Proceedings of the 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017)

Study of Constructive Interpreting Teaching Mode Based on Real Projects

Authors
Juju Wang
Corresponding Author
Juju Wang
Available Online May 2017.
DOI
https://doi.org/10.2991/icadce-17.2017.157How to use a DOI?
Keywords
constructivism; interpreting teaching mode; real projects
Abstract

The traditional interpreting mode and concepts cannot meet the need of high-quality interpreting talents because the increasing demand of interpreters from all walks of life. The learner-centered constructivism theory states learning is an active operation closely related with context in which knowledge and ability could be constructed rather than trained. A new interpreting teaching mode based on real projects is conceived according to the concept of the constructivism from the perspective of teaching contents and managements with the aim of promoting students' interpreting ability and quality.

Copyright
© 2017, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
May 2017
ISBN
978-94-6252-368-5
ISSN
2352-5398
DOI
https://doi.org/10.2991/icadce-17.2017.157How to use a DOI?
Copyright
© 2017, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - Juju Wang
PY  - 2017/05
DA  - 2017/05
TI  - Study of Constructive Interpreting Teaching Mode Based on Real Projects
BT  - Proceedings of the 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017)
PB  - Atlantis Press
SP  - 646
EP  - 649
SN  - 2352-5398
UR  - https://doi.org/10.2991/icadce-17.2017.157
DO  - https://doi.org/10.2991/icadce-17.2017.157
ID  - Wang2017/05
ER  -