level design, that is, there is no practical operability Finally, a contingent of teachers with a fundamental rebound not only lacked the pre-requisite for professionalism and pre-requisites of ”double-qualification“ but was still far from complete ”transformation and upgrading" - and this made MTI / BTI How to break these two major bottlenecks, I would like to share with my colleagues own the country’s first more than 10 years of tourism translation / interpretation teaching and research of macro thinking and practical experience.