Application of Translation Workshop to College English Translation Teaching

Undergraduate education throughout the world has long been confronted with the challenge of making students active learners who are responsible for their own learning. It has been widely recognized that higher education needs to turn to student-centered perspective and model which emphasizes students' learning effect, or the outcomes of talent training. The traditional "teaching-centered" translation training mode adopted to teach non-English majors in Chinese universities cannot effectively improve students' translation ability, though it may assist English language learning. The teaching mode of "translation workshop", aiming at improving students’ learning effect, emphasizes the learning process and enables students to learn and improve translation skills through real translation project, which is conducive to raising students’ awareness of cross cultural communication and cultivating their sense of responsibility as translators. The experiment done in the present study proves that applying "translation workshop" to teaching Chinese non-English majors can effectively stimulate students' interest in learning, increase their participation in learning, and thus improve the effect of translation learning

Strategies for Information Design and Processing of Multimedia Instructional Software —Based on Richard E. Mayer's Multimedia Instructional Design Principles

Multimedia instruction means presenting words and pictures that are intended to promote learning. Since there are severe limits on the amount of information processed in human working memory, multimedia instructional messages should be so designed as to guide appropriate cognitive processing during learning without overloading the learner’s cognitive system. To maximize learners’ cognitive processing of information, the information design and processing of multimedia instructional software must be consistent with the multimedia learning theory and mechanism so as to promote meaningful learning. It is found that the instructional methods like visualizing multimedia information, managing essential processing, reducing extraneous processing and fostering generative processing, devised in accordance with Mayer's multimedia learning principles, can significantly improve the effect of information representation and transmission, which, to a great extent, helps curb teachers’ tendency to neglect learners’ cognitive mechanism while processing the information of multimedia instructional software, and thus provides insight into multimedia instruction as well as the design of multimedia instructional software