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1、山东师范大学硕士学位论文AbstractEnglishtoChinesetranslationteachingapproacheshavebeenimprovedmoreinrecentyears,forexample,translationteachershavebeenrealizingthedisadvantagesofthetraditionalapproach,butowingtosomelimitationsofteachingconditionsandsyllabusplans,thetraditionalapproachhavingthebasicpro
2、cessof“presentation-explanation-practice-correction”isstillmainlyusedinEnglishtoChinesetranslationclass.UnderthedirectionofthisEnglishtoChinesetraditionalteachingapproach,students’translationoftenlacksoriginalityandseemstobeinflexible.Therefore,ononehand,itishardtoimprovestudents’actualt
3、ranslationcompetenceandtechniqueseffectively;ontheotherhand,timeforindependentthinkingandcooperativediscussionislimited.Hence,thesedisadvantagescannotcontributetoenhancingstudents’initiative,learninginterestsandcreativityandnogooduseforbetterunderstandingsourcetextsandimprovingthequality
4、oftranslation.Scaffoldinginstructionguidedbyconstructivismtheoryprovidesabrand-newteachingidea,whichisbasedonlearners’practicallevel,andappliesvariousmethodssystematicallyandorderlysoastoguidelearnerstoconstructknowledgeactivelyandthenachievehigherlevel.Andscaffoldinginstructioncanadoptd
5、ifferentteachingmethodsandprovidecorrelatedscaffoldsflexiblyinlightofdifferentteachingsituation.Atpresent,thisinstructionhasbeenadoptedtoforeignlanguageteaching,forexample,whichhasbeenwidelyusedinEnglishwriting,listeningandsoon.Butsystematicstudiesoftheapplicationofscaffoldinginstruction
6、toEnglishtoChinesetranslationteachingarestillfewernowadays.Therefore,thisstudyintendstoapplythisinstructionasateachingapproachtoEnglishtoChinesetranslationteaching,whichaimstoexplorewhethertherearemoreadvantagesthantraditionalteachingapproachornot.Inordertotestwhetherscaffoldinginstructi
7、oncanachieveexpectanthypothesesornot,firstly,thisthesisdidtheliteratureresearchaboutscaffoldinginstructionbothhomeandabroad,andalsoaboutEnglishtoChinesetranslationteachingapproachesI山东师范大学硕士学位论文athome;thenanalyzedsomerelevanttheoriesofapplyingthisinstructiontoEnglishtoChi
