Abstract
This paper reviewed a one-term experiment on the flipped classroom model in teaching translation skills to 124 first-year non-English-majored undergraduate students from Yangtze University as participants. Participants in this study consisted of 62 non-English-majored undergraduate students in the control group (CG) and 62 non-English-majored undergraduate students in the treatment group (TG). The process of the flipped classroom model in translation teaching and learning was divided into the three parts: outside of the flipped classroom, inside of the flipped classroom and outside of the flipped classroom. The results showed that: 1) compared with a teacher-dominated approach for CG, the flipped classroom translation model instruction for TG did a better job in enhancing students’ translation skills; 2) there were significant differences between males in CG and TG, and females in CG and EG; 3) students in TG held the positive response for the flipped classroom model in translation teaching and learning.
Highlights
Technology influences our daily life and our teaching and learning method! Especially, the new technology and new methods applied into education affect our teaching and learning deeply when we come into the new era, 21st century
The results showed that: 1) compared with a teacher-dominated approach for Control Group (CG), the flipped classroom translation model instruction for Treatment Group (TG) did a better job in enhancing students’ translation skills; 2) there were significant differences between males in CG and TG, and females in CG and EG; 3) students in TG held the positive response for the flipped classroom model in translation teaching and learning
Males (P = 0.02) suggested that there was the significant difference between CG and TG in their translation ability after the KWL plus model of meta-cognitive translation strategy instruction with support of IBLL and females (P = 0.01) suggested that there was a significant difference between CG and TG in their translation ability after the KWL plus model of meta-cognitive translation strategy instruction with support of IBLL
Summary
Technology influences our daily life and our teaching and learning method! Especially, the new technology (such as big data, computer aided design, computer aided translation) and new methods (such as massive open online course, the flipped classroom) applied into education affect our teaching and learning deeply when we come into the new era, 21st century. The flipped classroom approach is student-centered teaching and learning method. According to the theory of Constructivism, knowledge is not taught but is learned by the learner himself through constructing the new knowledge on the basis of old knowledge, under certain settings, with the help of others, such as the teachers or learning partners, utilizing certain study resources. The student is the center of teaching and the teacher works as the organizer, facilitator and motivator, utilizing setting, cooperation and dialogue to motivate students’ interests, activities and creativeness. The instructors organize and guide the students to cooperate with each other to discuss the questions in their learning and what they have learned, so students can gain help of the teachers or learning partners
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