一次以电脑辅助翻译技术为内容的自主授课尝试

A pedagogical action research of teaching CAT: A case of collaborative self-teaching

为了实现翻译教学的实践性和实用性，同时解决因教师缺乏电脑辅助翻译（Computer Assisted Translation， CAT）技能而几乎不能进行CAT教学这一普遍性问题，本文作者进行了学生自主授课学习CAT技术的尝试，并进行了进一步研究。通过问卷、访谈和观察，作者发现：1）学生非常有必要系统地学习CAT；2）学生充分认识到CAT的强大功效，却并未产生过分依赖CAT的态度，学生自主授课所选话题全面且基本代表当前CAT的主流趋势；3）绝大多数学生支持CAT自主授课并增强了自主探究意识；4）相当一部分学生认为自主探究太费时间。另外，教师准备资料精力投入较大，并且急需接受相关培训才能顺利解决学生操作中的各种问题。作者又经过后续一个学期的观察和与学生的交流，发现经过课堂专门讲授CAT的学生比未经过课堂专门讲授CAT的学生在翻译信心和效率上都有所提升。

Many teachers may have difficulty in teaching Computer Assisted Translation (CAT). due to the fact that most teachers are not adequately trained with the proper techniques. In the present research， the author tried applying self-teaching method in teaching CAT techniques. Many interesting results were observed through surveys and interviews: 1) students realized that learning CAT systematically was very important and necessary; 2) students started to know that CAT was effective and helpful， and at the same time it did not undermine the emphasis on non-computer based translation techniques; 3) a majority of the students supported the self-teaching method and thought it was a good way to help establishing self-learning attitudes; 4) many students also thought that self-learning had the disadvantage of taking more time compared with traditional methods. It was also suggested that supports were needed for teachers in the process of material preparing and course planning， as the lack of existing curriculum and authoritative textbooks put much burden on the teachers. The follow-up observation also showed that the participants， compared with others without CAT experiences， were better equipped with translation techniques and their confidence and efficiency in translation were enhanced as well.