With the increasing exchanges and cooperation between China and Japan in the fields of science and technology, culture, economy, politics and education, Japanese teaching is particularly important. However, at present, the training of Japanese translation talents and Japanese translation teaching in Chinese universities can't keep up with the actual needs of society.
First, the current situation of Japanese translation courses in colleges and universities.
With the development of translation discipline, translation education in China has made great achievements. In 20 14, 46 universities became translation undergraduate training units. By June 20 15, with the approval of the Ministry of Education, there were 152 colleges and universities offering translation undergraduate professional degrees in China. There are not only undergraduate professional degrees in translation, but also more universities with master's degrees in translation than those with undergraduate degrees. 2065438+July 2004, 206 colleges and universities were allowed to offer master's degree in translation. These data show that the construction of translation studies in China is becoming more and more mature, and it is also a prominent embodiment of the demand for translation talents in China's cultural and economic development.
Japanese translation teaching in colleges and universities is obviously a particularly important part of translation discipline, and Japanese major is the main source of training Japanese translation talents. Japanese zero foundation is the weakness of Japanese major in China universities. Therefore, the basic stage of Japanese major in China is the first and second grades of undergraduate. At present, Japanese majors in major universities only offer basic courses, and there is no specialized course in translation. On the basis of the basic Japanese course, the teacher's explanation of translation direction is basically based on reference translation, only paying attention to grammatical errors, not involving translation theory and skills. Only when I was in the third and fourth grade of undergraduate course, I specialized in translation, such as Japanese-Chinese translation, Chinese-Japanese translation, oral Japanese translation and simultaneous interpretation.
Second, there are many problems in Japanese translation teaching.
(A) the choice of teaching content is unreasonable.
The content of teaching materials directly affects the teaching quality. However, there are several problems in Japanese translation textbooks in colleges and universities: first, the content is too theoretical and unrealistic; Second, the translated materials tend to be prose, novels and other literary genres, lacking current affairs, politics, economy and society; Thirdly, many common scenes are quoted in college textbooks, but students don't know how to translate them when they encounter scenes they have never seen before.
(2) Traditional teaching methods are out of touch with the times.
At present, the teaching method of Japanese translation course in domestic universities is the traditional classroom perfusion method. The disadvantage of this method is that students can't draw inferences from others and think independently. As long as students listen carefully in class and recite carefully after class, they will usually get high marks in the exam. This teaching method is the most traditional and common teaching method in China at present, with teachers as the teaching center. Teaching methods are monotonous and boring, and there is a lack of communication between students and teachers, and there is also a lack of communication and cooperation between students. Too much emphasis on the teaching of theoretical knowledge and neglect of the cultivation of students' translation practice ability and skills make students lose their initiative and enthusiasm in translation.
(3) The boundary between translation course and basic course is unclear.
Basic courses and translation courses are taught in the same way, which confuses them. Moreover, teachers ignore the translation itself, pay too much attention to students' grammatical mistakes in the process of translation, and spend a lot of time to correct these mistakes. In this way, no matter how many translation exercises students do, they can't improve their translation level and can only review grammar and words repeatedly. Even if they translated the original text accurately, they could not understand its charm and meaning. The ultimate goal of translation teaching is to teach students how to use theoretical knowledge in translation practice, so it is actually a synthesis of theory and practice. If the translation course is confused with the basic course, it will lose its own value and significance, and it will be impossible to train qualified Japanese translators needed by enterprises.
Thirdly, the teaching strategies of Japanese translation.
(A) adjust the curriculum system to improve the quality of teachers.
In order to keep pace with the times and provide qualified professional translators for the society, we must first fundamentally adjust the translation curriculum system to conform to the reality of translation teaching. Secondly, teachers' teaching and training and academic discussion should be carried out in a planned way and obey the unified arrangement of the Committee. Through the exchange of leading teachers in each school, we can share the teaching resources of each school, thus changing the current situation of outdated translation textbooks and backward teaching methods. At the same time, improve teachers' ability and quality, and encourage teachers to improve themselves, which can be achieved by obtaining doctoral degrees or studying abroad. Only by improving the overall level of teachers can we fundamentally improve the level of students, thus cultivating more and better translators.
(two) improve the talent training system, increase the intensity of professional construction.
There are not many institutions offering Japanese translation courses in China, and the distribution is uneven, which is far from meeting the social demand for translation talents. Therefore, we need to expand the scale and increase the number of Japanese translation students. The development level of Japanese translation specialty is far from enough. First of all, Japanese translation majors can learn from the successful experience of English translation. As a leading education in the field of translation, English translation major is more experienced than Japanese translation major in terms of its establishment time and construction quantity. Secondly, we can establish a fixed experience exchange meeting between the two majors, learn from each other's strong points and make common progress.
Thirdly, set up a steering committee to guide the construction of Japanese translation specialty, set up a special management organization, make reasonable planning and guidance for Japanese translation specialty, build an experience exchange platform, and cultivate more qualified talents to meet the needs of the long-term development of the translation market in the future.
(C) student-centered, focusing on translation practice.
We should change the teaching methods, abandon the boring classroom perfusion method, adopt the teaching method of combining translation theory with translation practice, pay attention to strengthening students' translation cognition and translation skills and abilities, and encourage students to participate in a lot of translation practice. Teachers are responsible for guiding students, encouraging them to find information independently and then learn from each other. Teachers help students who encounter difficulties to understand translation methods and means; Use practical articles in the translation market as translation textbooks, find problems through practice, and then try to solve them, so that students can continuously improve their translation ability in practice; Students can translate some interesting examples, exchange different views with their classmates and express their own views; Analyze different versions of the same article to understand the essence of translation; Teachers should also make appropriate comments on their classmates' translations at any time.
(D) combined with the needs of students to develop long-term planning.
From undergraduate to junior three, students have basically made a preliminary plan for their future, whether to take the postgraduate entrance examination, develop domestically or choose to study in Japan. Faced with a different future, what translation courses want to learn is naturally different. Students who choose to graduate and go to social work should study the talent demand in the translation industry and market, obtain professional certificates needed for some positions, and strengthen oral practice to prevent company interviews. Postgraduate students pay attention to the skills and knowledge of taking the exam, mainly studying the translation of literature, language and other works, focusing on understanding language and culture; Students who want to study abroad, in order to adapt to life after going abroad and strengthen their practice in Japanese society, should start to make more efforts in Japanese culture and customs. In this way, students will devote themselves to the process of learning translation knowledge for their own future, which will naturally improve their translation ability.
References:
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[4] Chen Zhongshan. Teaching and Training of International Business Japanese Translation Ability [J]. journal of hubei correspondence university, 20 14, (05): 134- 135.
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