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有声思维法对外语教学作用有两个途径:一是作为研究工具找出影响外语教学的因素,间接作用于外语教学;二是直接应用于课堂教学,由教师或专家口述完成某项任务时的思维,使学生了解并习得这种思维并用以完成类似任务。有声思维翻译教学以情境认知学习理论为基础,强调运用有声思维法培养学生的翻译思维和实际问题解决能力。教学内容的核心是真实翻译任务,教学过程包括确定和分解翻译问题、解决问题和讨论总结经验三个阶段。
There are two ways to apply the thinking method of sound thinking to foreign language teaching: one is to find out the factors that affect foreign language teaching as a research tool, and indirectly act on foreign language teaching. The second is to apply it directly to classroom teaching. When a teacher or an expert orally completes a certain task Thinking, to enable students to understand and acquire this thinking and to accomplish similar tasks. Based on situational cognitive learning theory, transliteration teaching of translatological thinking emphasizes the use of sound thinking to cultivate students’ thinking skills in translation and practical problem solving. The core of teaching content is the task of true translation. The teaching process includes three phases: identifying and resolving translation problems, solving problems and discussing lessons learned.