Abstract
With the growth of international trade, there is a greater demand for people with a diverse professional background and a high level of foreign language translation skills. This thesis covers the fundamental concepts and evolution of data-driven learning, well-known data-driven learning systems, common statistical parameters and analytical statistical methods of data-driven learning, and commonly used data-driven learning indexing software and its basic functions. A basic knowledge outline and data-driven learning thinking method are provided. Although English translation is widely used, there are still many flaws in professional training. In response to the current situation in which college English translation teaching is difficult to adapt to new requirements of college English teaching and talent training, it is proposed to combine multimedia technology and corpus, as well as support constructivist learning theory, data-driven learning theory, and autonomous learning theory, to create a “data-driven Learning (DLL) college English translation teaching model,” beginning with the teaching materials, teaching objectives, and a “data-driven Learning (DLL) college English translation teaching model,” starting from the teaching materials, teaching the impact of the model on college students’ translation learning. The results of the experiments show that this mode is associated with a significant improvement in students’ translation learning abilities. This model is shown to be effective when used in college English translation classes.
Highlights
At present, the focus of English translation teaching is to cultivate students’ thinking skills, improve their theoretical knowledge and skills, and apply them reasonably in practice and solve problems. e traditional concept of teaching still occupies the entire teaching mode, and practical application and theoretical teaching cannot promote each other
In the traditional teaching methods, English majors are usually taught by teachers in writing according to the specific problems of the students during the teaching process, and the students can correct where they are wrong [2]
Most teachers do not get the training concepts, theoretical knowledge, and practical experience that keep pace with the times. They have a lot of translation skills and basic knowledge, they cannot
Summary
The focus of English translation teaching is to cultivate students’ thinking skills, improve their theoretical knowledge and skills, and apply them reasonably in practice and solve problems. e traditional concept of teaching still occupies the entire teaching mode, and practical application and theoretical teaching cannot promote each other. The focus of English translation teaching is to cultivate students’ thinking skills, improve their theoretical knowledge and skills, and apply them reasonably in practice and solve problems. Erefore, our teaching content is to improve students’ professional skills and knowledge in English major translation and to take into account their actual problem-solving ability and to meet the requirements of the rapid development of the times. Most teachers do not get the training concepts, theoretical knowledge, and practical experience that keep pace with the times They have a lot of translation skills and basic knowledge, they cannot. E same as some other subjects, except that the teacher teaches some translation skills and experience in the classroom and does not use interactive teaching methods such as interactive teaching methods according to the needs of students and society. Some students cannot translate based on actual needs and subject knowledge. ey can only learn from the direct experience of teachers and perform rough written translations. ey cannot form their own unique translation skills and models, and the students’ translation thinking ability cannot be explored and cultivated . erefore, a single teaching method makes English majors uncomfortable and mechanically rigid when they are engaged in translation work
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