A Preliminary study on the teaching mode of translation course from the perspective of curriculum thought and politics
Abstract
Curriculum ideology and politics is one of the main ways to cultivate morality and cultivate people in colleges and
universities in the new period. This paper focuses on the signifi cance of the combination of curriculum ideology and politics with French
translation courses and the fusion mode of the two. Starting from the renewal of teaching objectives, the play of teachers’ leadership and
the embodiment of students’ subjectivity, it discusses the aspects of teachers’ own cultural quality, online resources, evaluation methods and
translation materials when curriculum ideology and politics are integrated into French translation courses. In order to achieve the goal of
innovative and comprehensive education in classroom teaching.
universities in the new period. This paper focuses on the signifi cance of the combination of curriculum ideology and politics with French
translation courses and the fusion mode of the two. Starting from the renewal of teaching objectives, the play of teachers’ leadership and
the embodiment of students’ subjectivity, it discusses the aspects of teachers’ own cultural quality, online resources, evaluation methods and
translation materials when curriculum ideology and politics are integrated into French translation courses. In order to achieve the goal of
innovative and comprehensive education in classroom teaching.
Keywords
curriculum thinking and politics; Translation; Teaching model
Full Text:
PDFReferences
[1]. Lu Mei,Deng Lin. Practice and Refl ection on the Deep Integration of Ideology and Politics in Translation Teaching and Curriculum [J]. Tibet Education,
2019-03-25
[2]. Wenfeng Ge. Discussion on Ideological and political Approaches to undergraduate translation courses -- Taking Introduction to Translation as an example
[J]. Journal of Hulunbuir, 2023 (2) : 142-147
[3]. Wei Y ang. Research on Curriculum Ideology and Politics in Foreign Language Major Education [J]. Contemporary Educational Theory and Practice, 2020
(3) : 20
DOI: https://doi.org/10.18686/mcs.v5i3.1901
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